Effective and Defensible Multi-Tiered and Positive
Behavioral Support Approaches that State Departments of Education Will Approve
and Fund
Dear Colleagues,
Introduction
Over the past six
weeks, as I consult around the country and do telephone conference calls with high-powered
district and school leaders, the development of sound and effective
multi-tiered services—to help academically struggling and behaviorally
challenging students—keeps coming up.
The biggest
reasons for this are:
* Schools are
facing even more at-risk, unprepared, underachieving, unresponsive, and unsuccessful
students than ever before.
* Schools have
limited intervention resources and resource people. . . but the
resources they have often do not have the deep and intensive intervention
expertise that they need, or they are not strategically deployed so that
they can provide the intensity of services needed by their students.
* Schools are using
(or are “required” by their State Departments of Education to use) obsolete
and originally scientifically-unsound frameworks in the areas of MTSS
(Multi-Tiered Systems of Supports), PBIS (Positive Behavioral Intervention and
Supports), and RtI (Response to Intervention).
_ _ _ _ _
Right now, I am in
California for two weeks . . . working with two school districts with high
numbers of students from poverty . . . who are also ravaged by any number of
trauma-related life crises and events.
These districts
have some incredibly talented related services professionals—counselors (some
of whom are actually clinical social workers or marriage and family
therapists), school psychologists, applied behavior therapists, special
educators).
But even these
professionals (a) have intervention gaps, that (b) are compounded by unsound
MTSS/RtI implementation processes (advocated by their state through professional
developers at their County School District), that (c) are based on the U.S.
Department of Education’s (largely through the Office of Special Education
Programs—OSEP) MTSS, PBIS, and RtI frameworks.
Critically, many independent studies—INCLUDING those commissioned by
the U.S. Department of Education—have shown that the MTSS, PBIS, and RtI
frameworks separately and collectively result in trivial, questionable,
unsustainable,—if not negative outcomes for students.
_ _ _ _ _ _ _ _ _ _
How to Educate
Your State Department of Education . . . When it has Embraced (or Mandated)
Unsound MTSS, PBIS, or RtI Approaches
But beyond my recent
consulting work, I also help school districts write grants so that they can
secure state, federal, and foundation money.
Last month, I
collaborated with a district applying for state department of education school
improvement funds to beef up their multi-tiered system of supports.
The Problem: The state (like many states) had actually
codified the U.S. Department of Education’s faulty MTSS and PBIS frameworks
into their state education law/statutes . . . and the grant RFP appeared
to require unsound practices that anyone with psychometric, implementation
science, and systems scale-up knowledge and experience would know would not
work, and would either delay services to or educationally harm students.
In writing the RFP,
we addressed this situation by:
* Presenting the
research-to-practice data and results that invalidated the unsound
practices in the state’s framework;
* Detailing the
research-to-practice data and results that validated our proposed
effective practices; and
* Framing our
proposal as one with “valued-added” procedures, services, supports, strategies,
and interventions that would (a) build on the defensible ones in the state’s
statute; (b) improve upon or substitute for the indefensible ones; (c) help more
effectively and efficiently meet the grant’s “ultimate” student-focused outcomes;
and that might (d) require some levels of waivers (if needed).
_ _ _ _ _
Below (with some
minor editing), I will begin to share the sections of our actual proposal
that are most-relevant to this two-part Blog discussion.
In this first—Part
I, I will share the proposal’s description of the district and state’s
current MTSS system. This is followed by
a section that we titled, Why the RFP as Written will not Succeed. Finally, the proposal discussed Seven
Flaws that Need Attention in a Multi-Tiered Services Re-Design.
In Part II of
this Blog discussion (posted in about two weeks), I will share the proposal’s
section addressing Ten Resulting Practices that Need Inclusion in a
Multi-Tiered Services Re-Design, and make some concluding comments.
So. . . let’s begin.
_ _ _ _ _ _ _ _ _ _
From the Grant
Proposal: Describing the District
and State’s Current MTSS System
The Anytown
(obviously, a pseudonym) Public School District's instructional staff is
responsible for successfully implementing and sustaining a Multi-Tiered System
of Supports (MTSS) to accelerate and maximize students’ academic and social-emotional
outcomes through the application of collaborative data-based problem solving
utilized by effective leadership at all levels of the educational system.
The MTSS process is
coordinated by the District’s Office of Curriculum and Instruction which
implements the relevant MTSS policies and procedures relative to State Board
Policy XXXX. This Office also provides
MTSS professional development for school-based teams, administrators, staff,
and parents.
In addition, the
Office of Curriculum and Instruction, as well as the Office of Special
Education, offer guidance on appropriate intervention data collection,
data-based decision making, evaluation, and progress monitoring for students in
need of supplementary intensive academic and behavioral supports in order to
ensure all students graduate high school college and career ready.
The State’s MTSS process involves a Three
Tier Instructional Model designed to meet the needs of every student. The tiers of instruction involve the
following:
Tier 1:
Quality classroom instruction based on State Curriculum Frameworks.
Tier 2: Focused supplemental instruction.
Tier 3: Intensive interventions specifically designed to meet the individual needs of students.
Tier 2: Focused supplemental instruction.
Tier 3: Intensive interventions specifically designed to meet the individual needs of students.
If strategies at
Tiers 1 and 2 are unsuccessful, students must be referred to the Teacher
Support Team (TST). The TST is the problem-solving unit responsible for
interventions developed at Tier 3. Each
school within the Anytown Public School District has a Teacher Support Team in
accordance with the process developed by the Department of Education.
Explicit and Implicit Goals of the RFP
While the explicit
goals or deliverables of the RFP involve one year of “awareness-building” MTSS professional
development and follow-up, the implicit goals of the RFP involve the academic
and social, emotional, and behavioral success of all of the students in the
targeted schools. These schools are
currently “Focus” schools—in need of improvement—based on the State’s
Accountability Model.
_ _ _ _ _ _ _ _ _ _
From the Grant
Proposal: Why the RFP as Written will not Succeed
While our
organization clearly has the capacity, and is happy to provide the professional
development requested in the RFP (thereby meeting its explicit goals), it
firmly believes that this will not help the District to accomplish its
implicit goal: the academic and
social, emotional, and behavioral success of all of the students in the target
schools.
And while we will
address the major thrust of the RFP later in this Narrative, we believe that the
District first needs to “add value” to the MTSS process currently recommended
by the State.
Below is a
discussion of ways to “upgrade” the current MTSS approaches so that the
Professional Development in the RFP has the greatest chance for success.
_ _ _ _ _ _ _
The
Elementary and Secondary Education/Every Student Succeeds Act and Multi-Tiered
Services
The Elementary and Secondary
Education/Every Student Succeeds Act (ESEA/ESSA) was signed into law
by President Obama on December 10, 2015.
Most notably, the Law transfers much of the responsibility for
developing, implementing, and evaluating effective school and schooling
processes to state departments of education and school districts across the
country. It also includes a number of
specific provisions to help to ensure success for all students and schools.
Relative to at-risk, disengaged, unmotivated,
unresponsive, underperforming, or consistently unsuccessful students, ESEA/ESSA
defines and requires districts and schools to establish a “multi-tiered
system of supports” for specific groups of students.
Significantly, the term “response-to-intervention”
(or RtI) or any of its derivatives never
appears in the new ESEA/ESSA.
[Parenthetically,
this term similarly, never appears in
the federal Individuals with Disabilities Education Act (IDEA).]
Even more
significant is the fact that the term “multi-tiered system of supports”—which appears only five times in
the Law, always appears in lower case letters, and NEVER
appears with a capital letter acronym:
MTSS.
Thus, the MTSS framework advocated by the
U.S. Department of Education’s Office of Special Education Programs (and its
many funded National Technical Assistance Centers, as well as many State
Departments of Education) is NOT REQUIRED by federal law.
_ _ _ _ _
ESEA/ESSA defines “multi-tiered system of
supports” as:
“a comprehensive continuum of evidence-based, systemic
practices to support a rapid response to students’ needs, with regular
observation to facilitate data-based instructional decision-making.”
Relative to the
five times the term appears in the Law, two appearances are in the definition
as above. The other three citations
appear in sections where the Law talks about the need for all districts
receiving ESEA funds to:
* “(F) (D)evelop
programs and activities that increase the ability of teachers to effectively
teach children with disabilities, including children with significant cognitive
disabilities, and English learners, which may include the use of multi-tier
systems of support and positive behavioral intervention and supports, so that
such children with disabilities and English learners can meet the challenging
State academic standards.”
* “(4) Provid(e)
for a multi-tier system of supports for literacy services.”
* Offer
professional development opportunities that “(xii) are designed to give
teachers of children with disabilities or children with development delays, and
other teachers and instructional staff, the knowledge and skills to provide
instruction and academic support services, to those children, including
positive behavioral interventions and supports, multi-tier system of supports,
and use of accommodations” . . .
_ _ _ _ _
Meanwhile and
relatedly, the term ”positive behavioral intervention and supports”
(which appears twice in the quoted sections above) is NEVER defined in ESEA/ESSA. While it appears in the 2004 reauthorization
of IDEA, it is NOT defined there either.
Significantly, the
term “positive behavioral interventions and supports” appears only THREE
times in the entire ESEA/ESSA law—always in lower case letters. That is, the
term NEVER appears with the individual words capitalized, the PBIS acronym NEVER appears,
and the word “framework” (as in PBIS framework) NEVER appears in the law.
Thus, as with
MTSS, ESEA/ESSA DOES NOT REQUIRE
the PBIS framework or program advocated by the U.S. Department of Education’s Office of Special
Education Programs, its many funded National Technical Assistance Centers, as
well as many State Departments of Education.
_ _ _ _ _
The “Bottom
Line” in all of this is that every State Department of Education across the country that accepts federal
funds:
* Must develop its own multi-tier
system of supports—at least for the conditions described in the Law above
(clearly, they can go beyond the Law);
* Is not required to adopt the U.S.
Department of Education’s Office of Special Education Programs MTSS framework,
and should not be penalized financially as long as their approach meets the
definition and conditions above;
* Needs to revisit and revalidate its
multi-tiered system of supports to ensure that the services, programs,
strategies, and interventions being used meet the other facets of
ESEA/ESSA—that is, to ensure that students with disabilities, with
developmental delays, who are English learners, and who are struggling with
literacy can meet the challenging State academic standards.
_ _ _ _
_ _ _ _ _ _
From the Grant Proposal: Seven Flaws
that Need Attention in a Multi-Tiered Services Re-Design
In order to meet the “Bottom Line” above,
state departments of education and school districts nationwide must recognize
that a number of federal reports have demonstrated that the federal RtI and
MTSS frameworks have not been successful.
For example:
Balu, R., Zhu, P., Doolittle, F.,
Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of Response
to Intervention
Practices for Elementary School Reading (NCEE 2016-4000). Washington, DC: National
Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education.
CLICK HERE for Publication
Thus, as state
departments of education and districts rethink their multi-tiered system of supports, they need to
recognize and correct the flaws that have undermined the success of previous
RtI and MTSS approaches.
Below are seven
flaws that need attention in the re-design process. Many of these flaws were identified through
an extensive review of the currently existing state RtI or multi-tiered services
guidebooks and systems.
_ _ _ _ _
Flaw #1. Missing
the Interdependency between Academics and Behavior
When teachers have
academically or behaviorally struggling students, there are two initial
critical questions:
* Do you have
students who are behaviorally acting out because of academic frustration?
* Do you have
students who are academically not learning (or not learning quickly enough)
because they do not have certain behavioral skills (sitting in their seat,
paying attention, working in interpersonally effective ways with others)?
When they answer
"Yes" to both questions (which is the norm), they are demonstrating
(per usual) that academic instruction, learning, and mastery is
interdependent with classroom discipline, behavior management, and student self-management.
Thus, it does not
make sense for a state or district multi-tiered process to focus only on
academic skills. . . to the exclusion of students' social, emotional, and
behavioral skills.
We have seen this
time and time again—as schools have separate problem-solving teams for
academic and behavioral problem students, respectfully. When this happens, the “academic team” only
assesses for “academic problems,” and the “behavioral team” only assesses for
“behavioral problems.” The flaw in this
process occurs when a student, for example, is behaviorally acting up because
of academic frustration. Here, the
behavioral team typically misses the underlying academic conditions that are
triggering the student’s behavioral response (because they don’t assess them),
and then they try to treat the behavioral problem as a “discipline problem”
rather than one that requires an academic intervention component.
Conversely, the
academic team does not typically ask whether students’ academic struggles are
occurring because they do not (a) have the social skills to get along with
others (e.g., in a cooperative learning group); (b) feel emotionally secure in
class (e.g., due to teasing or school safety issues); or (c) have the
behavioral skills to organize themselves (e.g., to work independently). When students have social, emotional, or
behavioral skill deficits, even the best teachers, curricula, technology, and
instruction may not result in the desired academic outcomes.
The “Bottom Line”
is that schools should have the best academic and social, emotional, and
behavioral assessment, instruction, and intervention experts in and available
to the school on their school-level Teacher Support Teams. When this occurs, questions regarding the
interdependency between a student’s academic and behavioral status and
contributions to specific situations will most assuredly be asked.
_ _ _ _ _
Flaw #2. Missing
the Continuum of Instruction
Many state RtI or
multi-tiered services guidebooks and systems do not provide a research-based
continuum of services and supports that helps to organize and differentiate the
difference between "instruction" and "intervention." These guidebooks talk about the need for
intervention, but rarely provide any specificity.
Over the past
decade (or more), we have presented this continuum to states, districts, and
schools across the country—presenting it as the PASS (Positive Academic
Supports and Services) model.
As is evident in
the slide below (see Figure 1), RtI or multi-tiered services start with an
effective teacher providing sound, differentiated instruction, supported by
good classroom management, and the data-based progress monitoring of students'
academic and behavioral learning and mastery.
Figure 1. |
When students are
not learning (or learning quickly enough), an assessment process must be
conducted to determine why the progress is missing (see Flaw #3
below). This assessment could be done
(a) by the teacher, (b) with the support of grade-level colleagues as part of a
Grade-level Teacher Support Team, or (c) with the support of the
multidisciplinary Building-level Teacher Support Team. How the teacher assesses the problem is
determined largely by his/her skills, and the duration or intensity of the
problem (see Flaw #7 below).
Once the underlying
reasons for the problem have been validated, the teacher (once again—by him or
herself, supported by grade-level colleagues, and/or with members of the
Building-level Teacher Support Team) strategically decide how to solve the problem
(see Flaw #4).
If the student’s
struggles are academically-related (as opposed to behaviorally-related), as in
the Figure above, the problem may be solved through strategically-selected:
* Assistive support
technologies
* Remedial
approaches
* Accommodation approaches
* Curricular
modification approaches
* Targeted
Intervention
* Compensatory
strategies
When students are
demonstrating social, emotional, or behavioral problems, a comparable continuum
is used (after completing the needed functional assessments) that consists of
strategically-selected:
* Skill Instruction
strategies
* Speed of Learning
and Mastery Acquisition strategies
* Transfer of
Training strategies
* Emotional Control
and Coping strategies
* Motivational
strategies
* History of
Inconsistency strategies
* Special Situation
(Setting, Peer group, and Trauma or Disability-related strategies
_ _ _ _ _
Flaw #3. Avoiding
Diagnostic or Functional Assessment until it is Too Late
Many state RtI or
multi-tiered services guidebooks, adopting the flawed approaches of the U.S.
Department of Education's MTSS, PBIS, and RtI Intervention Technical Assistance
centers, advocate for a "wait to fail, then assess" strategy. That is, when students are not succeeding
academically (for example) at Tier 1, they recommend 30 minutes of largely
unspecified group interventions at Tier 2.
Then, if the students are still having problems, they recommend a
diagnostic (or, for behavior, functional) assessment as the entry point to
Tier 3.
Significantly, this
is the opposite of the “early assessment, early intervention” approaches
in most other professions. Indeed, when
called to solve a problem, virtually every doctor, electrician, car mechanic,
or other service-providing professional completes a diagnostic assessment at
the beginning of the problem-solving process. . . to ensure that their first
recommendations are their last recommendations (because the problem is
solved).
And so. . . why
would anyone, in good conscience, "allow" a student to struggle for
six to ten or more weeks in the classroom, and in a Tier 2
intervention, to the point where a diagnostic assessment is finally
conducted to figure out what really is wrong?
And why would anyone do this knowing that,
after these multiple and prolonged periods of “intervention” and failure, (a)
the problem may be worse (or compounded); (b) the student might be more
confused or frustrated or resistant to “another intervention”; and (c) a more
intensive intervention might be needed because the problem was not identified
and analyzed right from the beginning?
_ _ _ _ _
Flaw #4. Not
Linking Assessment to Intervention
Many state RtI or
multi-tiered services guidebooks and systems do not delineate the different
types of assessment procedures that are typically used in the field (e.g.,
screening versus progress monitoring versus diagnostic versus implementation
integrity versus high stakes/proficiency versus program evaluation
assessments). This often occurs because
state departments of education write their guidebooks to meet a statutory
requirement . . . rather than to educate their practitioners.
Relative to RtI
processes that effectively help students with academic or behavioral
difficulties, state guidebooks and systems typically do not emphasize the
importance of linking diagnostic assessment results with the instructional
or interventions approaches that have the highest probability of success.
Critically, when
school practitioners do not strategically choose their student-focused
instructional or intervention approaches based on reliable and valid diagnostic
assessment results, they are playing a game of "intervention
roulette." And, as in Vegas, the "house" usually
wins. But, in the classroom, the loss is
the student's loss.
Indeed, it is
essential to understand that:
Every time we do
an intervention that does not work, we potentially make the problem worse, and
the student more resistant to the next intervention.
Said a different
way:
Intervention is not
a benign act. . . it is a strategic act. We should not be satisfied,
professionally, because we are implementing interventions. We should be satisfied when we are
implementing the right interventions based on the right (reliable
and valid) assessments, that result in the highest probability of
success for an accurately identified and analyzed problem.
_ _ _ _ _
Flaw #5. Focusing
on Progress Monitoring rather than on Strategic Instruction or Intervention
Approaches
Many state RtI or
multi-tiered services guidebooks and systems overemphasize progress monitoring.
. . and then, they compound this flaw by overemphasizing curriculum-based measurement
(CBM) to the exclusion of other curriculum-based assessment (CBA)
approaches.
Moreover, most of
the progress monitoring examples—in the state guidebooks that we have
extensively reviewed—are solely in the area of reading decoding and fluency
(where the progress monitoring research has been most prevalent).
Rarely do you see
state guidebooks discuss progress monitoring for vocabulary and
comprehension. . . not to mention the lack of progress monitoring examples
in the different areas of math, written expression, spelling, and oral
expression. This is because progress monitoring using CBM approaches do
not work well here.
Finally, most state
guidebooks do not explain how to effectively create (or evaluate the
acceptability of) a progress monitoring probe. That is, they do not
emphasize that progress monitoring approaches must be strategically-selected
for the assessment outcomes that they can actually deliver. The “Bottom Line” here is that progress
monitoring approaches must be connected to specific instructional or
intervention goals, outcomes, and implementation strategies.
As noted earlier,
progress monitoring is an assessment/evaluation approach. Thus, for students with academic or
behavioral problems, it occurs within the context of a data-based, functional
assessment problem-solving process.
Unfortunately, some educators still believe that progress monitoring is
the intervention. Or, they believe that
the intervention must fit the progress monitoring tool adopted by the
district—rather than the tool being fit to the instructional or
intervention outcomes desired.
_ _ _ _ _
Flaw #6. Establishing
Rigid Rules on Student's Access to More Intensive Services
It is not
problematic when a state RtI or multi-tiered services guidebook outlines a
blueprint on the prototypical sequences and decision rules that teachers need
to follow to "move" students from Tier 1 to Tier 2 to Tier 3. However, there is a problem when
the sequence must be followed in a rigid, fixed way.
Simplistically,
there are two types of students with academic or behavioral problems: students
with progressive, longstanding, or chronic problems; and students with
significant, severe, or acute problems.
For the latter
students especially, they often need immediate and intensive (Tier 3,
if you will) services, supports, strategies, and/or programs. They (and their teachers) should not have
to go through a series of intervention layers (i.e., from Tier 1 to Tier 2, in order to “qualify” for Tier 3) so that they eventually receive the
intensity level of the services that they need.
We all
"get" that many administrators worry about an influx of inappropriate
referrals to their Building-level Teacher Support Team. But, if you break your leg, you need to go to
the emergency room. If you try to fix it
yourself, or delay the intervention services needed, you may get an infection
and lose the whole leg.
The “Bottom Line”
is that students who are in the general education classroom and curriculum
(i.e., Tier 1), and who need immediate, intensive (Tier 3) assessment and
interventions should receive that level of services and supports without having to go sequentially from
Tier 1 to Tier 2 to Tier 3.
The "trick is
in the training." Districts and
schools need to create collaborative systems where everyone in the school is
trained on the data-based problem-solving process. And at the root of the process is a culture
that supports early assessment and intervention through "problem solving,
consultation, intervention" strategies that are accompanied by a
"check and balance" approach that minimizes the number of capricious
referrals to the Building-level Teacher Support Team.
In our 35+ years of
school-based experience, this works. And
the results are that (a) more students receive earlier and more successful
instructional and intervention approaches; and (b) more general education
teachers are leading the entire process. . . with greater enthusiasm,
involvement, self-direction, and success.
Isn't this the true
goal of a multi-tiered system of supports?
_ _ _ _ _ _ _ _ _ _
Flaw #7. Setting
a "Price" on Access to Multidisciplinary Consultation
To expand on the
“Bottom Line” in Flaw #6 above: If a student needs to be immediately
considered by the multidisciplinary Building-level Teacher Support Team, then
this should occur without the need for a certain number of interventions,
implemented for a certain number of weeks, under a certain set of conditions.
Too many state RtI
or multi-tiered services guidebooks and systems have created arbitrary decision
rules that govern (or “set a price” for) how and when students can be discussed
by the Building-level Teacher Support Team.
For example, a
common one is:
Students cannot
be discussed with the Building-level Teacher Support Team unless (for
example) three interventions have been implemented by the general education
teacher in his or her classroom, for a least three weeks each, and where the
progress monitoring or outcome data have clearly demonstrated no student
progress.
First of all, there
is no research anywhere that validates this decision rule.
Second, the
instructional or intervention approaches needed by students should be based on
functional assessments. Moreover, the
length of time needed to demonstrate each approaches’ impact will vary by (a)
the problem, (b) its history, (c) its status (chronic or acute), (d) the
research associated with the approach, and (d) the intensity (e.g., how many
times per week) of the approach’s implementation.
Third, this
decision rule often results in general education teachers—who have done
everything that they know to do—implementing approaches that they have found on
the internet or that were recommended “by a colleague” that have no hope of
success, and that (as discussed above) actually make the problem worse and the
student more resistant to the next intervention.
On one hand, this
decision rule is like posting an armed guard at the door of an emergency room
who allows access only to those patients—all in immediate need of these
critical services—who have previously tried three interventions for three weeks
each.
On the other hand,
this decision rule is more about controlling the process (that is, minimizing
the number of problem-solving or special education referrals), than providing
early, effective assessment and intervention services to students in need.
_ _ _ _ _
But, there is one
additional extension. If a teacher needs
a consultation with a colleague in order to better understand and work with a
student, there should not be restrictions on what colleagues are available.
To be more
explicit: Some district RtI or multi-tiered services guidebooks and
systems do not allow, for example, general education teachers to consult with
special education personnel (teachers, OTs, PTs, speech pathologists, etc.)
until a student needs "Tier III" attention.
Sometimes, the
reasons for restricting this consult include:
* “The special
education teacher (OT, PT, etc.) is paid through federal special education
funds that don't allow the consultation to occur earlier."
* “We don’t want to
bias the special education professional now, when they might have to make a
special education eligibility decision later.”
* “Our special
education personnel just do not have the time to provide these consultations
over and above their already-full caseloads.”
None of these
reasons make sense—especially if a consultation early in the multi-tiered
process results in "Tier 1" success . . . thereby eliminating the
need for more strategic Tier 2, or more intensive Tier 3, assessment and/or
intervention attention.
Moreover, relative
to the first reason above, this is simply not true.
Even with the
most extreme interpretation, IDEA encourages early intervening services,
and it allows districts to use up to 15% of their special education funding
for services and supports that are not directed to students with a disability. Thus, if needed, a district could allocate up
to 15% of the FTE of its IDEA-funded personnel for general education teacher
consultation, assessment, and intervention.
_ _ _ _ _ _ _ _ _ _
Summary and Next Steps
As noted earlier, in Part
II of this Blog discussion (posted in about two weeks), I will share the
proposal’s section addressing Ten Resulting Practices that Need Inclusion in
a Multi-Tiered Services Re-Design, and make some concluding comments.
Meanwhile, I hope
that this discussion has been useful to you.
In fact, to make it
most useful, I recommend the following:
* (Re)Read your
state’s multi-tiered system of academic and behavioral support laws, statutes,
and implementation guides. Look for the flexibility
(if present) in these documents where your state says, “This is recommended,”
as opposed to “This is mandated.”
Many departments of
education overstate what is actually required by law, by making their
recommendations sound like they are mandated.
More often than not, state department of education recommendations are
actually advisory (the U.S. Office of Special Education Programs does this all
the time). And even if they are
mandated, districts can always apply for a waiver.
Said a different
way: You want to find the multi-tiered
areas of flexibility— where you can create your own procedures and approaches—as
long as they are defensible, and result in definitive student outcomes.
_ _ _ _ _
* Analyze your
state’s multi-tiered academic and behavioral process, as well as your district’s
process, against the Flaws above to determine if you are (inadvertently)
following procedures or practices that are represented in one or more of the
Flaws.
Remember, one of
the only ways to change is to first acknowledge the presence of a problem.
_ _ _ _ _
* Finally, in a
data-based way, look at how the flaws that are present have actually
(negatively) impacted your students (and staff)—relative to, for example, academic
or behavioral outcomes, delaying services or supports, or making the original
problems more complex or resistant to change.
_ _ _ _ _
Please understand
that I am not trying to be critical of your multi-tiered programs, strategies,
or approaches. But I am strongly
recommending that you complete an objective and independent analysis based on
the information in this Blog.
In the end, we need
to implement programs in our schools that have the highest probability (and
actuality) of success.
We cannot figuratively
play “Intervention Roulette”—hoping that the multi-tiered processes that are
mandated, or that we create to meet those that are mandated, will “work” with
our children and adolescents.
We must use
processes that have actually demonstrated successful science-to-practice outcomes— based
on sound psychometric, implementation science, and systems scale-up principles
and practices.
_ _ _ _ _
Meanwhile, I always
look forward to your comments. . . whether on-line or via e-mail.
If I can help you
in any of the multi-tiered areas discussed in this message, I am always happy
to provide a free one-hour consultation conference call to help you
clarify your needs and directions on behalf of your students.
As the leaves begin
to turn into bright reds, oranges, and yellows . . . and, indeed, as they begin
to fall, please accept my best wishes for a safe and productive two weeks . . .
until next “we meet.”
Best,
Howie
The state of Wisconsin is actually seeing significant improvements in schools that are implementing MLSS framework that focuses on schoolwide implementation of PBIS and reading MLSS. Decreased suspension/expulsion rates, increased academic achievement, increased graduation rates and increased attendance rates compared to schools that are not implementing. In order to truly be implementing, schools MUST self-assess using the PBIS Assessments (Benchmarks of Quality or Tiered Fidelity Inventory) and the Schoolwide Implementation Review (SIR) annually. Results are visible when a school has been implementing with fidelity on these measures after at least 2 years. Systems change takes time (5+ years) and schools often abandon the system well before the effects of implementation take hold.
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