4 Tiered Problem Solving Framework

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4 Tiered Problem- Solving Framework

• Syracuse City School District
• Leadership Institute
• July 17, 2009

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Leadership Institute Goals for Today You will
leave with

• Vision Accelerating Results for All
• Clear understanding of the 4-Tiered Problem
  Solving Framework
• Assessment of where your building is now where
  it plans to be in Sept. in implementing the
  4-Tiered System

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RtI Response to InterventionPhilosophy History
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Response to Intervention (RtI)

• General education initiative
• Problem-solving philosophy applicable to all
  students
• Origins in the reauthorization of IDEA (2004)

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RtI What are the Components? (Bradley et al.,
2005 NASOSE, 2008)

• 1. High quality instruction and intervention
• 2. Learning rate and level of performance
• 3. Targeted Educational decisions

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High Quality Instruction Intervention (NASOSE,
2008)

• Matched to student needs
• Scientifically-based/supported in research and
  practice
• Produces high learning rates for most students
• Does not guarantee a positive response

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Learning Rate Level of Performance (NASOSE,
2008)

• Learning rate individual growth over time
• Level of performance relative standing compared
  to expected performance

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Important Educational Decisions Data-Based
Decision-Making (NASOSE, 2008)

• Instruction and Intervention guided by student
  outcome data
• Determine effectiveness of instruction and
  interventions
• Early identification and intervention with
  academic and behavioral problems
• Prevent unnecessary and excessive identification
  of students as disabled

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Important Educational Decisions(NASOSE, 2008)

• Use individual student data to make decisions
  across multiple tiers of instruction/intervention
• Intensity of instruction/intervention
• Duration of instruction/intervention

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Example Tiered System (Gresham, 2003)

Specialized Instruction Services
INDIVIDUALIZED TARGETED INTERVENTIONS
SMALL GROUP, TARGETED INSTRUCTION
CORE CURRICULUM AND UNIVERSAL BEHAVIORAL
EXPECTATIONS
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Components of a RtI Problem-Solving Process
across Tiers Grimes, 2002

• Define the problem
• Identify its causes
• Design goal-directed intervention/instruction
• Implement intervention/instruction as planned
• Monitor student progress
• Modify the plan as needed, based on student
  responsiveness
• Evaluate its effectiveness
• Plan future educational programming and goals

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• Throughout this problem-solving
• process, and across the four-tiers, data about a
  students
• responsiveness to intervention
• becomes a driving force.
• (Grimes, p. 4)

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Circle of Accountability

• Identify students who need additional support

• Use research-based instruction/intervention to
  assist students

• Monitor student progress on ongoing basis

Wright, 2002
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State Regulations

• April 2008 NYSED Memo
• Implement RtI programs in a timely manner
• Endorses RtI to close achievement gaps of all
  students

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Part 100.2 NYSED Regulations

• General Education
• RtI should minimally include the following
• Appropriate instruction by qualified personnel
• Screenings of all students
• Instruction matched to student need
• Repeated assessments of student progress
• Data-based decision-making
• Written notification to parents

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How to Adopt/Implement RtI in Your School
(NASOSE, 2008)

• 3 STEPS
• 1. Understanding and Getting on Board
• Communicating philosophy
• Training
• 2. Building-Level Assessment
• Examine current practice versus critical RtI
  components and plan to improve
• 3. Building-Level Implementation
• Supportive resources
• RtI practice institutionalized

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Putting the Pieces Together
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2000 Support Team for At-Risk Students STARS
2007 School Leadership Teams SLT
City School Teachers
2009 CIA District-wide Academic/ Behavioral Focus
2004 Reauthorization Of IDEA
Child Study Teams
1999 Alternative Evaluations Action
Research Peer Coaching Portfolio National Board
1994 School- Based Intervention Teams S-BIT
2006 RtI District Committee Roundtable Meetings
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Unity of Purpose Accelerating Results for all
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4 Tiered Problem-Solving Framework
Academic
Behavioral

• Intensive, Individually Designed Interventions
• Address individual needs of student
• High intensity/longer duration/daily
• Individualized Learning Plan (ILP)

• Intensive, Individually Designed Interventions
• Individually designed behavior plan
• Intense, sustainable prosocial strategies
• Function-based assessments
• Intense, durable strategies

T4
TIER 3

• Strategic, Targeted Interventions
• Some students
• High efficiency / Rapid response
• Frequent progress monitoring

INDIVIDUALIZED TARGETED INTERVENTIONS

• Strategic, Targeted Interventions
• Some students (at-risk)
• Group or individual delivery
• High efficiency/ Rapid response
• Function-based logic

TIER 2
SMALL GROUP, TARGETED INSTRUCTION

• Core Instruction
• Board of Education Adopted Core Curriculum
• Differentiated instruction
• Small guided groups
• Centers/stations for skill-based practice

Core Universal Interventions All settings, all
students Preventive, proactive School Wide or
Classroom Systems
TIER1
CORE CURRICULUM AND UNIVERSAL BEHAVIORAL
EXPECTATIONS
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Proposed Solution

• Combine Response to Intervention with
  Conventional Problem Solving Model

Define Problem
Data Used for Evaluation
Develop Plan
Implement
Horner, 2006
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CORE CURRICULUM BEHAVIORAL EXPECTATIONS SO ALL
CHILDREN WILL LEARN

• Implementation of
• BOE Adopted 4-tiered Problem Solving Model
• BOE Adopted Curriculum (in each content)
• Scientific, research-based core instruction
• Effective Lesson Poster
• Literacy Framework
• Intervention Guide for ELA/Mathematics
• Instructional Strategies Handbook (SPN)

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Expectations cont.

• Assessment of all students
• Research-based interventions
• Progress Monitoring of targeted skill areas
• Cultural awareness sensitivity to diverse
  learners
• District and Building-Based Teams
• PBIS SEL (Social Emotional Learning) systems

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Expectations cont.

• SIPs will reflect Tiered System in AIS section
  and in Problem-Solving processes
• Building Administrators/SLTs will monitor and
  adjust for implementation of all systems and
  expectations within the building

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ELA/Math Intervention Guides
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Why Intervention? If We Dont Intervene, Our
Students Will
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Logic Model for Safe and Successful Schools Dr.
David Osher
Strategic Evidence- Based Learning Supports
Effective Opportunities To Learn
Provide Opportunities Rewards for Positive
Behavior
Greater Attachment, Engagement, Commitment to
School
Better Academic Performance and Success in
School and Life

• Teach SEL
• Competencies
• Self-awareness
• Social awareness
• Self-management
• Relationship skills
• Responsible
• decision making

Safe, Caring, Cooperative, Well-Managed Engaging
Learning Environments
Less Risky Behavior, More Assets,
Positive Development
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Selecting, Implementing, Sustaining Evidence
Based Programs and Strategies
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Four Tiered Intervention Model
1-5 of students
Red IV
5 -10 of students
Yellow III
Most students
Green II
All students
Green I
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Requirements for a School Discipline Plan

• 1. Consistent school - wide approach to
  discipline
• 2. Clear set of expected positive behaviors
• 3. Procedures for teaching positive behaviors
• 4. School- wide reinforcement/acknowledgement
  system
• 5. Consistent responses to inappropriate
  behaviors that include a teaching component
• 6. System for on-going progress monitoring and
  outcome evaluation

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What is School-wide Positive Behavior
Interventions and Supports?

• School-wide PBIS is
• A systems approach for establishing the social
  culture and individualized behavioral supports
  needed for schools to achieve both social and
  academic success for all students.
• Evidence-based features of SW-PBIS
• Prevention
• Define and teach positive social expectations
• Acknowledge positive behavior
• Arrange consistent consequences for problem
  behavior
• On-going collection and use of data for
  decision-making
• Continuum of intensive, individual interventions.
  
• Administrative leadership Team-based
  implementation (Systems that support effective
  practices)

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Intervention Model Green Tier
Core Intervention Strategies of PBIS

• Positive Behavior Intervention and Supports
• Behavioral expectations are taught and practiced
  by all students
• School-based behavior team meets regularly to
  review data
• Appropriate system for student recognition
  devised
• All consequences include a teaching component
• School wide expectations for student behavior

Green
FOR ALL STUDENTS
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Targeting Learning Supports Community
Interventions
Few
All Students
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What About Staff Stress?
SEL as an Alternative Solution
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Social Emotional Learning

• Core Elements of Social Emotional Learning
  Programs
• Self Management skills
• Managing emotions
• Self awareness skills
• Recognizing strengths/ weaknesses
• Responsible decision making
• Ethical and constructive choices
• Relationship skills
• Positive relationships/dealing with conflict
• Social awareness skills
• Empathy for others

Green
FOR ALL STUDENTS
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Plan for District Wide Implementation ofSocial
Emotional Learning

• Curriculum makes recommendation to Bd. of Ed. on
  SEL implementation
• Conduct initial staff development
• Launch SEL instruction in classrooms
• Expand instruction and integrate SEL school-wide
• Continue cycle of implementing and improving

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2008 -2009 Suspensions

• In-school School Suspensions
• Events 18,558
• Days 9,323
• Students contributing 5,504
• Out of School Suspensions
• Events 10,670
• Days 26,975
• Students 4,059
• Superintendents Hearings
• 1,921

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4 Tiered Problem-Solving Framework
Academic
Behavioral

• Intensive, Individually Designed Interventions
• Address individual needs of student
• High intensity/longer duration/daily
• Individualized Learning Plan (ILP)

• Intensive, Individually Designed Interventions
• Individually designed behavior plan
• Intense, sustainable prosocial strategies
• Function-based assessments
• Intense, durable strategies

T4
TIER 3

• Strategic, Targeted Interventions
• Some students
• High efficiency / Rapid response
• Frequent progress monitoring

INDIVIDUALIZED TARGETED INTERVENTIONS

• Strategic, Targeted Interventions
• Some students (at-risk)
• Group or individual delivery
• High efficiency/ Rapid response
• Function-based logic

TIER 2
SMALL GROUP, TARGETED INSTRUCTION

• Core Instruction
• Board of Education Adopted Core Curriculum
• Differentiated instruction
• Small guided groups
• Centers/stations for skill-based practice

Core Universal Interventions All settings, all
students Preventive, proactive School Wide or
Classroom Systems
TIER1
CORE CURRICULUM AND UNIVERSAL BEHAVIORAL
EXPECTATIONS
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Process
Intervention
FjjjjjF0
Assessment Team
Alternative Placement
Few students
Thorough behavioral assessment or FBA,
counseling, Check and Connect
10 to 20 of students
S-BIT, STARS other school-based Teams
For most students From Individual referral data
Mentoring, Check in Check-out, Lunch groups, etc.
Other Problem Solving Teams
For all students From examining school-wide
data
PBIS, Social Emotional Learning, GESA, ETC.
School Leadership Teams
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Triangle Activity Applying Tiered Problem
solving to Your School
Tier 3

Red Tier few students
Tier III Yellow Some students
Tier II Green most students
Tier 1 Green all students
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District Direction
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4-Tiered Problem-Solving FrameworkSurveyThe
purpose of this section is to help building staff
determine the extent to which the different
components of 4-Tiered Problem-Solving Framework
are in place at your building. For each item
below, indicate the extent to which that item is
in place using the scale in the column labeled
RtI Readiness Rating. A column for notes is
also provided.
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LUNCH
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Next Steps Beyond
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Next Steps Beyond

• Identify current resources
• Place resources on tier(s)

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Next Steps Beyond

• Select effective resources
• Problem-solve on how to capitalize on them
• Identify areas of need (resource, data, etc.)

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Next Steps Beyond

• PLANNING
• Roles of staff, teams, parents, community, higher
  ed., others
• Professional Development needs

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Report out
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• Very few people want to venture into change
  alone. Columbus had three ships. Lewis had Clark.
  Even the Lone Ranger had Tonto.
• Thomas R. Harvey

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Thank you for your efforts today on behalf of
your students and your colleagues.