Multi-Tiered Systems of Support: Implications for Special Education

Transcription

1 Multi-Tiered Systems of Support: Implications for Special Education Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2 MO-CASE Vision MO-CASE s transformational vision for special education is based on the creation of a single, unified education system where all educators demonstrate the commitment, confidence, expertise, and call to action (leadership) to teach all learners within a community of professional support in which: Special educators participate as full members of collaborative teams of educators who use data and problem solving processes to plan for and monitor progress of all learners; Multi-tiered Systems of Support (MTSS) provide the operational framework to identify and provide prevention and early intervention for students who need differentiated or intensified academic or socialemotional-behavioral instruction/support; Evidence-based practices are the universal standard for both core and intervention instruction; Proficiency on state learning standards and post-graduation success are the explicit outcomes of PK-12 education for all learners.

3 Special Education Evaluation Individualized Education Plan Based on student need (data-driven) Measurable outcomes Progress monitoring Connect points to evidence-based practices Related Services Procedural Safeguards

4 Think about it. The median age of onset for common social/emotional issues: 6 years for anxiety 11 years for behavior 13 years for mood 15 years for substance use disorders. (Merikangas et al., 2010)

5 Think about it If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).

6 Considerations Strong advocates for many of the features of the current special education process Procedural safeguards /Parent & child rights Individualized plans Multi-disciplinary approach Majority of students in special education spend most of their day in general education environments

7 Challenges in Current Special Education Process Wait Fail evaluation process using a medical model (underlying pathology) Difficult task of keeping students on-track with peers while attempting to catch up due to disability At times an inefficient parallel system, curriculum, service delivery to general education Role of special educator becoming blurred, but without clear systems and guidelines

8 Challenges in Current Special Education Process Special education often only serves one or two aspects of the child without connections to the whole child s education Special education reform will rely as much on changes in general education teacher and administrator pre-and in-service professional development as within our own field

9 Special Education Led Initiatives School-wide Positive Behavior Support Problem solving process to a) prevent, b) intervene early, and c) create supportive environments for students on IEPs Response to Intervention Differentiated academic instruction matching student need to intervention prior to referral for special education

10 Yet to be determined Nexus between MTSS and current special education process When is instruction and supports special education When are procedural safeguards put in place

11 MTSS Challenges Tier II/III expertise typically confined to special education / school psychology Delivering special education without due process? No one owns Tier II students Case managers Monitor data Share plan year to year When does the special education referral process start?

12 School-wide Positive Behavior Support

13 Starting Point. We cannot make students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

14 School-wide Positive Behavior Support Problem solving framework Systematic implementation of evidence-based practices Layers in increasingly more intensive environmental supports to increase the likelihood students are academically, emotionally, and socially successful

15 SW-Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

16 Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

17 Intensive Math Continuum of Supports Targeted Science Spanish Universal Soc skills Reading Horses

18 Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus Teach & Practice Acknowledge student mastery of social skills Positive Feedback Readiness across Tiers (universals always a priority) Access to on-going Technical Assistance

19 Political Funding Visibility Policy Support LEADERSHIP TEAM (Coordination) Training Coaching Evaluation Behavioral Expertise Local School/District Implementation Demonstrations

20 Universal School-Wide Features Clearly define expected behaviors (Rules) All Settings Classrooms Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement

21 Benton Elementary School I am. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies Safe Keep bodies calm in line Report any problems Ask permission to leave any setting Maintain personal space Walk Stay to the right on stairs Banisters are for hands Walk Push in chairs Place trash in trash can Wash hands with soap and water Keep water in the sink One person per stall Use equipment for intended purpose Wood chips are for the ground Participate in school approved games only Stay in approved areas Keep body to self Walk Enter and exit gym in an orderly manner Respectful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly Be honest Take care of yourself Walk quietly so others can continue learning Eat only your food Use a peaceful voice Allow for privacy of others Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language Be an active listener Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic

22 RAH at Adams City High School (Respect Achievement Honor) RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

23 Tier II/III

24 Tier II (small group) Efficient and effective way to identify at-risk students Screen Data decision rules Teacher referral Informal assessment process to match intervention to student need Small group Social Skill Instruction Self-management Academic Support Progress Monitoring Part of a continuum must link to universal school-wide PBS system

25 Tier III (individualized support) When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Connections to Mental Health and Community Agencies (Integrated Framework Monograph) Part of a continuum must link to universal school-wide PBS system

26 FBA PBS Plan Process Success requires: 1. Individual(s) with expertise in FBA-PBS 2. Fluency with a clear process among all staff whereby roles are clearly defined 3. A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

27 Competing Behavior Pathways Model Desired Alternative Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Sugai, Lewis-Palmer & Hagan, 1999

28 Response to Intevention

29 What Is Responsiveness-to- Intervention (RTI)? IDEIA 2004 provides for the use of RTI as part of the process to determine eligibility for learning disabilities

30 RTI: Two important pieces Using the model to identify students with learning disabilities Using the model to provide effective, evidence-based instruction to all students Ongoing data collection of instructional effectiveness

31 What do we know about RTI and RtI is the practice of: instruction? providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. (NASDSE, 2005)

32 Outcomes

33 MAP Proficiency by SW-PBS Implementation Levels - IEP Students 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

34 60.0% MAP Proficiency by SW-PBS Implementation Levels - All Students 58.0% 56.0% 54.0% 52.0% 50.0% 48.0% 46.0% 44.0% Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Comm Arts Math Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

35 Field Elementary School SW-PBS and Response to Intervention with Literacy

36 Field Elementary School High Diversity School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education Instructional leader turnover Poverty 79% of students live in poverty Highly transient population

37 Field Elementary School + Teachers and Staff committed to increasing academic and social success of all students + A committed Principal who supported faculty in their efforts to change the way they taught to improve children s lives

38 Field Elementary School Academic Standing Only 5% of all students scored proficient in 2005 Breakdown by ethnicity: 0% African-American 18% Caucasian 0% Students with disabilities 0% English Language Learners 7% Students living in Poverty

39 Field Elementary School Literacy In , 44% students required intensive support for reading and writing Social Behavior In Averaging 10.4 discipline referrals per day

40 Field Literacy Data 100% 80% 60% 40% 20% 0% 44% 26% 30% Intensive Strategic Benchmark

41 Positive Behavior Supports

42 Impact on Behavior Problems To 1.6 per day From 10.4 per day MU College of Education 140 years of discovery, teaching and learning

43 Impact on Literacy Improved Academic Standing In 2007, 27% of Field s students scored proficient in 2007 (up from 5%). African American: 0% improved to 16% Caucasian: 18% improved to 57% Students with disabilities: 0% improved to 25% English Language Learners: 0% improved to 27%

44 Field Literacy Data 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 44% 26% 33% 27% 31% 29% 23% 25% 30% 40% 40% 51% Intensive Strategic Benchmark

45 Special Education and MTSS

46 Special Education s Role in MTSS Two key skill sets 1. Differentiated instruction / Environmental Supports 2. Data-based Decision making / Progress Monitoring Future Roles: Special educators provide behavioral and differentiated instruction expertise across the continuum Universals = effective instruction & supports Tier II = instructional and environmental changes based on data-decision rules Tier III = FBA / BIP / community and family connections

47 MTSS Special Education Process Continue to serve as case managers for students with disabilities Continue to provide pull-out intensive supports /instruction (and related services) when general education environment cannot support Move toward a response to intervention evaluation process

48 MTSS Special Education Process Will Require: Universal practices implemented school wide (with fidelity checks) Evidence-based universal practices Sophisticated data review and frequent universal screening Tier II strategies carefully matched and monitored to student need

49 MTSS Special Education Process Will Require: New evaluation process and standards (start of procedural safeguards) Intense/chronic concerns Non response to Tier II/III strategies Corroborated with standard measures Continuation of complete continuum of supports for all students with better connections

50 Implications Resource Allocation at the School level Case load balanced against consultation time Focus of consultation on team vs. individual student Other staff role changes General educators as case managers Support staff Teacher preparation/ Certification (both special and general education)