Multi-Tiered Systems of Support Staff/Curriculum Development Network December 3, 2015 David Karam,...
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Multi-Tiered Systems of Support Staff/Curriculum Development Network December 3, 2015 David Karam, Ed.D
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Transcript of Multi-Tiered Systems of Support Staff/Curriculum Development Network December 3, 2015 David Karam,...
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.
