Look Who’s Behavin”

Look Who’s Behavin”

October 9, 2009Dr. Alexa Posny

Warm-Up You are driving along in your car on wild, stormy

night. You pass by a bus stop, and you see three people waiting for the bus.

1. An old lady who looks as if she is about to die.2. An old friend who once saved your life.3. The perfect man (or) woman you have been

dreaming about. Which one would you choose to offer a ride to,

knowing that there could only be one passenger in your car?

Warm-Up Give the car keys to the old

friend Let him take the old lady to the

hospital You stay behind and wait for

the bus with man/woman of your dreams

“There are really only three types of people:

Those who make things happen;Those who watch things happen; andThose who ask, ‘What happened?’”

Ann Landers

Rules…

You will not marry during the course of your contract.

You are not to keep company with men. You may not loiter downtown in ice cream stores. You may not dress in bright colors. You may under no circumstances dye your hair. You must wear at least two petticoats.

for Teachers

Expectations (Not Rules) for Students

“Children are eager and capable

learners…”

What We Know…

Words Heard

per hour

Affirmatives per hour

Prohibitions per hour

Professional family child

2153 32 5

Research(Hart & Risley, 1995)

Words Heard

per hour

Affirmatives per hour

Prohibitions per hour

Professional family child

2153 32 5

Working class child

1251 12 7

Research(Hart & Risley, 1995)

Words Heard

per hour

Affirmatives per hour

Prohibitions per hour

Professional family child

2153 32 5

Working class child

1251 12 7

Child living in poverty

616 5 11

Research(Hart & Risley, 1995)

“Early intervening services…are services for children in kindergarten through grade 12 (with a particular emphasis on children

in kindergarten through grade 3) who have not been identified as needing

special education and related services, but who need additional academic and

behavioral support to succeed in a general education environment.”

How…

“Early learning begets later learning and early success

breeds later success…The later in life we attempt to repair early

deficits, the costlier remediation becomes…”

James Heckman, Nobel Prize-Winner, Economics, 2000

Why…

What We Know…

“There is a greater tragedy than being labeled as a slow

learner--and that is being treated as

one.”

“A longitudinal study of 407 students found that 74% of the

children whose difficulty in reading was first identified at

nine years of age or older continued to read in the lowest quintile throughout their middle

and high school years.”

What We Know…

The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up

The longer a student goes without assistance, the longer the remediation time and the more intense the services must be

What We Know…

Response to Intervention (RTI) is a way of screening children, early in their

schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school

failure. The technique allows schools, on a schoolwide basis, to provide any student more intensive support–and monitor their progress—than typically available in every

classroom.  

How…

Students must know what is expected of them

Behavior is learned Schools must provide safe,

learning conducive and predictable environments

We must teach students what positive behaviors look like

What We Know…

How… By intentionally designing and redesigning resources

to match student needs Ensuring that every leader is responsible for

planning, implementing and evaluating Using academic and behavioral data to inform

instructional/behavioral decisions Including educators, families and community

members as part of effective problem-solving and instructional decision making

Creating an empowering culture that maintains collective responsibility for every child’s success

All students achieving to high standards by being provided sufficient time and support

All low performing students being provided focused instruction

All teachers teaching students to high standards by being given the right conditions and assistance

All teachers intervening in the learning process when there is an indication of a failure to learn

All teachers focusing early intervention resources on the early years of schooling

Leadership Compass, Fall 2006, National Association of Elementary School Principals

What we wanted in KS…

An integrated intervention support system A focus on both academics and behavior The provision of interventions as early or

whenever needed Multiple or tiered levels of support and

intervention A continuum of increasingly intense research-

based interventions Ongoing monitoring of the effectiveness of

the interventions provided

What we put in place in KS…

In Kansas, this includes RTI and EIS and much more--this is referred to as:

MTSS

Real Test

What does MTSS stand for? Middle Tennessee Scuba &

Swim Military Training Service

Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show

Real Test

What does MTSS stand for? Middle Tennessee Scuba &

Swim Military Training Service

Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show

MTSS

What is MTSS? A three-tiered approach with tier 3 as

special education RTI in disguise A way to delay identifying students

as in need of special education Special education initiative A systemic approach to helping all

students learn

MTSS

What is MTSS? A three-tiered approach with tier 3 as

special education RTI in disguise A way to delay identifying students

as in need of special education Special education initiative A systemic approach to helping all

students learn

The big “BIG” idea of MTSS

1.1. Deciding what is importantDeciding what is important for students to know

2.2. Teaching what is importantTeaching what is important for students to know

3.3. Keeping trackKeeping track of how students are doing4.4. Making changesMaking changes according to the results

collected Dave Tilly, Heartland AEA; 2005

1. Focused on every child’s achievement and behavior

2. Individual child problem solving3. Evidence-based practices for every child4. High quality, differentiated 5. Screening6. Progress monitoring7. Data-based decision-making8. Timely, informative, systemic

What MTSS is…

Adapted from Dan Reschly, 2002

What MTSS is not…

So what conditions must exist for MTSS to be successful?

MTSS Framework Leadership

Identified Teams Buy-In/Consensus Communication Professional Development Empowering Culture

Professional Development Initial Training Support for Implementation Monitoring for Fidelity Providing ongoing Support

Empowering Culture Involving all Staff Involving Parents Informing All

Assessment Screening Diagnostic Progress Monitoring Outcomes

Curriculum Core Supplemental Intensive

Instruction Core Supplemental Intensive

MTSS Framework

All (Core) Core Curriculum Core Instruction Screening Assessment

Some (Supplemental) Protocol Based Curriculum Protocol Based Instruction Diagnostic Assessment Progress Monitoring

Assessment Problem Solving Teams

Few (Intensive) Problem Solving Teams Intensive, Customized Supports

MTSS Framework

Kansas: Multi-Tier System of Supports

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas Multi-Tier System of Support (MTSS)Kansas Multi-Tier System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide

intervention design

Supports for ALL (Core)

Academics• All students• Evidence-based core

curriculum & instruction

• Assessment system and data-based decision making

Behavior• All students, All settings• Positive behavioral

expectations explicitly taught and reinforced

• Consistent approach to discipline

• Assessment system and data-based decision making

Academics Supplemental

targeted skill interventions

Small groups Frequent progress

monitoring to guide intervention design

Behavior Supplemental

targeted skill interventions

Small groups Frequent progress

monitoring to guide intervention design

Supports for SOME (Supplemental)

Academics More intense

supplemental targeted skill interventions

Customized interventions

Frequent progress monitoring to guide intervention design

Behavior Student centered

planning Customized function-

based interventions Frequent progress

monitoring to guide intervention design

Supports for FEW (Intensive)

MTSS and SW-PBIS At the heart of both MTSS and SW-PBIS

is systemic change aimed at positively impacting both social and academic competencies for all students.

MTSS draws upon evidence and research-based practices, incorporating the SW-PBIS framework into the broader integrated MTSS approach.

Advantages of MTSS

Provides instructional and behavioral assistance in a timely fashion (e.g., NOT a wait-to-fail model)

Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum or problem behavior is not due to lack of expectations

Informs teachers and improves behavior and/or instruction because data are collected and closely linked to interventions

MTSS

What confounds MTSS? Providing timely instructional

assistance Lacking fidelity of implementation

(progress monitoring, limited research)

Limiting the number of tiers Informing teachers and improving

instruction because assessment data are collected and closely linked to interventions

MTSS

What confounds MTSS? Providing timely instructional

assistance Lacking fidelity of implementation

(progress monitoring, limited research)

Limiting the number of tiers Informing teachers and improving

instruction because assessment data are collected and closely linked to interventions

An overarching framework that guides improvement processes and planning

An integrated systemic approach that includes early identification and rapid response to the needs of all students

The establishment of positive, proactive environments as the norm

The creation of strong, resourceful, empowered districts , schools, and staff

What Will Success Look Like?

So, Toto, how has MTSS worked in Kansas?

Data from MTSS efforts in Kansas to date…

How Has MTSS Worked?

Junction City, KS: 10th largest Kansas district Military connected students = 44% Free/reduced lunch students = 38.9% ELL = 3% SPED = 13.3% Ethnic demographics White

How Has MTSS Worked?

Hillsboro Elementary and Middle, KS: Median size Kansas district 28% free/reduced lunch students 13% SPED Median income below state average

How Has MTSS Worked?

Hillsboro, KS: In 2003, Hillsboro found 28 students to

be eligible for special education services In 2008, Hillsboro found 1 student to be

eligible for special education services

How Has MTSS Worked?

Number of Schools Implementing SWPBS Annually

Proportional Relationship of Referrals to Students

1.7

0.9

1.3

1.7

0.6

0.20

0.5

1

1.5

2

Hocker Grove WestridgeSchools

Rat

io o

f Ref

erra

ls to

Tot

al

Enro

llmen

t

2006-072007-082008-09

All Students

Anecdotal Reports from Schools

(Prior to Full SWIS Implementation)

60% reduction in Office Discipline Referrals (ODRs) at Lincoln Elementary, Parsons (2007-08 to 2008-09)

33% decrease in ODRs at Highland Park, Topeka

2,000 fewer ODRs at Salina Central High School during the first implementation year

Anecdotal & Empirical Reports from Schools

Hocker Grove in Shawnee Mission report: Decreases in the intensity of problem behaviors Decreases in Out of School Suspensions and In School

Suspensions Decreases in Office Discipline Referrals

Westridge Middle School in Shawnee Mission report: Decreases intensity of problem behaviors Decreases in Out of School Suspensions and In School

Suspensions Greater balance in ethnicity proportions for students receiving

ODRs

Prior to PBS PBS Year 1 PBS Year 2

PBS Year 1 PBS Year 2

Swimming Against the Trends

KS Education Shines! The American Legislative Exchange

Council’s 2007 report card listed KS 7th in the nation for its academic achievement

KS students rank in the top 10% for reading and mathematics on the ACT

89.7% of students graduate 87.5% of teachers are highly qualified On the 2007 NAEP, KS:

4th /8th graders ranked 2nd in the nation on math 4th /8th graders ranked 6th on reading

% % TesteTeste

dd

CompCompAve.Ave.

MathMath ReadinReadingg

SciencSciencee

KansasKansas 76%76% 21.921.9 21.621.6 22.422.4 21.721.7ColoradoColorado 100%100% 20.420.4 20.120.1 20.820.8 20.420.4MissouriMissouri 74%74% 21.621.6 21.021.0 22.122.1 21.521.5NebraskNebrask

aa77%77% 22.122.1 21.821.8 22.422.4 21.921.9

OklahomOklahomaa

71%71% 20.720.7 19.819.8 21.321.3 20.520.5

TexasTexas 30%30% 20.520.5 20.820.8 20.620.6 20.420.4

News from ACTNews from ACT

21.6 21.7 21.8 21.9 22

20.9 20.921.1 21.2 21.1

20

20.5

21

21.5

22

22.5

23

2004 2005 2006 2007 2008

KansasNational

Five Year Trend: Composite

Kansas: Reading

Gap35%

Gap25%

Kansas: Math

Gap38%

Gap22%

Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness

Center for American Progress

Certain states with a large percentage of low-income and minority students score far better than others on achievement tests. Those seeking to improve their own students' academic results should look to high-achieving states with large percentages of traditionally low-scoring demographic groups, such as Florida, Kansas, Texas, and Virginia, to figure out how to succeed with low-income and minority students. Because they are serving those students relatively well, they earned As in this category.

In KS, We Promise All Students…

You will acquire the same essential knowledge and skills as the other students

Your learning will be carefully monitored, and you will be given multiple opportunities to demonstrate your learning

You will promptly receive extra time and support if you experience difficulty in learning

Your teachers will clarify the standards they will use in assessing the quality of your work

You will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on your achievement

In Order to Ensure That a Thousand Years From Now…

We have helped: --every 20th child who drops out--every 10th child who has multiple risk factors--every 8th child who is mentally or physically

challenged--every 7th child who is Hispanic--every 6th child who is black--every 5th child who is poor--every child

Bonus Question

What convention group has the most number of attendees falling into the water at the San Antonio River Walk?

Bonus Question

What convention group has the most number of attendees falling into the water at the San Antonio River Walk?

Librarians

Moving Upstream:A Story of Prevention and Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

Self-CorrectingFeedback Loop

Managing Complex Change= Change

Confusion=

=

=

=

=

+ + + +Vision Skills Incentives ResourcesAction Plan

+ + + +Skills Incentives Resources Action Plan

+ + + +Vision Incentives ResourcesAction Plan

+ + + +Vision Skills ResourcesAction Plan

+ + + +Vision Skills IncentivesAction Plan

+ + + +Vision Skills Incentives Resources

Adapted from Knoster, T.

Anxiety

Resistance

False Starts

Frustration

What does it mean to us?

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we . . .

teach? . . . punish?”

John Herner, Counterpoint (1998, p.2)

Instead of

Responsibility

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of

inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated and a child humanized or dehumanized.”

~Dr. Haim Ginott