Scaling Up Response to Intervention in Michigan

February 18, 2009

Margie McGlincheyTerri Metcalf

Co-Directors:Steve Goodman

sgoodman@oaisd.orgMargie McGlinchey

margiemcglinchey@mac.comKathryn Schallmo

kschallmo@misd.net

This document was produced and distributed through an IDEA Mandated Activities Project for Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) awarded by the Michigan Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education and Early Intervention Services, P.O. Box 30008, Lansing, Michigan 48909.

Leadership Team• Dr. Jacquelyn Thompson

Director, Special Education and Early Intervention Services

• Betty Underwood Acting Director, School Improvement

• Shari KrishnanParent/Advocate

• Beth SteenwykDirector of State Projects, Michigan's Integrated Improvement Initiatives

• Betsy MacLeodMichigan Reading First

• Mark CoscarellaMichigan Reading First

• Kathleen StrausPresident, State Board of Education

• Elizabeth BauerMember, State Board of Education

Connections at State and National LevelsNational Advisors• Dr. Rob Horner

Co-director, OSEP Center on Positive Behavioral Interventions & Support

• Dr. Roland GoodCo-author of Dynamic Indicators of Basic Early Literacy Skills

• Dr. David TillyResearcher and content expert in the area of Response to Intervention

• Dr. Dan ReschlyResearcher and content expert in the area of Response to Intervention

• Dr. Greg RobertsResearcher and content expert in the area of Reading and Response to Intervention

Core Principles of an RtI Framework

1. We can effectively teach all children.

2. Intervene early.

3. Use a multi-tier model of support.

4. Use a problem-solving method for decision making.

5. Research-based interventions/instruction to the extent available.

6. Monitor student progress to inform instruction.

7. Use data to make decisions.

8. Use assessment for different purposes.

Multi-Tiered Support

Universal PreventionCore Instruction, all students,preventive, proactive

Targeted Intervention Supplemental, some students, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

All Students in School

Behavior SupportsAcademic Support Behavior SupportsAcademic Support Behavior SupportsAcademic SupportMulti-Tiered Supports

Integration of Academic and Behavior Supports

Continuum of Supports

All

Some

Few

Examples of Academic and Behavior Supports

Continuum of Supports

Universal PreventionBehavior•Identify expectations•Teach•Monitor•Acknowledge•CorrectReading•Evidence based curriculum focused on:

• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension

•Adequate teaching time•Trained instructors•Progress monitoring•Active participation with frequent feedback

Targeted InterventionBehavior• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally

Intensive InterventionBehavior• Individualized, functional assessment

based behavior support planReading • Scott Foresman Early Reading

Intervention• Reading Mastery• Corrective Reading

Mission StatementTo develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.

MiBLSi Research/Philosophy

• Scientific knowledge base for reading

– National Research Council

– National Reading Panel

• Scientific knowledge base of human behavior

– Applied Behavior Analysis

Goals of MiBLSi

• Increase reading performance.

• Reduce behavior problems.

• Have accurate knowledge of behavior and reading performance.

• Use student performance information to develop and implement interventions.

The Lonely World of theBest Idea Ever!

What happens to that enthusiastic staff member?

MiBLSi Support Structure

State State SupportSupport

ISD/RESA/ ISD/RESA/ DISTRICT DISTRICT

TeamTeam

SchoolSchool

SchoolSchool

SchoolSchool

National Initiatives Connection

Funding/ Professional Development

Reading/DisciplineInformation

Integration of four critical elements (Sugai, 2001)

SYSTEMS

PRACTICES

INFORMATION

SupportingStaff Behavior

SupportingDecision Making

Supporting Student Behavior

OUTCOMES

Why look at both

Behavior and Reading support

• Both are critical for school success

• Share critical feature of data-based decision making

• Both utilize three tiered prevention model

• Both incorporate a team approach at school level, grade level, and individual level

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

Relationship between behavior and reading

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

The Link Between Reading and Behavior

(Kent McIntosh, 2008)

• The relationship increases as students progress through school

– (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser & Eccles, 2000)

• The relationship is strongest for students with externalizing behavior

– (Kellam et al., 1998; Nelson et al., 2004)

• Students who experience problems in both areas have worst outcomes

– (McKinney, 1989; Reinke, 2007)

18

Cost of Behavior Problems

1,792 office discipline referrals @ 15 minutes per incident =

26,880 minutes =448 hours/8 days=

56 days lost instructional time

Distribution of Elementary Reading Intervention Level Michigan Example (based on DIBELS assessment)

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

Improving the social behavior of students results in:

• More minutes spent in academic instruction(Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Progress monitoringProgress

monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upport

Big Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior

• Encourage appropriate behavior

• Correct inappropriate behavior

Sandy Hill Elementary

Pentwater ElementaryHolland Heights Elementary

Superior Hills Elementary

Teaching Behavior Expectations in Hallway:East Elementary

Presentation: By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, “wrong way” or “right way”. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers).

Practice: Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards.

Reinforcement: Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn.

Follow-up Plan: Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement.

Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.

Teaching Behavior Expectations in Hallway:East Elementary

Reduction in Major Discipline Referrals

Approximately 75% of children identified with reading problems by third grade are found to be struggling in reading at ninth grade

(Shapiro, 2004)

Big Ideas to Improve Reading• Clear goals/objectives

• Research-based instructional practices

• Instructional time

• Instructional leadership

• Responsive intervention program

• Assessment

• Professional development

Importance of Reading:

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

It is the gateway skill, that leads to success both in school and in life

How do we do this in our school?• Use existing teams/committees as much as

possible

• Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)

• Establish three levels of implementation, each with different functions

– School-wide

– Grade level

– Individual student

Topic Time Requirement

Overview of project and Schoolwide Positive Behavior Support (SWPBS)

2 days

SWPBS continued 1 day

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) administration and scoring and SWR

2 days

Overview and Set up of Schoolwide Information Systems (SWIS) and DIBELSAnd Systems Review later in year one

2 days

Schoolwide Reading Model 1 day

Topic Time Requirement

Targeted Behavior Intervention 1 day

Targeted Reading intervention 1 day

Intensive Behavior Intervention 1 day

Intensive Reading Intervention 1 day

Fall Data Review and action Planning 1 day

Winder Data review and Action Planning

1 day

Spring Data review and Action Planning

1 day

90-30-30 Reading Block

Comstock East Elementary

 

 

 

 

  

 

 

     

A Tiered Literacy Approach

What do we mean by systematic What do we mean by systematic and explicit?and explicit?

Teacher Models and ExplainsTeacher provides Guided Practice

Students practice what the teacher modeled and the teacher provides prompts and feedback

Teacher provides Supported ApplicationStudents apply the skill as the teacher scaffolds

instructionIndependent Practice

SystematicSystematic

ExplicitExplicit

Guided by a scope and sequence that is comprehensive, Guided by a scope and sequence that is comprehensive, that teaches all the appropriate knowledge and skills in a that teaches all the appropriate knowledge and skills in a “programmatically scaffolded” manner“programmatically scaffolded” manner

Harn, Simmons, & Kame'enui © 2003 34

How We Teach: Instructional Modifications to Enhance Program

Effectiveness

• A curriculum review indicates that many programs (even those that are research-based) need the following instructional enhancements:

1. Demonstrate explicit steps and strategies2. Model multiple examples3. Provide multiple opportunities to practice4. Structure ample review and opportunities for

learning

Two Basic Questions

• Are we teaching the right things at the right time?

• Are we teaching the right things well such that all students are learning?

Looking at the data

• Always start with your data.– What does it say about your core instruction?

• in terms of percent of students in the low risk and established categories (80% or above)

• in terms of sustaining appropriate growth? (95%)

– If you are meeting the above criteria and other data substantiates your findings, there is very little need to do a comprehensive analysis of your core.

Kindergarten Alphabetic Principle

Cohort 2: 2005-2006 N=1,644 End of year at Benchmark 53%2007-2008 N=1,504 End of year at Benchmark 67%

Approximately 40% of students are consistently not making benchmark.

1st Grade Alphabetic Principle

Cohort 2: 2005-2006 N=1618 Percent at Benchmark Mid Yr: 41% End of Yr: 65% 2008-2009 N=999 Percent at Benchmark Mid Yr: 58%

Again, approximately 40% of students did not make the benchmark .

Second Grade Alphabetic Principle

Cohort 2

Yet again, fall of 2nd grade approximately40% of students are consistently not establishedin A.P.

First Grade Alphabetic Principle:

Rates of Growth

1.5 sounds per week

0.5 soundsper week

2 sounds per week

2 soundsper week

1.7 sounds per week

1.3 soundsper week

To have all become proficient, the lowest 20% would need a rate of 2 or more correct sounds per week.

Data Summary

• Spring Kindergarten and Fall First Grade are critical times for phonetic instruction.

• Current core program is leaving approximately 40% of the students behind.

• The students left behind fall further behind.

Taking Data vs. Using Data First Grade Fall to Winter Alphabetic Principle

0%10%20%30%40%50%60%70%80%90%

100%

Intensive

Strategic

Benchmark

Quality instruction can reduce student engagement in problem behavior

• Sanford (2006) – Explicit instruction– Frequent opportunities to respond– Appropriate placement (95% correct in text)• Preciado, Horner, Baker (2009)– Teaching decoding skills– Review/Preview of grade level story– Review 2-3 key vocabulary words in the story– Review directions and help student complete the next day’s reading

independent task– Teach student how to ask for a break from task– Teach student how to ask for peer or adult assistance to complete a reading

task

You need…

Bursley Elementary: Scheduling reading time across school day

Importance of Protected Reading Block at Loftis Elementary School

Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Problem

Students cannot benefit from interventions they do not experience

Measures

Behavior Reading

Systems

• EBS Self-assessment Survey

• SET

• Benchmarks of Quality

• Checklist for Individual Student Systems

• Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET)

Process• EBS Team Implementation

Checklist• MiBLSi Reading

Support Implementation Checklist

Outcomes

• Discipline Referrals

• Suspensions

• DIBELS

• AIMSWeb

• MEAP

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

MiBLSi Project Expectations

• Collect information on Discipline and Reading

– SWIS, DIBELS, PBS Surveys, etc.

– Share information with MiBLSi project staff

• School leadership team participate in MiBLSi training

• Principal involvement in MiBLSi training

• School leadership team regular meeting outside of training focusing on behavior/reading support

• Coaches meet with school leadership teams/ principal at least monthly

• Grade level team meetings

0

1

2

3

4

5

6

7

Sep Oct Nov Dec Jan Feb Mar Apr May

Avg. Referrals per Day

05-06 06-07

Investing in Coaches:Average Major Discipline Referrals per Day per Month

Coach returns Coach returns from leavefrom leave

One School’s Example

District Impact on Sustainability:

Four common areas • Competing initiatives

– Integrate/braid

– Fund/support

• Data use for continuous regeneration

– Require regular review of fidelity and outcome

– Cycle of review needs to fit cycle of impact.

• Efficiency

– If it works now, make it easier to do next year

• Stability/Leadership

– Role descriptions, etc.

Braiding MiBLSi with School Building and District Initiatives

Reading First

School Improvement

Response to Intervention

No Child Left Behind

Student Support Team

MiBLSi Building Leadership Team

MiBLSi Leadership Team Training

Grade Level Teams

Child Study/Student

Assistance Teams

Development, technical assistance and monitoring implementation at tertiary tiers of support aligned with schoolwide plan

Implementation of supports at class/grade level aligned with schoolwide plan

Develop, provide guidance and monitor implementation of schoolwide support plan

Other focused initiatives (e.g., Math, Science)

Content and process skill development

Provide support, collect implementation/outcome data

Communication and obtaining consensus on implementation plan

Entire StaffEntire Staff

School Improvement

Team

Development, technical assistance and monitoring implementation at secondary tiers of support aligned with schoolwide plan

MiBLSi Points of Pride

• Implementation in over 340 schools across Michigan

• State Personnel Development Grant (SPDG)

– U.S. Dept of Ed. grant, provides for MiBLSi regionalization of support

• State Implementation and Scaling-up of Evidence-based Practices (SISEP)

– U.S. Dept. of Ed. Grant awarded to 4 implementing states

– Allows for the scaling up of MiBLSi

• Project improvements in reading and behavior outcomes

Percent of Students at DIBELS Benchmark (Spring) and Major Discipline Referrals per 100 Students

57

Participating Schools

2004 Schools 2005 Schools

2006 Schools

2000 Model Demonstration Schools

2007 Schools2008 Schools

Partnering with38 ISDs151 School Districts340 School Buildings~9,000 StaffImpacting~130,000 Students

Accomplishments: State Level

• Curriculum for training coaches and school based teams in schoolwide positive behavior and reading support (SWPBRS)

• 30+ State Trainers• 200+ local coaches who can initiate and

sustain implementation of SWPBRS• Six Technical Assistance Partners

Accomplishments: School Level

• Implementation of SWPBRS in 340 schools including 40 middle schools

• Ongoing evaluation system for schools to evaluate their improvement efforts

60

Scaling Up

Selection Training Coaching Evaluation Organization Systems Integration

Selection Training Coaching Evaluation Organization Systems Integration

Selection Training Coaching Evaluation Organization Systems Integration

Selection Training Coaching Evaluation Organization Systems Integration

Schools Teachers INNOVATIONS

School Leadership

TeamsN=4,000

Geographic Leadership

Teams (GLTs)N=100

Technical Assistance

Partners (TAPs)N=12

State Transformation

Team (STT)N=1

State Leadership Team (8-12 key stakeholders, monthly meeting)Board Member, MEA/MFT Union Rep., Parent Rep., PTA Rep., MASSP, MEMPSA, MASA/MAISA

Ratio = 1 STT : 12 TAPSImplementation will differ with various regions due to geographic size, population or level of need.

Ratio = 1 TAP : 8 Geographic Leadership TeamsImplementation will differ with various regions due to geographic size, population or level of need.

Ratio = 1 GLT : 40 School Leadership TeamsImplementation will differ with various regions due to geographic size, population or level of need.

Ratio = 1 School Leadership Team : 1 School

STUDENT BENEFITS

Scale Up Goals: State Level

• State leadership team funding, visibility, and policy

• 12+ Regional teams (School Districts or Regional Consortia) support and technical assistance.

• Curriculum for training state trainers in school-wide behavior and reading

• 150 state trainers 70% of all ISD’s and 5 large urban school districts

State Level cont.• On-going evaluation system• web site to support state efforts• Annual MiBLSi conference and optional

trainings• Partnership with universities • Coaching support structures and

technical assistance• Training support structures and

technical assistance

Regional Level

• Local implementation teams in at least 50 ISDs (School Districts or Regional Consortia) representing at least 250 school districts. District and Leadership Teams to support sustainability

• Curriculum for training local coaches and school teams in school-wide positive behavior and reading support at the middle and high school level

• Training for 250 local coaches who can initiate and sustain implementation

Building Level

• Implementation of school-wide positive behavior and reading supports with 600-900 elementary, middle, and high schools.

• Evaluation systems to monitor reading and behavioral outcomes of students at all school levels.

Summary of Effectiveness Cohort 1Fall to Winter 2007/08 and 2004/05

Effectiveness of Core

Curriculum

Effectiveness of Strategic Support Program

Effectiveness of Intensive Support Program

Kindergarten216/309 156/313 94/118

70% 60% 50% 26% 80% 65%

1st Grade497/642 86/204 49/79

77% 62% 42% 29% 62% 51%

2nd Grade479/495 120/272 35/188

97% 96% 44% 40% 19% 19%

3rd Grade469/505 90/248 68/255

93% 88% 36% 16% 27% 15%

Summary of Effectiveness Cohort 1

Winter to Spring 2007/08

Effectiveness of Core

Curriculum

Effectiveness of Strategic

Support Program

Effectiveness of Intensive

Support Program

Kindergarten426/457 190/215 49/70

93% 88% 70%

1st Grade546/583 83/263 28/91

94% 32% 31%

2nd Grade531/608 32/162 17/191

87% 20% 9%

3rd Grade499/567 42/237 49/210

88% 18% 23%

Kindergarten PSF

First Grade NWF

First Grade ORF

MiBLSi

Second Grade ORF