Kansas MTSS
2016 Families Together
Integrated Kansas MTSS Overview Linda Wilkerson, Director [email protected]
Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Kansas MTSS does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.ksdetasn.org/mtss
Kansas Multi-Tier System of Supports Integrated Framework (Kansas MTSS) www.ksdetasn.org/mtss
MTSS vs KS MTSS
Kleenex vs tissue
www.ksdetasn.org/mtss
Kansas MTSS Definition A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs with frequent databased monitoring for instructional decision making to empower each Kansas student to achieve high standards. www.ksdetasn.org/mtss
Connection to State Board Vision • Vision Kansas MTSS • Flexibility • Five Outcomes 1. Kindergarten Readiness 2. Individual Plan of Study 3. High School Graduation Rates 4. Postsecondary Completion/Attendance 5. Social/Emotional Growth
www.ksdetasn.org/mtss
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
www.ksdetasn.org/mtss
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.
www.ksdetasn.org/mtss
Integrated Kansas MTSS Model Tertiary Prevention (Tier 3)
Secondary Prevention (Tier 2)
Primary Prevention (Tier 1)
www.ksdetasn.org/mtss Academic
Behavioral
Social
DATA DATA DATA To have data-based instructional decision making…you must have data. Real time data by individual student, class, building, or district. www.ksdetasn.org/mtss
Core Features of the Kansas MTSS Integrated Model
www.ksdetasn.org/mtss
BEHAVIOR , SOCIAL EMOTIONAL-SCHOOL
www.ksdetasn.org/mtss
Behavior: How do we approach it? “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 multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we . . . teach or punish? Adapted from: Tom Herner, Counterpoint (1998, p.2)
www.ksdetasn.org/mtss
Teaching Expectations “Teachers must believe that their students can achieve high expectations in both academic skills and social behavior as a function of their instruction” – Colvin and Scott, 2015
www.ksdetasn.org/mtss
So what’s the difference? Social Skills Internal – Internal Skill Development – Self Management, Problem Solving, Interpersonal Skills, etc.
Behavior Expectations External – External Supports, Rules, and Routines – Create a Safe, Positive, and Consistent Environment
Data-Based Decision Making The A-B-C-S of DBDM – Attendance – Behavior (Office Discipline Referrals (ODRs) or Behavior Incident Reports (BIRs)) – Course Grades – Screener – Other Referrals (Bullying, Counseling, Nurse Passes, etc) www.ksdetasn.org/mtss
Rationale for multiple data sources for Behavior/Social Externalizing Behavior • Buildings that focus on ODRs/BIRs will identify students with externalizing behaviors such as – disruption, – physical aggression, – verbal disrespect
www.ksdetasn.org/mtss
Internalizing Behavior • ODRs/BIRs often miss students who have internalizing behaviors such as – anxiety, – poor social skills, – depression
Absences and Elementary Academics
10% absences=chronic
Screener: Behavior/Social • Universal screener given for ALL students 3 times per year • Brief rating scale that can identify students with Internalizing and Externalizing risk factors • Attendance, Behavior Referrals and Course Failures: – will only tell you when they are already failing – are unlikely to catch students with Internalizing Behaviors www.ksdetasn.org/mtss
18
Levels of Data District
School Class Grade
Student
Behavior/Social Skills at Tier 2 • Match Interventions and supports to skill deficits • Primarily in-class supports, some small group interventions • Interventions and supports address the following: • Acquisition (can’t do) • Fluency (trouble doing independently) •Generalization (doesn’t do in all settings) www.ksdetasn.org/mtss
Behavior/Social Skills at Tier 3 • INTENSIVE ONE ON ONE INTERVENTIONS • Match Interventions and supports to skill deficits • Interventions and supports address the following: • Acquisition (can’t do) • Fluency (trouble doing independently) •Generalization (doesn’t do in all settings) www.ksdetasn.org/mtss
BEHAVIOR , SOCIAL EMOTIONAL-FAMILY
www.ksdetasn.org/mtss
Families should be aware of the behavior interventions in their child’s school. They should also be an active part of the behavior program planning.
www.ksdetasn.org/mtss
How do families support that work at home?
www.ksdetasn.org/mtss
The key to good behavior management is consistency from adults. Majors and minors
www.ksdetasn.org/mtss
Hypothesis Trigger Setting behavior Antecedent Why the heck did that happen?
www.ksdetasn.org/mtss
What you allow, is what will continue. www.ksdetasn.org/mtss
Correction without teaching gets you nowhere fast
www.ksdetasn.org/mtss
Behavior does not.... • Occur in a vacuum, rather it occurs within a context that we as the adults are responsible for creating. • It is impossible to separate behavior from academics, the two are intertwined. So much so that when we look for social-emotional learning standards in the common core, they are embedded in the academic standards. www.ksdetasn.org/mtss
Behavior • Behavior is an overt action that can be measured in frequency, duration or intensity. Behavior can be either desirable or undesirable based upon social and individual values.
www.ksdetasn.org/mtss
Reinforcement and Punishment • Reinforcement and punishment have been the hallmark of behavior management for years. The premise behind this system is simple. Behavior that is rewarded will occur more frequently and behavior that is punished will occur less frequently. • Let’s review punishment first….
www.ksdetasn.org/mtss
Reinforcement • We teach new skills and new behaviors by reinforcement. We want skills and appropriate behavior to occur more frequently, so we need to provide reinforcement when they occur. However, reinforcement is not the only thing we need. First we must lay a foundation.
www.ksdetasn.org/mtss
Critical Elements of Reinforcement • • • •
•
In order for reinforcement to work we must understand the role of : Timing – Use reinforcement to establish a rhythm of work, not resistance Frequency – Create the pace that you want, then slow a bit then ramp it up! Sincere – If you aren’t enthusiastic, the child won’t be either. At the same time each child is different, use your judgment as to how enthusiastic you get Specific – What are you praising
www.ksdetasn.org/mtss
Executive functions Young children (9 and under) don’t have good control of executive functioning however, you would expect a child over 10 to have begun to develop these skills. www.ksdetasn.org/mtss
As a child you depend on the environment and the people around you to serve as your executive functions. Adults are less likely to serve as external executive functions for other adolescents and young adults. www.ksdetasn.org/mtss
Executive functions: •Generalizing •Categorizing •Higher level thinking •Problem solving •Emotional control centers •Gate keeper
www.ksdetasn.org/mtss
Likes Attention Memory
www.ksdetasn.org/mtss
Another barrier to behavior management is language deficits • Topic management • Turn taking • Expressing information in a logical manner • Comprehending indirect speech • Use of conversational implicature
www.ksdetasn.org/mtss
Impaired discourse: • • • • • •
Disorganized tangential conversation Monologues Imprecise language Restricted output Lack of initiation Inappropriate maturity level
www.ksdetasn.org/mtss
The ability to reinforce others socially is THE core skill necessary for establishing and maintaining friendships. (Bond & Godfrey, 1997) www.ksdetasn.org/mtss
Physical aggression is the most severe form of communication. (It serves a purpose and is easily reinforced.)
www.ksdetasn.org/mtss
Communication behavior can begin as unintended but develop into increasingly deliberate acts.
www.ksdetasn.org/mtss
Don’t just extinguish a behavior that is being used as a form of communication, give an appropriate alternative. (If you don’t like the behavior you are extinguishing, wait until you see the replacement they choose on their own.)
www.ksdetasn.org/mtss
Self monitoring is the ability to evaluate and regulate the quality and quantity of our behavior. (Parente & Herrmann, 1996)
www.ksdetasn.org/mtss
The presence of cognitive or social stressors may interfere with communication. (skills learned in therapy may fall apart in natural settings)
www.ksdetasn.org/mtss
TAKEAWAY OF THE DAY
One of the greatest skills you can learn/teach is “regrouping” www.ksdetasn.org/mtss
Integrated Kansas MTSS Overview Linda Wilkerson, Director [email protected]
Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Kansas MTSS does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.ksdetasn.org/mtss
Kansas Multi-Tier System of Supports Integrated Framework (Kansas MTSS) www.ksdetasn.org/mtss
MTSS vs KS MTSS
Kleenex vs tissue
www.ksdetasn.org/mtss
Kansas MTSS Definition A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs with frequent databased monitoring for instructional decision making to empower each Kansas student to achieve high standards. www.ksdetasn.org/mtss
Connection to State Board Vision • Vision Kansas MTSS • Flexibility • Five Outcomes 1. Kindergarten Readiness 2. Individual Plan of Study 3. High School Graduation Rates 4. Postsecondary Completion/Attendance 5. Social/Emotional Growth
www.ksdetasn.org/mtss
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
www.ksdetasn.org/mtss
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.
www.ksdetasn.org/mtss
Integrated Kansas MTSS Model Tertiary Prevention (Tier 3)
Secondary Prevention (Tier 2)
Primary Prevention (Tier 1)
www.ksdetasn.org/mtss Academic
Behavioral
Social
DATA DATA DATA To have data-based instructional decision making…you must have data. Real time data by individual student, class, building, or district. www.ksdetasn.org/mtss
Core Features of the Kansas MTSS Integrated Model
www.ksdetasn.org/mtss
BEHAVIOR , SOCIAL EMOTIONAL-SCHOOL
www.ksdetasn.org/mtss
Behavior: How do we approach it? “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 multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we . . . teach or punish? Adapted from: Tom Herner, Counterpoint (1998, p.2)
www.ksdetasn.org/mtss
Teaching Expectations “Teachers must believe that their students can achieve high expectations in both academic skills and social behavior as a function of their instruction” – Colvin and Scott, 2015
www.ksdetasn.org/mtss
So what’s the difference? Social Skills Internal – Internal Skill Development – Self Management, Problem Solving, Interpersonal Skills, etc.
Behavior Expectations External – External Supports, Rules, and Routines – Create a Safe, Positive, and Consistent Environment
Data-Based Decision Making The A-B-C-S of DBDM – Attendance – Behavior (Office Discipline Referrals (ODRs) or Behavior Incident Reports (BIRs)) – Course Grades – Screener – Other Referrals (Bullying, Counseling, Nurse Passes, etc) www.ksdetasn.org/mtss
Rationale for multiple data sources for Behavior/Social Externalizing Behavior • Buildings that focus on ODRs/BIRs will identify students with externalizing behaviors such as – disruption, – physical aggression, – verbal disrespect
www.ksdetasn.org/mtss
Internalizing Behavior • ODRs/BIRs often miss students who have internalizing behaviors such as – anxiety, – poor social skills, – depression
Absences and Elementary Academics
10% absences=chronic
Screener: Behavior/Social • Universal screener given for ALL students 3 times per year • Brief rating scale that can identify students with Internalizing and Externalizing risk factors • Attendance, Behavior Referrals and Course Failures: – will only tell you when they are already failing – are unlikely to catch students with Internalizing Behaviors www.ksdetasn.org/mtss
18
Levels of Data District
School Class Grade
Student
Behavior/Social Skills at Tier 2 • Match Interventions and supports to skill deficits • Primarily in-class supports, some small group interventions • Interventions and supports address the following: • Acquisition (can’t do) • Fluency (trouble doing independently) •Generalization (doesn’t do in all settings) www.ksdetasn.org/mtss
Behavior/Social Skills at Tier 3 • INTENSIVE ONE ON ONE INTERVENTIONS • Match Interventions and supports to skill deficits • Interventions and supports address the following: • Acquisition (can’t do) • Fluency (trouble doing independently) •Generalization (doesn’t do in all settings) www.ksdetasn.org/mtss
BEHAVIOR , SOCIAL EMOTIONAL-FAMILY
www.ksdetasn.org/mtss
Families should be aware of the behavior interventions in their child’s school. They should also be an active part of the behavior program planning.
www.ksdetasn.org/mtss
How do families support that work at home?
www.ksdetasn.org/mtss
The key to good behavior management is consistency from adults. Majors and minors
www.ksdetasn.org/mtss
Hypothesis Trigger Setting behavior Antecedent Why the heck did that happen?
www.ksdetasn.org/mtss
What you allow, is what will continue. www.ksdetasn.org/mtss
Correction without teaching gets you nowhere fast
www.ksdetasn.org/mtss
Behavior does not.... • Occur in a vacuum, rather it occurs within a context that we as the adults are responsible for creating. • It is impossible to separate behavior from academics, the two are intertwined. So much so that when we look for social-emotional learning standards in the common core, they are embedded in the academic standards. www.ksdetasn.org/mtss
Behavior • Behavior is an overt action that can be measured in frequency, duration or intensity. Behavior can be either desirable or undesirable based upon social and individual values.
www.ksdetasn.org/mtss
Reinforcement and Punishment • Reinforcement and punishment have been the hallmark of behavior management for years. The premise behind this system is simple. Behavior that is rewarded will occur more frequently and behavior that is punished will occur less frequently. • Let’s review punishment first….
www.ksdetasn.org/mtss
Reinforcement • We teach new skills and new behaviors by reinforcement. We want skills and appropriate behavior to occur more frequently, so we need to provide reinforcement when they occur. However, reinforcement is not the only thing we need. First we must lay a foundation.
www.ksdetasn.org/mtss
Critical Elements of Reinforcement • • • •
•
In order for reinforcement to work we must understand the role of : Timing – Use reinforcement to establish a rhythm of work, not resistance Frequency – Create the pace that you want, then slow a bit then ramp it up! Sincere – If you aren’t enthusiastic, the child won’t be either. At the same time each child is different, use your judgment as to how enthusiastic you get Specific – What are you praising
www.ksdetasn.org/mtss
Executive functions Young children (9 and under) don’t have good control of executive functioning however, you would expect a child over 10 to have begun to develop these skills. www.ksdetasn.org/mtss
As a child you depend on the environment and the people around you to serve as your executive functions. Adults are less likely to serve as external executive functions for other adolescents and young adults. www.ksdetasn.org/mtss
Executive functions: •Generalizing •Categorizing •Higher level thinking •Problem solving •Emotional control centers •Gate keeper
www.ksdetasn.org/mtss
Likes Attention Memory
www.ksdetasn.org/mtss
Another barrier to behavior management is language deficits • Topic management • Turn taking • Expressing information in a logical manner • Comprehending indirect speech • Use of conversational implicature
www.ksdetasn.org/mtss
Impaired discourse: • • • • • •
Disorganized tangential conversation Monologues Imprecise language Restricted output Lack of initiation Inappropriate maturity level
www.ksdetasn.org/mtss
The ability to reinforce others socially is THE core skill necessary for establishing and maintaining friendships. (Bond & Godfrey, 1997) www.ksdetasn.org/mtss
Physical aggression is the most severe form of communication. (It serves a purpose and is easily reinforced.)
www.ksdetasn.org/mtss
Communication behavior can begin as unintended but develop into increasingly deliberate acts.
www.ksdetasn.org/mtss
Don’t just extinguish a behavior that is being used as a form of communication, give an appropriate alternative. (If you don’t like the behavior you are extinguishing, wait until you see the replacement they choose on their own.)
www.ksdetasn.org/mtss
Self monitoring is the ability to evaluate and regulate the quality and quantity of our behavior. (Parente & Herrmann, 1996)
www.ksdetasn.org/mtss
The presence of cognitive or social stressors may interfere with communication. (skills learned in therapy may fall apart in natural settings)
www.ksdetasn.org/mtss
TAKEAWAY OF THE DAY
One of the greatest skills you can learn/teach is “regrouping” www.ksdetasn.org/mtss
