Multi-Tiered Systems of Support

Staff/Curriculum Development NetworkDecember 3, 2015

David Karam, Ed.D

Alternate Title

“If we don’t change direction soon, we’ll end up where we’re going”

Professor Irwin Corey

The Most Important Slide in this (or any other) Powerpoint

Research has shown that interventions rarely fail because of features of the interventions themselves. Interventions fail because the systems necessary to support them are not in place (Stollar, et al., 2006).

The Chicken or Egg Problem

What do we deal with first, academics or behavior? The answer is not “OR”. The

answer is “AND”.

Buffman, et al., 2015

We Know….

The need for behavioral support decreases when students are engaged instructionally.

Rationale for Braiding Academic and Behavioral Supports

RtI and RtI-behavior are both tiered logic models that:

• Stress preventative strategies• Use data to make decisions• Use increasing levels of support• Understand that some students bring well

developed patterns of academic and behavioral adjustment problems to school

• Understand that behavioral and academic problems do not occur in a vacuum (aquarium metaphor)

• Use team based decision making• Encourage the use of evidence based

interventions• Provide on going staff support in order to

ensure successful outcomes for students• Effectively integrates a school’s systems,

data and practices

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions•Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student SuccessA Response to Intervention Model

Academic Systems Behavioral Systems

Adapted from “What is schoo-wide PBS?” OSEPTechnical assistance on positive behavioralInterventions and supports.Accessed at http://www.pbis.org/schoolwide.htm

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

The Tiered Continuum is a Problem Solving Model!

(modeled after a preventative health construct)

Tier 1 Health Indicators

BP= 120/80

Temp.= 98.6

Height/Weight= (context)

Progressed monitored every time we go to a doctor

These indicators help us minimize perception and increase accuracy. They also help us ask “what’s next?” (data decision rules between tiers)

How do we Maintain a Healthy Tier 1 (health) (Healthy “systems” don’t separate mind and body)

Physical Mental• Diet• Exercise• Quit Smoking• Watch

Alcohol • Etc.

• Read• Relax• Meditate• Watch Stress• Etc.

Focusing on a preventative strategy reduces higher “Tier II” health issues such as:• High blood pressure• Obesity• Diabetes• Hypertension• Etc

?

?

?

What are Tier 1 Indicators of a “Healthy” School?or of a “Healthy” School?

(Does our perception match our reality?)

What are Tier 1 Indicators of a “Healthy” School?

Grades

Behavior

Attendance

How many/how much? When do we progress monitor?

Examples of maintaining a healthy Tier 1 (skills ALL instructional [and most non-instructional] staff should have)

Academic Behavioral (PBIS)

• Core curriculum implemented with fidelity

• Differentiated instruction• Rigor and relevance

regarding instructional strategies

• Flexible grouping• Accommodations and

modifications• Data informed decision

making

• Establish school-wide expectations

• Use an instructional approach when communicating expectations

• Acknowledge students • Correct behavioral errors• Establish strong personal

relationships between staff and students

• Family engagement• Data informed decision

making

Focusing on a preventative strategy reduces higher “Tier II” academic issues such as:• Task avoidance• Noncompliance/defiance• Absenteeism• Failing grades• Etc.

Question: What tools do your teachers use for Tier 1 support? What else do you need?

Academic (have)• • •

Academic (need)• • •

Behavioral (have)• • • Behavioral (need)

• • •

Question

How do you currently evaluate intervention fidelity (just because you have an intervention doesn’t necessarily mean it’s being implemented correctly)

The Karam Principle

Intervention Failure = Frequency x Complexity

The frequency and complexity of interventions greatly increases the likelihood they will fail.

Other Academic Behaviors Necessary for Successful Learning

• Metacognition- thinking about thinking• Self-efficacy- belief in one’s self as a learner• Self-regulation- using skills and strategies to

engage in learning• Motivation- the ability to initiate and sustain

interest in a task

The good news is these academic and behavioral skills can be directly taught to all students.

Behavioral Expectations & Settings Matrix

School-wideExpectations

Cafe Hallway Classroom Assemblies

Be Respectful

Hands and feet to self

Voice level 0

Look at speaker

Follow directions

Be Safe

Stay in assigned seat

Follow directions

Stay in seat

Keep shoes tied

Walk into and out of Aud.

 Be

Responsible

Clean up area

Ask adults for help

Keep voice at level 0

Use hallway pass

Arrive on time

Keep voice level at #2

Follow directions

Walk

Stay to right

Be prepared

Raise hand

Applaudafter

performance

If You Want It, Teach It!!(Herner, 1998)

• 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 add, we teach• If a child doesn’t know how to spell, we teach• If a child doesn’t know how to behave, we

……….teach? ……….punish?Why can’t we finish the last sentence as automatically as the we do the others?

The challenge for educators is we must put responsive systems in place to respond to ALL students, including those who struggle and/or are failing.

First, A reality Check

“Groups resist change with all of the vigor of antibodies attacking an intruding virus”

James O’Toole The Argument for Value Based Leadership

What Does it Take?

We can go on and on discussing systems theory, complexity theory, etc. What it really takes is FOCUS and COMMITMENT!!!!

It is not enough to simply “TELL”

4 Components of System Change

• Leadership• Opportunities for collegial networking• Professional development• Buy-in

Out of all the variables necessary for systems change, the most important is leadership. Our efforts will rise or fall based on district/school leadership’s ability to maintain focus and commitment.

Contact Information

David Karamdkaram56@gmail.com

(315) 952-8182