RTI/MTSS:We all know the terms, but what

does high quality instruction

look like in practice?

Randy Sprick

Neil Guthrie

Colleen RileyThe contents of this resource were developed under an agreement from the Federal Department of Education to the Kansas State Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and endorsement by the Kansas State Department of Education or the Federal Government should not be assumed. Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in this program and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Keystone Learning Services Executive Director, 500 E. Sunflower Blvd, Ozawkie, KS 66070, 785-876- 2214.

Integrated Kansas MTSS Model

Tier 1

Tier 2

Tier 3

Goal: Stellar instruction/prevention School/classroom-wide systems for all students, staff, & settings

Academic

Goal: Intensive supports/reverse deficitsSpecialized individual systems for students with high-risk

Behavioral Social

PBIS Framework

Validated Curricula

Reading

Math

Goal: Increased supports/remediationSpecialized group systems for students at-risk

The goal of positive behavior support is to create a safe, civil and productive school. Reduce barriers to learning Increase motivation to achieve

Urban High School

Urban High School

Berrien Springs, MI1st Semester

87%

74%

49%44% 44%

20%

95%

85%

68%71% 71%

36%

97%92%

66%

76%73%

51%

91% 91%

68% 70% 72%

55%

98%95%

80% 81% 83%

68%

93%96%

82%89%

85%78%

97% 97%

85%

94% 95%

83%

If another student wasinvolved in somethingillegal or dangerous, Iwould tell an adult at

the school.

I feel that the schooland staff have done a

good job of making ourschool a safe place.

It is easy for me tomake friends at Knik

Elementary.

Students treat eachother respectfully at

lunch.

Students treat eachother respectfully in the

hallways.

Students treat eachother respectfully on

the playground.

Knik Elementary Student Climate Survey

Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013

42%36%

20%

60%

71%

59%

38%

79%79%

68%

43%

55%

85%

66%

78%

64%

47%43%

87%

60%

83%

73%

61% 62%

92%

83%

94%

85%

69%65%

91%

81%

94%88%

76%79%

97%92%

Students treat eachother respectfully in the

classrooms.

Students treat eachother respectfully in thebus pick up areas (bus

stop).

Students treat eachother respectfully whenthey are riding the bus.

Students treat the busdrivers with respect.

Students treat theirteachers and other staffmembers with respect.

Students treat guestteachers with respect.

Knik Elementary Student Climate Survey

Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013

2013: 100% of Staff Members Answered Agree or Strongly Agree to All of These Statements!!!

• Staff members treat each other with respect.• The school has a consistent approach to behavior

management and discipline.• The school has adequate systems for identifying and helping

students who are at risk of falling through the cracks (academically and /or behaviorally).

• I receive sufficient support when I have to deal with difficult students and/or with discipline problems.

• I have a clear understanding of when and how I am expected to motivate/encourage students to do their best.

• I have a clear understanding of how I am expected to respond to student misbehavior.

Wichita, Middle and High SchoolApproximately 17,000 Students

Over 1,00 staff

WPS, Secondary Staff

The goal of positive behavior support is to create a safe, civil and productive school. Reduce barriers to learning Increase motivation to achieve

1. Improving academic achievement

2. Reducing out-of-school school suspensions

3. Reducing classroom disruption

4. Teacher professional self efficacy

5. Consistency of disciplinary procedures

The Intertwine of Academics and Behavior

“For every instructional decision there is a corresponding management decision.”

Anita Archer

“For every management decision there is a corresponding instructional decision.”

Randy Sprick

Four levels need to be addressed:

• District wide

• School-wide

• Classroom

• Individualized interventions for the most challenging students

To improve behavior and motivation, staff can manipulate five variables.

• Structure/organize all school

settings for success.

• Structure/organize all school

settings for success.

• Teach students how to behave

responsibly in those settings.

• Observe student behavior

(supervise!).

• Interact positively with students.

• Correct calmly, consistently and

immediately in the setting in which

the infraction occurred.

STOIC:

Someone respected and admired for

patience and endurance in the face of

adversity.

Neil Guthrie

• Assistant Superintendent, Student Support Services

• Oversees special education, gifted student services, Title 1 programs, student support services including social work and psychology.

Multi-Tier System of Supports ISthe System Framework

in Wichita Public Schools

The Journey Started Here… The Strategic Plan

MTSS is the WORK!

Michael Fullan

Collaborative Partners

• Anita Archer: Explicit Instruction

• James Baker: KSDE MTSS Core Team

• George Batsche: Leadership and RtI

• Stevan Kukic: Strategic Reform

• Robert Pipik: Performance Management

• Randy Sprick: Positive Behavior Supports

District Non-Negotiables

1.The culture of collaboration is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation configuration matrix.

2.District level standard protocols, in the areas of academic and behavior, assessment, curriculum, intervention, instruction, and operations are established, implemented and supported with fidelity.

3.The focus of Professional Development is expecting and supporting fidelity of implementation.

4.Results-driven leadership is expected and supported.

Annual Focus

2009

• MTSS District Leadership Team is

established.

• The 5-Year Plan is created.

2010-2013 • Learning and Implementation

2014 • Monitoring and Accountability

2015 • Sustainability

2016+ • Continuous Improvement

District PD Plan

Systemic Components

Systemic components are in place to ensure:

• Consistency of practice across the district

• Flexibility to meet unique building and student needs

MTSS Key Requirements

• Literacy Curriculum Protocol

• Numeracy Curriculum Protocol

• Behavior Protocol

• Instructional Protocol

• Assessment Protocol

• Problem Solving Process

School Leadership Team

District Support Team

Colleen Riley Director, Early Childhood, Special Education and

Title Services

Kansas State Department of Education

Kansas Multi-Tier System of Supports:

It is about changing the system…

Kansas MTSS Definition

A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards.

Core Beliefs of Kansas

MTSS Every child learns and achieves to high

standards

Learning includes academic and social competencies

Every member of the learning community continues to grow, learn and reflect

Every leader, at every level, is responsible for every child

Change is intentional, coherent and dynamic

Kansas College and Career Ready

An individual has the

academic preparation,

cognitive preparation,

technical skills, and

employability skills

to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation.

Kansas Department of Education’s Vision

Districts use a multi-tier approach that addresses behavior, social and academic domains simultaneously.

Districts look closely at all the pieces they already have in place then reevaluate what needs to be revised or added.

Social curricula and behavioral framework are taught with as much rigor and fidelity as academic subjects.

Meaningful data are collected and used to make decisions regarding programming.

What Does The Kansas MTSS Integrated Framework Mean?

Kansas MTSS: Hurricane• 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

Kansas MTSS: CIA Curriculum

Core Supplemental Intensive

Instruction Core Supplemental Intensive

Assessment Screening Diagnostic Progress Monitoring Outcomes

Kansas MTSS: ALL…SOME…FEW

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

Kansas MTSS Timeline1992-2004

KSDE supports various pilots for accreditation, identification of students for learning disabilities and partners with other states for how to implement response to intervention

2005

KSDE funds KSTARS to develop and pilot school-wide RtI adressing elementary literacy

2006

KSDE expands KSTARS to address RtI at MS/HS

SWPBS training to NE Kansas school team

2007

KSDE adopts term MTSS to separate from narrow definition of RtI

KSDE funds capacity building activities to train staff across state to facilitate implementation of Kansas MTSS literacy at elementary level

Kansas MTSS stakeholders group developed

Kansas MTSS belief statements, definition and graphic developed

Initiated Kansas MTSS facilitator training for statewide network (11 trainers; 7 agencies)

Kansas MTSS embedded into Kansas State BOE goals, objectives, strategies & activities

2008

Governor Sebelius presents Kansas MTSS at National Governors Association Education Committee

Kansas MTSS ICM developed

Kansas MTSS research base developed

First Kansas MTSS Symposium

Added facilitators (22 trainers; 11 agencies)

2009

Kansas MTSS ICM V2 created with KSDE

State structure to support Kansas MTSS established: Kansas MTSS Core Team

Kansas MTSS core team and USD 259 partner

Kansas MTSS begins to address behavior and leadership

Kansas partners with Safe and Civil Schools to support positive school wide behavior in classrooms and on school buses!

Kansas MTSS Timeline2010

KSDE funds proposal to continue support of development of statewide infrastructure to support Kansas MTSS

Kansas MTSS for reading, math, behavior

Kansas MTSS Leadership Essentials developed

Kansas State BOE adopts College and Career Ready Standards

Large scale external evaluation of Kansas MTSS initiated by WestEd

2011

Public summary of external evaluation released

Public findings of evaluability assessment of external evaluation released

Kansas State BOE approved KSDE supporting statewide implementation of Kansas MTSS

Began preliminary work with Kansas Preschool Program to support readiness with Kansas MTSS

Kansas MTSS joins initial TASN workgroups

2012

Established content specialist facilitators

Kansas MTSS ICM V3 aligns with new accreditation model

Regional MTSS reading refinement statewide

Kansas MTSS included in Kansas ESEA Flexibility Waiver as the school improvement process to be used to support Focus and Priority Schools within the Kansas Learning Network

2013

Began collaboration with Michigan and Oregon

Began collaboration with KRR

Began collaboration with Dr. Kathleen Lane and Dr. Wendy Oakes to merge with Comprehensive, Integrated Three-tiered model

Cohorts 1 & 2 began Kansas MTSS:CI3T

Kansas MTSS Timeline2014

Final year of external evaluation

Kansas MTSS becomes overarching system for aligning schools participating in Kansas MTSS and KRR

Collaboration with Michigan, Oregon, Tennessee and Illinois

Developed cross-walk between Kansas MTSS, Rose Standards, Kansas 21st

Century Accreditation and Kansas College and Career Ready Employability Skills

Cohorts 1 & 2 continue Kansas MTSS: CI3T

Cohorts 3 & 4 begin Kansas MTSS: CI3T

USD 259 continuing Kansas MTSS implementation

Application and selection process developed for future MTSS: CI3T districts

2015

External evaluation report to State BOE

New leadership and Kansas MTSS

Team expansion

Working to align to new accreditation model

Collaborating with KPIRC for family engagement

Developing Kansas MTSS readiness trainings

Continue working with seasoned Kansas MTSS schools and districts

Collaborating with TASN priority 5 (KLN)

Collaborating with TASN priority 4 (ATS)

Collaborating with TASN priority 3 (evaluation)

Cohorts 1, 2, 3, 4 still receiving support

Outside the build to non-selected districts

Cohorts 5 & 6 begin first Kansas MTSS Integrated Framework structuring

phase

Goals of Kansas MTSS To provide an systemic approach

to meeting the needs of students.

To become the guiding framework for school improvement activities to address the and achievement of all students.

Core Features of the Integrated Kansas MTSS Framework

Vision and Sustainability

• SEA commitment and expertise

• District commitment and expertise

– Board of Education

– Superintendent Allison

– District leaders

– Principals

– Teachers

– Support staff

“Vision without execution is hallucination.”

Thomas Edison

However, execution without a noble vision can create crazy behavior.For example, Edison wanted the US to adopt a standard of DC electricity.

Westinghouse and others fought for and won: AC became the standard.

To show how misguided this decision was, Edison began executing animals by electrocution.

Even an elephant! Even on film!

S&CS Mission--Implementation

Our first responsibility is to do everything in our power to help adults create environments for children that are emotionally and physically safe and that foster independence, integrity, confidence, self-control, kindness, literacy, and responsibility in those children.

• Structure/organize all school

settings for success.

• Teach students how to behave

responsibly in those settings.

• Observe student behavior

(supervise!).

• Interact positively with students.

• Correct calmly, consistently and

immediately in the setting in which

the infraction occurred.

High School

Restroom in

Alabama

1

Morning

Humor

59

The sign above the

urinal reads . . .

13 60

“You don’t have to see the whole staircase to take the first step.”

Dr. Martin Luther King, Jr.

Behavior Curriculum Protocol

6/5/2014

CORE Behavior

Expectations

All Students (including mild misbehaviors)

Instruction (STOIC)

Main Framework

Curriculum

All USD 259 schools will utilize the Behavior Curriculum Protocol with fidelity to proactively support all students and prepare them with 21st century skills contributing to academic, vocational and personal success in a safe and nurturing culturally responsive and inclusive learning community. (MTSS Behavior Intervention Guide www.kansasmtss.org).

Structure � Display Guidelines for

Success � Provide an efficient

and safe physical arrangement

� Establish effective routines

� Establish a preventative component of the behavior plan.

� Establish a tiered behavior plan with leveled behaviors, consequences and encouragement techniques

� Establish policies and procedures

Teach Expectations � Teach and reinforce

Guidelines for Success � MAC/CHAMPS/ACHIEVE

posted and utilized � Foundations: Teach and

reinforce building procedures and policies

� 3-6 rules posted, modeled and taught

� Reteach expectations before and after extended breaks

Observe � Circulate, scan, and

actively supervise students in the classrooms and common areas

� Collect data

Interact Positively � Greet Students Daily � Maintain at least a 3:1

Ratio of Positive Interactions (Contingent and Non-Contingent) for Tier I, increased ratio for Tier II & III

� Use class wide and school wide systems of motivation

� Have intermittent celebrations

� Make positive student connections

Correct Fluently � Preplan and use mild

consequences � Develop tiered behavior

plan with leveled behaviors, consequences and encouragement techniques

� Follow the reactive discipline plan consistently when infractions of expectations occur

Safe and Civil Schools x Foundations Notebooks (Modules 1-3) x CHAMPS/DSC x Interventions, Sprick & Garrison

x The  Teacher’s  Encyclopedia  of  Behavior  Management, Sprick & Howard

x On the Playground (Pre-K – 8) x Start On Time! (6-12) x Video Library found @

http://wpsconnect1.usd259.net

USD 259 and Other x USD 259 Bullying/Sexual Harassment

Training x USD 259 Social Media Policy x Netsmartz Internet Safety x CommonSense Media Internet Safety x ESI (Emergency Safety Intervention) Contact the Special Education Department

x I Can Problem Solve (Pre-K) Contact the Early Childhood Department

Transportation x CHAMPS/ACHIEVE/DSC x In  The  Driver’s  Seat  (Transportation) x Bus Rider Lessons/Video Library

Differentiation of Core

(focused instruction with grouping based on age appropriate levels)

x STOIC Analysis x CHAMPS/Discipline In the Secondary Classroom (Chronic Misbehavior) x Teacher’s Encyclopedia of Behavior Management, Sprick x Interventions, Sprick (6 Early Stage Interventions) x Coaching Classroom Management, Sprick et. al.

Behavior Curriculum Protocol

6/5/2014

Tier 2 Supplemental:

Moderate Misbehaviors

Some Students

x Teacher’s  Encyclopedia  of  Behavior  Management

x Interventions by Sprick and Garrison – Early Stage Interventions x Planned Discussion x Academic Assistance x Goal Setting x Data Collection and Debriefing x Increasing Positive Interactions x STOIC Analysis and Intervention

Tier 3 Intensive: Intensive

Misbehaviors

Few Students

x Teacher’s  Encyclopedia  of  Behavior  Management, Sprick x Tough Kids Toolbox x Interventions, Garrison & Sprick – Highly Structured Interventions

x Managing Physically Dangerous Behavior and Threats of Targeted Violence x Managing Severely Disruptive Behavior x Managing the Cycle of Emotional Escalation x Cueing and Precorrecting x Self-Monitoring and Self-Evaluation x Positive Self-Talk and Attribution Training x Teaching Replacement Behavior x Functional Communication x Structured Reinforcement Systems x Defining Limits and Establishing Consequences x Internalizing Problems and Mental Heath

Assessments x Synergy Data x Safe & Civil Schools assessment tools including:

x Parent/Student/Staff annual surveys x Common Area Observations x Basic 5 Observations x Daily Reality Rating Scales x 3:1 Ratio of Interactions in both common areas and classrooms for Tier I, additional praise for Tier II & III

x Systematic Screener of Behavior to identify students with internalizing and externalizing behaviors to support Instruction (To be determined) x Entrance and Exit Criteria to move to/from Tier II, Tier III (To be determined) x SW-PBIS building data (School-Wide Positive Behavior Interventions and Supports) x Functional Behavior Assessments x GEST (General Education Support Team)