Ingham ISD Early Years Multi-Tiered System of Supports Corrie Mervyn Mary Jo Wegenke.
MULTI-TIERED SYSTEM OF SUPPORTS BEST Practice #2 …
Transcript of MULTI-TIERED SYSTEM OF SUPPORTS BEST Practice #2 …
MULTI-TIERED SYSTEM OF SUPPORTS
Presented byMichaelle Pope, Executive Director, Student Support Initiatives
Adrienne T. Dixson, Specialist, Response to InterventionClark Dorman, Florida PS/RtI Project Leader
Kevin Stockslager, Florida PS/RtI Project EvaluatorNicole Mancini, Director, Head Start/Early Intervention
Mary Claire Mucenic, Director, Student Services Daniel Shapiro, Director, Elementary School Counseling
February 23, 2016
BEST Practice #2Embedded
High Quality RtI Process
Sense of UrgencyEvery Student Succeeds Act (ESSA)
Florida Statute 1008.25, Public School Student Progression Plan
Florida Administrative Code 6A-6.053, K-12 Comprehensive Research-Based Reading Plan
Florida Administrative Code 6A-6.0331, General Education Intervention Procedures, Evaluation, Determination of Eligibility, Reevaluation and the Provision of Exceptional Student Education Services
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Sense of Urgency
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Disability Rights Florida State Complaint
• Failure to meet Child Find obligation (Violation of IDEA)
• Staff resistant to RtI Process • Information to staff in order to complete necessary
data collection or implement research-based strategies
• Students are left in observation and intervention stage for long periods of time
• Excessive delays in RtI Process• Delays in Parent Consent for evaluation
Sense of UrgencySBBC Mediation Agreement
15 Required Action Items • Principal Memo• List of RtI Contacts• Administrative Training Schedule• Professional Development Sign-in Sheets• Additional RtI Professional Development Schedule• Brainshark for Classroom Teachers • Brainshark ESE Procedure Safeguards• Presentation to ESE Advisory• Brainsharks (2) Parent Requested Evaluations (Parents and Teachers)• One Page Parent Requested Evaluation Sheet• Brainshark 20-Day Rule Initial Consent • Brainshark RtI for Parents posted on Website• Provide Disability Rights of Florida MTSS/RtI Links• All School Principals Identify Tier 3 Students, submit to Disability Rights of Florida • Disability Rights of Florida Provide State with Copy of Agreement
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Multi-Tiered System of SupportsA Multi-Tiered System of Supports (MTSS) is a term used to
describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic
and behavioral instruction and intervention.
The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to
ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate
the performance of ALL students to achieve and/or exceed proficiency.
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Evaluate•Response to Instruction & Intervention (RtI)
Problem Analysis•Validating problem•Identify variables that contribute to problem•Develop plan
Define the Problem•Defining problem/directly measuring behavior
Implement Plan•Implement as intended•Progress monitor•Modify as necessary
Problem-Solving Process
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1. Effective, actively involved, and resolute leadership2. Alignment of policies and procedures across classroom, grade,
building, and district3. Ongoing efficient facilitation and accurate use of a problem-
solving process 4. Strong, positive, and ongoing collaborative partnerships with all
stakeholders5. Comprehensive, efficient, and user-friendly data-systems6. Sufficient availability of coaching7. Ongoing data-driven professional development8. Communicating outcomes with stakeholders and celebrating
success frequently
Critical Elements
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Program evaluation should both inform
how MTSS is implemented and provide information on the practices that
relate to improvements in student academic, behavioral,
and social-emotional outcomes.
Program Evaluation
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MTSS and RTI MTSS RTI
Interventions Academic, Behavioral, Social and Emotional
Academic
Target Audience All students Students in danger of failing or becoming designated as special education students
ReceiveResources & Support
All students, teachers and support staff Students in the target audience
Collaboration Even greater focus on collaboration between school leaders and educators.
General and special educators work together on Tier 2 and Tier 3 support
Focus High quality core program delivery, Intervention, remediation
Intervention and remediation
Problems Addressed Both student level and system level problems
Student level problems
Intervention Universe Interventions centered in the school, community and in the home.
Interventions centered within the school
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The application of evidence-based strategies
and systems to assist schools to increase academic performance, increase
safety, decrease problem behavior and establish positive school cultures.
RtI:B
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Recognition that behavioral skills are learned and must be taught –
Modifying the environmental conditions so that problem behavior is less relevant
and occurs less frequently
Teaching appropriate skills to replace the problem behavior so that the new skill is
more efficient than the problem behavior in getting a desired outcome
Reinforcing the new appropriate skill so that it will be repeated
Changing the responses of others to problem behavior events so that the problem
behavior will no longer be effective for the student to get the desired outcomes
RtI:B
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FOCUS 1
Consensus Building/
Leadership
FOCUS 2
Infrastructure
FOCUS 3
Implementation
FOCUS 4
Quality Assurance
M T S SMulti-Tiered System of Supports
Framework
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FOCUS 1
RtI:ARtI:B
FOCUS 2
BASIS
FOCUS 3
SEL Deliberate Focus Pre-K – 3rd Grade
FOCUS 4
Guidance
M T S SMulti-Tiered System of Supports
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MTSS District Leadership Team
• Interdisciplinary team of district departments & state• Alignment across divisions and departments • 3 Year Strategic Blueprint• Communication & Collaboration • Critical Support to Schools • Professional Development• Technical Assistance • Resources • Parent Engagement• Quality Assurance
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Data and Evaluation
Data-BasedProblem Solving
ProcessThree Tiered Instruction & Intervention
Model
Capacity Building/
Infrastructure
Communication & CollaborationLeadership
NEEDS ASSESSMENT THROUGH SAM
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Early Wins
• 98% of all school leaders participated in MTSS/RtI Training
• 100% of all district schools have identified an RtI Contact and BASIS Liaisons
• 80% of all district schools are utilizing BASIS for Tier documentation
• 10,000+ CPS referrals have been initiated, BASIS usage in the first quarter has surpassed all usage for 2013-2014 SY
• Administrator assigned to oversee MTSS/RtI Initiative• Increase in district support for MTSS/RtI Initiative
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State
Leaders as Coaches as Leaders …Alignment & Integration
Leaders Coach(District)
(Principals & Coaches)
(Teachers)
Leaders Inform
(State)
District
Building
Classroom
Student
Leaders Coach
Leaders Coach
Leaders Coach
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(Parents & Students)
Coaching for Change: A Model for Building Capacity
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• Problem-Solving
• Team Facilitation/Collaboration
• Effective Interpersonal
Communication skills
• Using Multiple Data
• Disseminating Content Knowledge
• Providing adult/staff training and
technical assistance
• Supporting leadership team and
staff capacity
Zone Learning (Z-PAC)
Student Progression Personalized
Learning
Social Emotional Learning
MTSS/RtI
ParentCommunity
Engagement
All LevelsPre-K-Adult
Physical
Family
Safe & Nurturing
Cognitive
Social Emotional
Approach to Learning
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MTSS Evaluation OutcomesPositively impact student outcomes by implementing a multi-tiered system of supports (MTSS) with coaching supports.
• Improved academic and behavior outcomes• Improved core instruction• Increase in reading and math achievement • Decrease in ESE referrals• Decrease in student retention• Decrease in office discipline referrals• Decrease in out of school suspension, expulsion, and
school-related arrests• Increase in student attendance
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Self-Assessment of Multi-Tiered System of Supports (SAM)o Self-assessment of school’s implementation of MTSS
Critical Component Checklist (CCC) Implementation of Fidelityo Permanent product review of school-based teams’
engagement in the problem-solving process Observation Checklist Implementation of Fidelity
o Direct observation of school-based teams engaging in the problem solving process
School-wide Positive Behavior Plan (SPBP)o Permanent product outlining the school’s plan to implement a
comprehensive Tier 1 behavior curriculum
Quality Assurance & Evaluation Measure
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MTSS BEST Practices – Scale Up Integrate practices to reduce duplication, increase effective use of personnel and provide greater support for instruction. Focus:
• Common language• Leadership skills to support MTSS• Evidence-based coaching strategies• Family and Community Engagement (FACE)• Aligning PK-12 MTSS • Evaluation model to demonstrate outcomes• Common understanding around an integrated data-based
problem-solving process• Integrating technology • Universal Design for Learning
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• Establish school-based leadership teams
• Address every Tier of instruction and intervention
• Provide high-quality instruction and evidence-based academic & behavioral interventions at all tiers
• Systemically progress monitor with fidelity at all tiers
• Document through BASIS 3.0, School Improvement Plan, and School-wide Positive Behavior Plan
• Inform and engage parents
RtI BEST Practices – Scale Up
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Diversity, Prevention & InterventionContact 754-321-1655
Types of Support• Direct Support
• Technical Assistance and Resources
• Collaboration and Consultation
• Provide National, State, and District Models and Exemplars
Resources and Support
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Resources and SupportMTSS/RtI Website
www.browardprevention.org
MTSS/RtI Wiki Spacehttp://mtss.pds-hrd.wikispaces.net/
The Life Excelerator LEAPshttps://www.goleaps.com/
Florida’s MTSS Technical Assistancewww.florida-rti.org/
http://flpbs.fmhi.usf.edu/www.pbis.world.com
RtI Action Networkhttp://www.rtinetwork.org/
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Needs and Next Steps • Additional MTSS/RtI coaching and support to schools
• District-wide Universal Screening and Progress Monitoring Tools
• Expand Integrated data system
• A data-based decision-making/monitoring system
• Expand professional learning opportunities
• Ongoing internal collaboration and leadership
• Student, family, and community engagement and empowerment
• Finalize long-term strategy plans
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