kansas multi-tiered system of support
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Kansas Multi-Tiered System of Support
AYP Starting Point: Reading
51.2 51.2
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63.4 63.4
69.5
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100.0
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100.0
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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
K-8 reading 9-12 readingStarting PointGoal: AllProficient
Cu
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Assessment
Instru
ction
Dr. Alexa PosnyKansas Commissioner of Education
http://www.kansasmtss.org/
What is MTSS?
• A coherent continuum of evidence based, system-wide practices to support
• a rapid response to academic and behavioral needs
• with frequent data-based monitoring for instructional decision making
• to empower each Kansas student to achieve high standards.
The Big “BIG” Idea of MTSS
1.1. Decide what is importantDecide what is important for students to know
2.2. Teach what is importantTeach what is important for students to know
3.3. Keep trackKeep track of how students are doing
4.4. Make changesMake changes according to the results you collect
Dave Tilly, Heartland AEA; 2005
Shift in ThinkingChange in How Our System
RespondsFrom…. To…..
Student Which students need help?
What help does each student need?
System Having programs and people available
Intentional design/redesign of our services as resources
Adapted from Dan Reschly, 2002
What’s the Shift All About?Individual Student
Do both these students need assistance in reading?
What’s the Shift All About?Individual Student
Shift in ThinkingChange in How Our System
RespondsFrom…. To…..
Student Which students need help?
What help does each student need?
System Having programs and people available
Intentional design/redesign of our services as resources
Adapted from Dan Reschly, 2002
What’s the Shift all About?System Level
Core Beliefs of MTSS
• Every child learns and achieves to high standards
• Learning includes academic and social competencies
• Every member of the education community continues to grow, learn and reflect
• Every leader at all levels are responsible for every student
• Change is intentional, coherent and dynamic
How to Achieve Core Beliefs
• Every child will be provided a rigorous and research-based curriculum
• Every child will be provided effective and relentless teaching
• Interventions will be provided at the earliest identification of need
• Policy will be based on evidence based practice• Every educator will continuously gain knowledge
and develop expertise to build capacity and sustain effective practice
How to Achieve Core Beliefs
• Resources will be intentionally designed and redesigned to match student needs
• Every leader will be responsible for planning, implementing and evaluating
• Academic and behavioral data will be used to inform instructional decisions
• Educators, families and community members will be part of the fundamental practice of effective problem-solving and instructional decision making
• An empowering culture creates collective responsibility for student success
Translation: What are you thinking about?
• At your table, select one of the core beliefs and translate what this makes you think about…..
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
• Students needing additional assistance are identified early– Age– Time of year
Intervening EarlyKey Features
Intervening Early - Fall Data
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design
Kansas Multi-Tiered System of Support (MTSS)Kansas Multi-Tiered System of Support (MTSS)
• Student centered planning
• Customized function-based interventions• Frequent progress monitoring to guide intervention design
AcademicsAcademicsBehaviorBehavior
KSDE - July 2007 Draft
• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making
• All students, All settings
• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making
• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design
• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention
design
Same Features – Different Approaches
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
Evidence-Based PracticesKey Features
• Prevention
• Alignment
• Fidelity
• Effective Instructional Practices
Model of Support
Intervene Early
Evidence-BasedPractices
StrengthsKnown needs
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
Data-Based Decision MakingKey Features
• Screening
• Diagnostic
• Progress Monitoring
• Outcome
Kansas Multi-Tiered System of Support (MTSS)Kansas Multi-Tiered System of Support (MTSS)
AcademicsAcademicsBehaviorBehavior
Primary PreventionTier 1 Interventions
Reading• All students• Evidence-based core
curriculum & instruction• Assessment system
and data-based decision making
Behavior• All students, All settings• Positive behavioral
expectations• explicitly taught and
reinforced• Consistent approach to
discipline• Assessment system
and data-based decision making
Tier 1 Academic Data for Decision Making
Lincoln Elementary, McPherson
0%
20%
40%
60%
80%
100%
% Benchmark
Intensive
Strategic
Benchmark
Fall Winter Spring
William Allen White Elem - Emporia
0%10%20%30%40%50%60%70%80%90%
100%
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Intensive
Strategic
Benchmark
Fall First Grade Data
Link to School improvement
• Look at data according to big ideas– Phonemic awareness, etc.
Tier 1 PBS Data for Decision Making
“The Big Five”
Academic and Instructional Time Saved (if each referral takes 30 minutes for Administrators
and 20 minutes of student time out of the classroom)
Kansas Middle School Example
200.3
152.0
48.3
300.5
228.0
72.5
0
50
100
150
200
250
300
350
05-06 06-07 Gain
School Hours
Student Hours
Admin Hours
Kansas Middle School Example
Kansas Middle School Triangle
0
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100
Percentage of Students
2005-2006 2006-2007
Year
Office Discipline Referral Patterns 2005-2007
Kansas Middle School
6+
2-5
0-1
School improvement efforts – again!
• Look at data by each big five– Location, etc.
Secondary PreventionTier II Supplemental Interventions
Reading• Supplemental targeted
function-based interventions
• Small groups or individual support
• Frequent progress monitoring to guide intervention design
Behavior• Supplemental targeted
skill interventions • Small groups• Frequent progress
monitoring to guide intervention design
Tier 2 Academic Data for Decision Making
System Program Evaluation
Individual Intervention Evaluation
Tier 2 PBS Data for Decision Making
Example of Simple PBS Plan Data Collected by a General Education Teacher
- Science Assignment Completion
Note: Score may go beyond 100% if bonus points are awarded
Baseline Intervention
Percent Score Obtained on Assignments in Science
-20
0
20
40
60
80
100
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160
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75
Assignment
Percent Score
Note: Score may go beyond 100% if bonus points are given
Baseline Intervention
George’s Attendance
010
20304050
607080
90100
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
Weeks
Percent Attendance
Percent Attendance Science
Percent Attendance English
No interventionScience
interventionScience and English
intervention
Tertiary PreventionTier III Intense Customized Interventions
Reading• More intense
supplemental targeted skill interventions
• Customized interventions
• Frequent progress monitoring to guide intervention design
Behavior• Student centered
planning• Customized function-
based interventions• Frequent progress
monitoring to guide intervention design
Tier 3 Academic Data for Decision Making
System Program Evaluation
Based on Functional Assessment
How much guided practice does Nellie need in order to learn new skills?
What types of applications activities are necessary in order for her to generalize a new skill?
When to change an intervention..
Scenario: Nelly
So far, Nelly’s progress monitoring data suggest that the intervention being provided is not a match for Nelly. While she has made some progress, it is not sufficient. Something needs to be changed.
This graph does not show us when/what changes have been made in her intervention. Graphs are most helpful when they are “messy”!!
Tier 3 PBS Data for Decision Making
Based on Functional Assessment
When Jack is given a request, he becomes verbally aggressive, escalates and walks out in order to escape the demand of an authority.
MTSS - Big IdeasModel of Support
Intervene Early
Use Problem-SolvingProcess for Decision
Making
Data-Based DecisionMaking
Evidence-BasedPractices
MTSS
Problem-Solving ProcessKey Features
QPA SIT
Strengths/Concerns
What’s
Happening?
Why?
What are
our ideas?
What did we decideto do?
How’s it working?
Problem-Solving Process
Shift in ThinkingChange in How Our System
RespondsFrom…. To…..
Student Which students need help?
What help does each student need?
Adapted from Dan Reschly, 2002
Getting to “What Help is Needed”
From…
• “GEI” or SIT• Separate process• Who• Isolation• Focus on entitlement
To….
• Customized plan• Integrated process• What• Collaboration• Focus on instruction
What if an exceptionality is suspected?
• The outcome of the processes to be followed is the same:
– Do you now have a further customized plan?– Can you describe the “what” to do next?
StrengthsKnown needs
Use Problem-SolvingProcess for DecisionMaking
Data-Based DecisionMaking
Activity
• What do I know about MTSS?
• What questions do I have?Set up for Tomorrow
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