Multi-Tiered Systems of Support Staff/Curriculum Development Network December 3, 2015 David Karam, Ed.D

Alternate Title “If we don’t change direction soon, we’ll end up where we’re going” Professor Irwin Corey

The Most Important Slide in this (or any other) Powerpoint Research has shown that interventions rarely fail because of features of the interventions themselves. Interventions fail because the systems necessary to support them are not in place (Stollar, et al., 2006).

The Chicken or Egg Problem What do we deal with first, academics or behavior? The answer is not “OR”. The answer is “AND”. Buffman, et al., 2015

We Know…. The need for behavioral support decreases when students are engaged instructionally.

Rationale for Braiding Academic and Behavioral Supports RtI and RtI-behavior are both tiered logic models that: Stress preventative strategies Use data to make decisions Use increasing levels of support Understand that some students bring well developed patterns of academic and behavioral adjustment problems to school

Understand that behavioral and academic problems do not occur in a vacuum (aquarium metaphor) Use team based decision making Encourage the use of evidence based interventions Provide on going staff support in order to ensure successful outcomes for students Effectively integrates a school’s systems, data and practices

1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems Adapted from “ What is schoo-wide PBS? ” OSEP Technical assistance on positive behavioral Interventions and supports.Accessed at

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement

The Tiered Continuum is a Problem Solving Model! (modeled after a preventative health construct)

Tier 1 Health Indicators BP= 120/80Temp.= 98.6 Height/Weight= (context) Progressed monitored every time we go to a doctor

These indicators help us minimize perception and increase accuracy. They also help us ask “what’s next?” (data decision rules between tiers)

How do we Maintain a Healthy Tier 1 (health) ( Healthy “systems” don’t separate mind and body ) PhysicalMental Diet Exercise Quit Smoking Watch Alcohol Etc. Read Relax Meditate Watch Stress Etc.

Focusing on a preventative strategy reduces higher “Tier II” health issues such as: High blood pressure Obesity Diabetes Hypertension Etc

??? What are Tier 1 Indicators of a “Healthy” School? or of a “Healthy” School? (Does our perception match our reality?)

What are Tier 1 Indicators of a “Healthy” School? GradesBehaviorAttendance How many/how much? When do we progress monitor?

Examples of maintaining a healthy Tier 1 (skills ALL instructional [and most non-instructional] staff should have) AcademicBehavioral (PBIS) Core curriculum implemented with fidelity Differentiated instruction Rigor and relevance regarding instructional strategies Flexible grouping Accommodations and modifications Data informed decision making Establish school-wide expectations Use an instructional approach when communicating expectations Acknowledge students Correct behavioral errors Establish strong personal relationships between staff and students Family engagement Data informed decision making

Focusing on a preventative strategy reduces higher “Tier II” academic issues such as: Task avoidance Noncompliance/defiance Absenteeism Failing grades Etc.

Question: What tools do your teachers use for Tier 1 support? What else do you need? Academic (have) Academic (need) Behavioral (have) Behavioral (need)

Question How do you currently evaluate intervention fidelity (just because you have an intervention doesn’t necessarily mean it’s being implemented correctly)

The Karam Principle Intervention Failure = Frequency x Complexity The frequency and complexity of interventions greatly increases the likelihood they will fail.

Other Academic Behaviors Necessary for Successful Learning Metacognition- thinking about thinking Self-efficacy- belief in one’s self as a learner Self-regulation- using skills and strategies to engage in learning Motivation- the ability to initiate and sustain interest in a task

The good news is these academic and behavioral skills can be directly taught to all students.

Behavioral Expectations & Settings Matrix School-wide Expectations CafeHallwayClassroomAssemblies Be Respectful Hands and feet to self Voice level 0 Look at speaker Follow directions Be Safe Stay in assigned seat Follow directions Stay in seat Keep shoes tied Walk into and out of Aud. Be Responsible Clean up area Ask adults for help Keep voice at level 0 Use hallway pass Arrive on time Keep voice level at #2 Follow directions Walk Stay to right Be prepared Raise hand Applaud after performance

If You Want It, Teach It!! (Herner, 1998) 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 add, we teach If a child doesn’t know how to spell, we teach If a child doesn’t know how to behave, we ……….teach? ……….punish? Why can’t we finish the last sentence as automatically as the we do the others?

The challenge for educators is we must put responsive systems in place to respond to ALL students, including those who struggle and/or are failing.

First, A reality Check “ Groups resist change with all of the vigor of antibodies attacking an intruding virus ” James O ’ Toole The Argument for Value Based Leadership

What Does it Take? We can go on and on discussing systems theory, complexity theory, etc. What it really takes is FOCUS and COMMITMENT!!!! It is not enough to simply “TELL”

4 Components of System Change Leadership Opportunities for collegial networking Professional development Buy-in

Out of all the variables necessary for systems change, the most important is leadership. Our efforts will rise or fall based on district/school leadership’s ability to maintain focus and commitment.

Contact Information David Karam (315)