kim gibbons, ph.d. gap - presencelearning · pdf filetier 1 tier 2 tier 3 effective...

10/24/16

1

Kim Gibbons, Ph.D.

new realities

new choices

Tuesday, Oct. 25, 2016

Getting Results with a Sustainable Multi-Tiered System of Supports

#SPEDAhead

GAP

Raising achievement levels and narrowing the gap between students on IEPs and their non-IEP classmates is a daunting challenge.

Available On Demand Available On Demand

Available On Demand

Kimberly Gibbons, Ph.D.

•  Associate Director, Center for Applied Research and Educational Improvement, University of Minnesota

•  Ph.D. in school psychology, University of Oregon

•  Expert in problem solving model, curriculum based measurement, and research-based instructional practices

•  Past-president of the Minnesota Association of Special Educators

10/24/16

2

20 years ago, before MTSS, there was database decision making using a problem-solving model.

Key Elements and

Assumptions

Part 1

Five Areas of

Implementation

Part 2

Fidelity and

Evaluation

Part 3

Part 1:

Key Elements and Assumptions

Lost in the Woods

10/24/16

3

Moral of the Story

ü  It’s hard give up what we do well, even if it is no longer relevant.

ü We must continually reassess our direction.

ü  Implement research-based instruction to increase achievement levels of all students.

MTSS: An Economic Engine to Drive Outcomes

Align efforts around what is most likely to improve results and reduce the achievement gap.

What To Do With Buddy?

•  1st Grade; falling behind in reading

•  Slow progress compared to peers

•  Likely to miss benchmarks related to passing 3rd Grade reading test

•  Distractible, inattentive, disruptive

2004 IDEA Reauthorization

•  Feds were expected to pay 40% of the cost of special education

•  Funding had become a big problem due to over-identification, mostly for reading gaps

•  Solution to problem? Targeted reading and math interventions

•  RTI / MTSS as a proactive model

10/24/16

4

Multi-Tiered System of Supports (MTSS)

Purposes of Assessment

•  Screening • Diagnostics •  Progress monitoring • Outcomes

Assessment: Screening

Screen all students multiple times per year to see who’s on track, ahead, and behind grade-level expectations.

Assessment: Diagnostics

Use assessments to diagnose what students need as their instructional target.

Assessment: Progress Monitoring

Progress monitoring reveals the effectiveness of the instruction and interventions we’re providing.

Assessment: Outcomes

Use assessments to evaluate outcomes at the system level, building level, grade level, and classroom level.

10/24/16

5

Effective Instruction and Intervention

Academic and Positive Behavior Support

Tier 1

Tier 2

Tier 3

Effective Instruction and Intervention: Tier 1

We expect that at least 80% of the students will be proficient given universal supports alone.

Universal Instruction

Tier 1

Tier 2

Tier 3


We try to target no more than 15% of students needing Tier 2 or supplemental resources.

Supplemental Interventions

Tier 1

Tier 2

Tier 3


For students who aren’t making progress with quality core and supplemental instruction.

Individualized Interventions

Tier 1

Tier 2

Tier 3

Collaborative Teams

Use data to make instructional decisions that make the MTSS framework a success.

MTSS… Is Not Is

An instructional program A framework to implement effective practices

The old way of doing business with a new label (pre-referral intervention)

Proactive and data-driven

Intended to encourage placement of students Matching needs and resources

Possible to implement alone A collaborative effort

The same for every school Uniquely designed for each site

A special education, a general education, a Title 1, a talented

and gifted initiative

An every education initiative focusing on system change

10/24/16

6

MTSS Is…

Really

Terrific

Instruction

Tier 1

Tier 2

Tier 3

Why MTSS?

Why MTSS? Increase

achievement for all

students Increase collaboration

Unified framework of

academics and behavioral

support

Allocate resources based on

needs

Non-discriminatory assessment

practices

High rates of referrals for special education

Why MTSS?

The MTSS framework works well for behavioral support.

•  5th grade student •  99th percentile in reading,

math, science • Has met 8th grade

targets •  Is she applying

herself?

Clarissa

•  7th grade student • Grade-level reading and

math •  A’s and B’s on report card •  Likes school • No reported concerns from

parents or teachers

Zachary

10/24/16

7

•  9th grade student •  Partially proficient in

reading since 4th grade •  Below target on

school-wide screening since 4th grade

•  Struggles to keep up •  She’s not sure she

is college material

Cassie

•  Second grade student •  4th percentile in reading •  2nd percentile on MAP test •  Frequent disciplinary

referrals •  Little progress after two

years of supplemental interventions

Jesse

Key Assumptions

• Move away from sifting and sorting • Make sure all students struggle • Start correcting learning problems

with the instructional process • Focus on alterable variables

10/24/16

8

Blow up the silos and start to look at how to best serve students regardless of labels.

Move Away from Sifting and Sorting Make Sure All Students Struggle

All students should be challenged with instruction matched to their zone of proximal development.

Intervene directly in the skill area you're concerned about.

Start Correcting Learning Problems with the Instructional Process

Spend less time making predictions about students' lives and more time finding ways to make a difference in their lives.

Focus on Alterable Variables

If the water in the aquarium is dirty, don’t spend time diagnosing individual fish.

10/24/16

9

Don't diagnose the fish, change the water.

• water.

Change the Question From This…

What about the student is causing the performance discrepancy?

What about the instructional environment can we alter so students will learn and be more

successful?

To This…

Part 2

Implementation: The Big Five

Leadership Vision

Infrastructure

and Data

Resources Knowledge,

Skills and

Self-Efficacy

Incentives

Implementation

Plans

10/24/16

10

Five Areas of RTI Implementation

Assessments Data-based decision making Multilevel instruction Infrastructure and support

Fidelity and evaluation

RTI Fidelity of Implementation Rubric—1

l i hts reserved.

2094_05/14

RTI Fidelity of

Implementation Rubric

The Response to Intervention (RTI) Fidelity Rubric is for use by individuals who are responsible for monitoring school-level fidelity

of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for

successful implementation. It is accompanied by a worksheet with guiding questions and score points for use in an interview with a

school’s RTI leadership team.

Assessments—Screening, progress monitoring, and other supporting assessments are used to inform data-based decision making.

Measures

1

3

5

Screening—The RTI framework accurately identifies students at risk of poor learning outcomes or challenging behaviors.

Screening Tools Insufficient evidence that the screening

tools are reliable, correlations between

the instruments and valued outcomes

are strong, and predictions of risk status

are accurate.

Evidence indicates that the screening




are accurate, but staff is unable to

articulate the supporting evidence.

Evidence indicates that the screening




are accurate, and staff is able to

articulate the supporting evidence.

Universal

Screening

One or none of the following conditions is

met: (1) screening is conducted for all

students (i.e., is universal); (2) procedures

are in place to ensure implementation

accuracy (i.e., all students are tested,

scores are accurate, cut points/decisions

are accurate); and (3) a process to screen

all students occurs more than once per

year (e.g., fall, winter, spring).

Two of the following conditions are met:

(1) screening is conducted for all students

(i.e., is universal); (2) procedures are in

place to ensure implementation accuracy

(i.e., all students are tested, scores are

accurate, cut points/decisions are

accurate); and (3) a process to screen all

students occurs more than once per year

(e.g., fall, winter, spring).

All of the following conditions are met:

(1) screening is conducted for all students

(i.e., is universal); (2) procedures are in

place to ensure implementation accuracy

(i.e., all students are tested, scores are

accurate, cut points/decisions are

accurate); and (3) a process to screen all

students occurs more than once per year

(e.g., fall, winter, spring).

Data Points to

Verify Risk

Screening data are not used or are used

alone to verify decisions about whether

a student is or is not at risk.

Screening data are used in concert with

at least one other data source (e.g.,

classroom performance, curriculum-

based assessment, performance on state

Screening data are used in concert with

at least two other data sources (e.g.,

classroom performance, performance on

state assessments, diagnostic assessment

Assessments

Tools Screening Data PM Tools

PM Process


PM Process

Tools should be reliable and valid. Staff should be able to articulate how and why they are.

Assessments


PM Process

Assessments

Screen all students. Collect data multiple times per year to ensure implementation accuracy for making decisions.


PM Process

Use screening data plus two other data sources that paint a picture of each student’s progress.

Assessments


PM Process

Compare performance using multiple forms with equal difficulty. Benchmark in fall, winter, and spring.

Assessments

10/24/16

11


PM Process

Develop schedules and put procedures in place to ensure that the process is being implemented accurately.

Assessments Lessons from the Trenches

•  Districts exploring screening and progress monitoring tools

•  Data collection but no utilization

•  Lack of understanding of purposes of assessment

Assessments

•  Screen all students at multiple points per year

•  Data rich, but how much is too much

•  Purposes of Assessment •  Multiple sources of data

for decision-making remain problematic

•  Districts exploring screening and progress monitoring tools

•  Data collection but no utilization

•  Lack of understanding of purposes of assessment

Assessments

Is this true for us?

Assessments Data-Based Decision Making

Process Responsiveness Data System

10/24/16

12

Decisions we make about students should be data-driven, involve teams, and have clear sets of rules.


Data-Based Decision Making

Have a system in place to access data with a graphical display that makes it quick and easy to set and evaluate goals.


Data-Based Decision Making

Make decisions based on reliable and valid data that reflect student progress (or slope) toward the

ultimate goal and implement accurately.


Data-Based Decision Making Lessons from the Trenches

•  Decisions not always based on data but “professional judgement”

•  Data systems: what are they

•  Lack of formal progress monitoring

•  No real decision- making rules

Data-based Decision Making

•  More emphasis on using data to guide decision-making

•  More options for data systems, but still too difficult to use

•  Improved progress monitoring but sometimes disconnected from interventions

•  Improved decision-making rules, but confusion around tiers

•  Decisions not always based on data but ”professional judgement”

•  Data systems: what are they

•  Lack of formal progress monitoring

•  No real decision- making rules

Data-based Decision Making

10/24/16

13

Multilevel Instruction

Tier 1

Tier 2

Tier 3

Universal Supports

Moving Upstream

A Story of Prevention and Intervention

10/24/16

14

Moral of the Story

Focus first of all on ensuring that your universal instruction is as strong as it can be.

Tier 1

Tier 2

Tier 3


If all you have is a hammer, everything starts to look like a nail.

10/24/16

15

…then every student with academic and/or behavioral needs will look like a special ed student.

If this is all the teacher has to support students with academic and/or behavioral needs…

Multilevel Instruction Multilevel Instruction

Core Instruction

Tiers As Resources


Supplemental Instruction

Core Instruction

Tiers As Resources


Intense Intervention


Core Instruction

Tiers As Resources

Res

ourc

es R

equi

red

General Education


Sea of Ineligibility

Special Education

Severity of Need

General Education


General Education

with Support

Special Education

Res

ourc

es R

equi

red

Severity of Need

10/24/16

16


• Continuum of scientifically-based programs and services

• Methods to evaluate and monitor progress

Successful Multi-tiered Models

Multilevel Instruction: Tier 1

Tier 1

Tier 2

Tier 3

Core Instruction

ü Research-based curriculum

ü Articulation of teaching and learning standards

ü Standards aligned ü Differentiated

instruction ü Students who

are exceeding benchmarks


Tier 1

Tier 2

Tier 3


ü Evidence-based ü Complements

universal instruction ü Group size ü Delivered by

trained staff ü Optimal dosage


Tier 1

Tier 2

Tier 3 Intense Intervention

ü Matched to student needs ü Optimal group

size and dosage ü Delivered by

trained staff ü Relationship to

grade-level standards

Steps of Problem Solving

1. Problem Identification

2. Problem Analysis

3. Plan Development

4. Plan Implementation

5. Plan Evaluation


•  Lack of options for providing support to students aside from special education

•  Pre-referral interventions that lacked intensity, were not research-based, and were accommodations

•  Reactionary system focusing on Tier 2 and 3

•  Ignore the core •  IQ/ACH discrepancy model for SLD


10/24/16

17

•  Many more options •  Moving toward a proactive system •  More emphasis on core instruction

and standards •  Differentiation remains challenging •  Interventions that complement

core instruction •  Still need to focus on all students •  Tier 3 continues to be problematic

•  Lack of options for providing support to students aside from special education

•  Pre-referral interventions that lacked intensity, were not research-based, and were accommodations

•  Reactionary system focusing on Tier 2 and 3

•  Ignore the core •  IQ/ACH discrepancy model for SLD


Vision Infrastructure


Skills and

Self-Efficacy

Incentives

Implementation

Plans Leadership

Although not all change is improvement, all improvement is change.

The First Law of Improvement and Sustaining Results

Every system is perfectly designed to achieve exactly the results it gets

Infrastructure

Vision


Skills and

Self-Efficacy

Incentives

Implementation

Plans Leadership

10/24/16

18

Principals 25% Teachers

33%

Who Affects Student Learning?

Other 42%

Research tells us that principals and teachers account for the greatest variance in student learning. Parents,

staff, and others account for the rest.

Infrastructure

Vision


Skills and

Self-Efficacy

Incentives

Implementation

Plans Leadership

Key Leadership Responsibilities

•  Encourage leadership by others

•  Focus on improving instruction, using data

•  Improve outcomes through coordination

Why Have a Vision?

•  Helps staff understand “Why”

•  Provides basis for a clear plan

•  Leads to initiative braiding

•  Defines school culture

“MTSS is great but our plate is too full!”

Initiative Braiding

Braid other district and building initiatives into the MTSS framework. This should help your district accomplish its goals.

10/24/16

19

School Improvement

Positive Behavior Support

Instructional Coaching

Professional Learning

Communities Performance

Pay

Initiative Braiding

Braid other district and building initiatives into the MTSS framework. This should help your district accomplish its goals.

ESSA

Sustaining an MTSS Framework

Without leadership, there may be anarchy. Without a vision, there will be confusion.

Infrastructure

Vision


Skills and

Self-Efficacy

Incentives

Implementation

Plans Leadership

Unless you have the skills, it’s high anxiety.

Training Component Concept Understanding

Skill Attainment Application

Presentation of Theory

Modeling by Trainer

Practice & Low-Risk Feedback

Coaching (on-site)

85%

85%

85%

18%

80%

90%

5-10%

5-10%

80-90%

Effective Professional Development

A coaching component as part of a professional development program boosts skill attainment and classroom-based application.

85% 15% 5-10%

Without teacher self-efficacy: the knowledge, skills, and the belief that they can do it, there will be anxiety.

10/24/16

20

Consider Nested Teams to Support MTSS Implementation

1.  A district-level RTI team to make things happen for the district

2.  A building leadership team to make things happen for the school

3.  Grade-level or core team with support to make things happen for groups of students

4.  A problem-solving team to make things happen for individual students

Schools where there has been the greatest shift to a data culture scheduled team meetings once a week.

Action Team Meetings

Infrastructure

Vision


Skills and

Self-Efficacy

Incentives

Implementation

Plans Leadership

Are Your Resources Aligned?

All resources in your district or building need to work together to match the needs and goals of your MTSS action plan.

Considerations

What resources do

I have? What resources do

I need?

Is there funding?

Do we revamp?

Slow Change

Without the right resources you will end up with small, slow change.

10/24/16

21

Part 3

Fidelity and Evaluation of Implementation

What do these terms have in common?

Are We Following the Plan?

Follow the plan down to the individual student level. Implement interventions appropriately with the time and frequency needed.

Fidelity of Implementation

District Plan

Core Instruction

Interventions

Frequency and Intensity

Progress Monitoring

Why

Should

I Care?

Implementation Integrity

Are we applying

intervention as

designed?

10/24/16

22

Five Elements of Fidelity

Student Engagement Adherence

Exposure

Quality of Delivery

Program Specificity

Even the best interventions will not get results if students are not involved with the activity.

Student Engagement

We have to stick to the plan, whether it’s the curriculum or the assessments.

Adherence Exposure

For interventions to work as expected, students need to receive them at the recommended frequency and duration.

Deliver instruction, interventions and assessments with a focus on best teaching practices.

Quality of Delivery

Interventions should be well-defined and match student needs

Program Specificity

10/24/16

23

Five Elements of Fidelity

Student Engagement Adherence

Exposure

Quality of Delivery

Program Specificity

Confidence in your MTSS implementation comes from giving full attention to all five elements of fidelity.

Evaluation

Include goals and evaluation criteria for key areas of implementation and stakeholder communications.

Action Plans Trying To Do Too Much

When plans have too many goals and strategies, implementation suffers and outcomes fall short.

Align your initiatives, focus on a few things you can train on and do well, and build from there.

Focus On What You Can Do Well

Without an action plan you are likely to experience false starts.

School District Action Plans

NO (52%) YES (48%)

10/24/16

24

Is the Plan Working?

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Fall Winter Spring

74% 62%

18% 30%

8% 8%

What percentage of students are meeting their Tier 1, Tier 2, and Tier 3 targets over time?

Tier 1

Tier 2 Tier 3

Fall Spring

Fall 76% above target

91% of students stayed proficient

What percentage of students who began the year at or above target also ended the year at or above target?

Spring 75% above target

Lessons from the Trenches

•  If fidelity was assessed it was based on asking how things were going

•  Fidelity of core instruction •  Train once on

administration and scoring of measures

•  Lack of action plans •  Lack of evaluation

Fidelity and Evaluation

•  More evidence on fidelity at a variety of levels incorporating direct observation

•  Fidelity of core instruction

•  More action plans •  Disaggregation of data

•  If fidelity was assessed it was based on asking how things were going

•  Fidelity of core instruction •  Train once on

administration and scoring of measures

•  Lack of action plans •  Lack of evaluation

Fidelity and Evaluation

10/24/16

25

A true story…

The Moso Bamboo Tree

Grows in China and the Far East. After it is planted, it grows slowly for up to 5 years, even under ideal conditions.

The Moso Bamboo Tree

As if by magic, it suddenly grows nearly 2 ½ feet per day reaching a full height of 75 feet in 6 weeks.

The Moso Bamboo Tree The Moso Bamboo Tree

It's not magic. The rapid growth is due to the extensive root system developed during the first five years of getting ready.

Next Steps

•  Be prepared for slow, incremental improvements

•  Be patient. Positive outcomes for all students will come!

•  Assess your needs and set your goals

•  Use RTI worksheet and fidelity rubric

#SPEDAhead

new realities

new choices

Q & A

10/24/16

26

#SPEDAhead

new realities

new choices

What are the differences between RTI and MTSS?

#SPEDAhead

new realities

new choices

What strategies have you

found to be most successful in helping

principals become leaders for the MTSS

process?

#SPEDAhead

new realities

new choices

What are the key elements that are the

most helpful in creating understanding by school staff as to “why MTSS”

and getting buy-in?

#SPEDAhead

new realities

new choices

Do you see better results when special education and intervention

departments work together as one?

#SPEDAhead

new realities

new choices

What is the number one

cause for the derailment of an MTSS rollout?

#SPEDAhead

new realities

new choices

How do you handle inconsistent implementation of interventions that hinder progress?

10/24/16

27

#SPEDAhead

new realities

new choices

What is the best way to

convey that RTI is an ongoing collaborative

process that may need to be adjusted instead

of a cookie cutter, rigid mindset?

#SPEDAhead

new realities

new choices

How are criteria developed for

moving students up or down tiers?

#SPEDAhead

new realities

new choices

What is the definition of progress when it comes to MTSS?

#SPEDAhead

new realities

new choices

What types of protocols have been successfully

used during decision making meetings

regarding movement among the tiers?

#SPEDAhead

new realities

new choices

What have you done to get parent buy-in to

MTSS when they always want to run to testing?

#SPEDAhead

new realities

new choices

What does research

suggest about the role of technology,

including blended and online learning, in

implementing successful

MTSS?

10/24/16

28

#SPEDAhead

new realities

new choices

Interested in Becoming an Online Provider?

Refer your colleagues: plearn.co/apply-to-pl

PresenceLearning has opportunities (FT & PT) for: • SLPs • OTs • School Social Workers • School Psychologists

Available On Demand

Available On Demand

Available On Demand

Available On Demand

A Certificate of Attendance will be sent to attendees who have: •  Watched the live webinar in its entirety •  Completed the post-webinar quiz with a passing score of 80% •  Submitted the feedback survey To receive CE credit: •  ASHA members: No action necessary if your registration

included valid ASHA membership ID & contact information •  NASP members: Your Certificate of Attendance has the

required information for self-reporting Questions? Email [email protected] Look for follow-up email soon with the link to webinar recording and associated materials

PresenceLearning.com PresenceLearn

PresenceLearning

THANK YOU

new realities

new choices

#SPEDAhead

kim gibbons, ph.d. gap - presencelearning · pdf filetier 1 tier 2 tier 3 effective...

Documents