Look Who’s Behavin’
ALEXA POSNY, PH.D.
A SSI STA N T SEC R ETA RY
OFFICE OF SPECIAL EDUCATION AND
REHABILITATIVE SERVICES
U.S. DEPARTMENT OF EDUCATION
June 28, 2012
2
3
Warm-Up
4
You are driving along in your car on a 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 (0r) 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
5
Give the car keys to the old friend and
let him take the old lady to the
hospital. You stay behind and wait for
the bus with the man/woman of your
dreams.
Are You Smarter
Than the Assistant
Secretary?
Are You Smarter than the Assistant
Secretary?
7
According to Ann Landers, there are really only
three types of people:
•Those who make things happen
•Those who watch things happen, and
•Those who ask “what happened?”
True or False
Are You Smarter than the Assistant
Secretary?
8
According to Ann Landers, there are really only
three types of people:
•Those who make things happen
•Those who watch things happen, and
•Those who ask “what happened?”
True or False
Moving Upstream:
A Story of Prevention and Intervention
9
She replied…
10
“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.”
Reacting…Rules for Teachers
11
 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.
12
Expectations (Not Rules)
for Students
13
What does it mean to us?
14
 “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)
Prevent instead of React
What We Know
15
“Children are
eager and
capable
learners...”
Research
(Hart & Risley, 1995)
16
Professional
family child
Words heard
per hour
Affirmatives
per hour
Negatives per
hour
2,153
32
5
Research
(Hart & Risley, 1995)
17
Words heard
per hour
Affirmatives
per hour
Negatives per
hour
Professional
family child
2,153
32
5
Working class
child
1,251
12
7
Research
(Hart & Risley, 1995)
18
Words heard
per hour
Affirmatives
per hour
Negatives per
hour
Professional
family child
2,153
32
5
Working class
child
1,251
12
7
Child living in
poverty
616
5
11
Why
19
“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
20
Response to
Intervention
Early
Intervening
Services
Universal
Design for
Learning
Positive
Behavior
Interventions
and Supports
What We Know…
21
“There is a greater tragedy than
being labeled a slow learner–
and that is being treated as
one.”
Students Change
22
Students Change
23
Students Change
24
Students Change
25
A Decade of Change
26
A longitudinal study of over 400 students
found that 74 percent of the children whose
disability 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…
27
• 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
28
Response to
Intervention
Early
Intervening
Services
Universal
Design for
Learning
Positive
Behavior
Interventions
and Supports
Are You Smarter Than the Assistant Secretary?
29
Students were asked to identify things that
they find “really helpful” to their learning. Of
the following, what did they select as their top
rated method for learning best?
a)Getting feedback from my peers
b)Asking lots of questions
c)Getting feedback from my teacher
d)Doing hands-on tasks
Are You Smarter Than the Assistant Secretary?
30
Students were asked to identify things that
they find “really helpful” to their learning. Of
the following, what did they select as their top
rated method for learning best?
a)Getting feedback from my peers
b)Asking lots of questions
c)Getting feedback from my teacher
d)Doing hands-on tasks
How do YOU learn best?
31
Percentage
10 Ways to Engage Students
32
1. Make it personal
7. Explain the
2. Require student
consequences
8. Sneak important topics
in through the back
door
9. Explain how to make
change happen
10. Use catchphrases often
3.
4.
5.
6.
interaction
Arouse fear
Use humor
Paint a picture in
words
Keep it in the present
33
Paint a Picture
with Words…
34
Response to
Intervention
Early
Intervening
Services
Universal
Design for
Learning
Positive
Behavior
Interventions
and Supports
35
What We Know…
36
 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
How…
37
 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
38
Response to
Intervention
Early
Intervening
Services
Universal
Design for
Learning
Positive
Behavior
Interventions
and Supports
39
Response to
Intervention
Early
Intervening
Services
Universal
Design for
Learning
Positive
Behavior
Interventions
and Supports
What We Want…
40
 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
Are You Smarter Than the Assistant Secretary?
41
What does MTSS stand for?
•Multi-Tiered System of Support
•Multi-Tiered Systems of Support
•Multi-Tier System of Supports
•Multi-Tiered Support Systems
Are You Smarter Than the Assistant Secretary?
42
What does MTSS stand for?
•
•
•Multi-Tier System of Supports
•
Are You Smarter Than the Assistant Secretary?
43
What is MTSS?
• A three-tiered approach with tier 3 as
special education
• Response to Intervention in disguise
• A way to delay identifying students as being
in need of special education
• A special education initiative
• A systemic approach to helping all students
learn.
Are You Smarter Than the Assistant Secretary?
44
What is MTSS?
• A three-tiered approach with tier 3 as
special education
• Response to Intervention in disguise
• A way to delay identifying students as being
in need of special education
• A special education initiative
• A systemic approach to helping all students
learn.
Multi-Tier System of Support
45
Early Intervening Services (EIS)
45
Shared Responsibility
46
“Reforming our schools to deliver a worldclass education is a shared responsibility…to
support innovative approaches to teaching
and learning; to bring lasting change to our
lowest-performing schools; and to investigate
and evaluate what works…”
— A Blueprint for Reform:
The Reauthorization of the Elementary and Secondary Education Act
The big “BIG” idea of MTSS
47
1.
Deciding what is important for students to know
2. Teaching what is important for students to know
3. Keeping track of how students are doing
4. Making changes according to the results collected
Dave Tilly, Iowa 2005
What MTSS is…
48
1. Focused on every child’s achievement and
behavior
2. Individual child problem solving
3. Evidence-based practices for every child
4. High quality, differentiated
5. Screening
6. Progress monitoring
7. Data-based decision making
8.Timely, informative, systematic
MTSS Framework
49
 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
MTSS Framework
50
 Assessment




Screening
Diagnostic
Progress Monitoring
Outcomes
 Curriculum



Core
Supplemental
Intensive
 Instruction



Core
Supplemental
Intensive
MTSS Framework
51
 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
Multi-Tier System of Supports
52
Advantages of MTSS
53
• Provides instructional and behavioral assistance in a
timely fashion (e.g., not a wait to fail model)
• Helps to ensure a student’s poor academic
performance is not due to:
• poor instruction
• inappropriate curriculum
• lack of expectations
• Informs teachers and improves behavior and/or
instruction because data are collected and closely
linked to interventions.
What Does Data Show?
54
Junction City, KS:






10th largest Kansas district
Military connected students = 44%
Free/reduced lunch students = 38.9%
ELL = 3%
Other 19.1
SPED = 13.3%
Ethnic demographics
27.9
African-American
Hispanic
8.5
White
44.5
Impact and Influence: Math
55
JCHS Longitudinal Math Results by Disaggregated Groups
% at standard, compared to target (line)
100
All
90
80
Low SES
70
Afr-AM
60
Multcult
50
Hispanic
40
White
30
20
Sped
10
Target
0
2003
2004
2005
2006
2007
2008
2009
Impact and Influence: Reading
56
JCHS Longitudinal Reading Results by Disaggregated Groups
100
% at standard, compared to target (line)
All
90
Low SES
80
70
Afr-AM
60
Multcult
50
Hispanic
40
White
30
sped
20
10
Target
0
2003
2004
2005
2006
2007
2008
2009
How Has MTSS Worked?
57
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?
58
% of Students on Benchmark Over Time
85.3
79.4
90
80
67.6
70
60
41.2
50
2007-2008
2008-2009
40
30
2006-2007
24.2
20
10
0
1
2
How Has MTSS Worked?
59
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
Kansas Reading Scores
60
100%
2000
2011
80%
71%
50%
53% Gain
40% Gain
75%
40%
25%
18%
0%
Students on Free Lunch
Students With Disabilities
Source: Kansas State Department of Education
Kansas Math Scores
61
100%
2000
2011
78%
75%
50%
51% Gain
38% Gain
69%
40%
25%
18%
0%
Students on Free Lunch
Students With Disabilities
Source: Kansas State Department of Education
How Has MTSS Worked?
62
 60% reduction in Office Discipline Referrals
(ODRs) at Lincoln Elementary, Parsons (200708 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
63
Prior to PBS
PBS Year 1
PBS Year 2
64
PBS Year 1
PBS Year 2
Are You Smarter Than the Assistant Secretary?
65
What confounds MTSS?
•Providing timely instructional
assistance
•Lacking fidelity of implementation
•Limiting the number of tiers
•Informing teachers and improving
instruction
Are You Smarter Than the Assistant Secretary?
66
What confounds MTSS?
•Providing timely instructional
assistance
•Lacking fidelity of implementation
•Limiting the number of tiers
•Informing teachers and improving
instruction
What Will Success Look Like?
67
 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
68
69
To Ensure That
Ten Years From Now…
70
We have helped—
o every 20th child,
who drops out
o every 10th child,
who has multiple risk factors
o every 8th child,
who is mentally or physically challenged
o every 7th child,
who is Hispanic
o every 6th child,
who is black
o every 5th child,
who is poor
EVERY CHILD
70
Bonus Question!
71
What convention group has the most
number of attendees falling into the
water at the San Antonio River Walk?
Bonus Question!
72
What convention group has the most
number of attendees falling into the
water at the San Antonio River Walk?
•Librarians