Susan Sipe & Crystal Davis, Kansas MTSS Core TeamNovember 16, 2009 IDL for MTSS Facilitators

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Outcomes for Today

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A Multi-Tier System of Supports:

Why Consider Changing?

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Adapted from Dan Reschly, 2002

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What is MTSS?

How does this translate?

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SLP

Title I

Principal

OT

ELL

SPED Director

Self-Correcting Feedback Loop

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MTSS Framework Leadership

Identified Teams Buy-In/Consensus Communication Professional Development Empowering Culture

Professional Development Initial Training Support for Implementation Monitoring for Fidelity Providing ongoing Support

Empowering Culture Involving all Staff Involving Parents Informing All

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MTSS Framework Assessment

Screening Diagnostic Progress Monitoring Outcomes

Curriculum Core Supplemental Intensive

Instruction Core Supplemental Intensive

MTSS Framework

All, Some & Few Describes instruction

– not a place!

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MTSS Framework All (Core)

Core Curriculum & Instruction Screening Assessment

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Some (Supplemental) Protocol Based Curriculum & Instruction Diagnostic Assessment Progress Monitoring Assessment Problem Solving Teams

Few (Intensive) Intensive, Customized Curriculum &

Instruction Diagnostic Assessment Progress Monitoring Assessment Problem Solving Teams

Examine Your Beliefs

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DO YOU SUPPORT. . .

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MTSS

Communication/Collaboration

Data-based

decision making

Strong Leadership

Evidence-based

Instruction

MTSS

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IDEA 2004 Fed Regs§ 300.208 Permissive use of funds.(a) Uses. Notwithstanding §§ 300.202, 300.203(a), and

300.162(b),funds provided to an LEA under Part B of the Act may be used for the following activities:

(1) Services and aids that also benefit nondisabled children. For the costs of special education and related services, and supplementary aids and services, provided in a regular class or other education-related setting to a child with a disability in accordance with the IEP of the child, even if one or more nondisabled children benefit from these services.

 

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KEY POINTS Location

• General Education Classroom• Other education-related setting as is appropriate for

each student Library Pod Resource Room Speech Room Other school environments

Instruction• Directly connected to IEP• Research-based group size recommendations

• Elementary Tier II maximum 3-5 students Tier III maximum 1-3 students

•  Secondary Tier II group size depending on age level and materials being used Tier III maximum 3-5 students

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In General Education Classroom 

A special education teacher with expertise in teaching reading is providing support for 3 identified students during core reading instruction. She and the classroom teacher plan and deliver reading instruction to all students (Tier I).

Funding Impact: NoneDuration Limitation: None

 

A special education paraeducator is supporting 2 identified students in the areas of task completion and rule following. Two non-identified students could benefit from adult support as well. The special education paraeducator supports non-identified students with the same skill deficits at the same time she is providing services to identified students.

Funding Impact: NoneDuration Limitation: None

 

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In General Education Classroom 

 

An occupational therapist (OT) provides services to two identified students relating to fine motor grasp. After working with identified students and allowing them to practice their skills, the OT observes non-identified students who may need adjustments to pencil grasp, etc. and supports them as well.

Funding Impact: NoneDuration Limitation: None

 

A speech pathologist provides support to an indentified student in the area of phonemic awareness. Two other students in the classroom need the same level of instruction as the identified student. The speech pathologist provides instruction for the group of three (Tier II).

Funding Impact: NoneDuration Limitation: NoneGroup size: maximum of 5

  

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In Other Education-Related Settings

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In Other Education-Related Settings

  All students in this example are receiving core reading instruction in the gen ed

classroom. A special education teacher is providing instruction to 2of the fourth grade identified students in a resource room. The targeted intervention is direct and explicit and includes one or more of the components of reading. One non-identified student with the same needs is being instructed in the small group with identified students (Tier III).

Funding Impact: NoneDuration Limitation: NoneGroup size: maximum of 3

  Two identified students demonstrate a need for instruction in fluency. They are

distracted by the activity in the general education classroom and receive their instruction in a quiet location with a special education paraeducator. Two non-identified students join the group for instruction in fluency after assessment data indicated a need (Tier II).

Funding Impact: NoneDuration Limitation: NoneGroup size: maximum of 5 (elementary) dependent on age and materials used (secondary)

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Co-Teaching KS REIMBURSEMENT GUIDE p. 40FOR SCHOOL YEAR 2009-2010 TO BE AUDITED IN 2010-2011 

Reimbursement is authorized for collaborative co-teaching models. In these types of delivery models, one or more identified students with exceptionality receive services from the special teacher in a general education setting. Planning and instruction are the shared responsibility of both the special teacher and the regular education teacher who work collaboratively as a team. The names of students listed on the caseload of the special teacher should be found inthe MIS child count data submitted by the district. The IEPs of these students must reflect the amount of service provided by the special teacher. Whenever a special teacher is teaching non-identified students in a group that includes identified students with exceptionalities, the focus of instruction is on the goals in the IEPs of the identified students. Reimbursement is not allowed for a special teacher who is the teacher of a general education class.

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Co-Teaching A speech language pathologist has three identified students whose

goals relate to phonemic awareness. She and the classroom teacher plan and deliver phonemic awareness instruction during core reading to all students (co-teaching & Tier I).

Funding Impact: NoneDuration Limitation: None

  A special education teacher has two third grade students with goals for

reading fluency. According to assessment data, 50% of students in their class are not at benchmark for oral reading fluency. The special education teacher and classroom teacher plan, and collaborate, and deliver fluency instruction as class-wide intervention during core reading time (co-teaching & Tier I).

Funding Impact: NoneDuration Limitation: None

 

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Child Find/GEI  

KS REIMBURSEMENT GUIDE pgs. 15-16

 

2. General Reimbursement Issuesa. Child Find ActivitiesChild Find, according to Kansas regulation 91-40-07,

allows for the participation of special education staff in activities to identify, locate, and evaluate all children with exceptionalities that may be in need of special education services. As a result, KSDE provides reimbursement of special teachers and paraeducators involved in Child Find activities as specified below.

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Child Find/GEI  

KS REIMBURSEMENT GUIDE pgs. 15-16

General Education Intervention: For school age children, screening procedures also include General Education

Interventions (GEI) as a means of locating children with exceptionalities. Special education personnel may participate in the general education interventions (GEI) process in a variety of ways, including activities such as:

 

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participating in problem-solving activities;consultation with other educators;collecting and analyzing student data;modeling of and coaching around instructional strategies; providing intensive, direct instruction to students. 

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Kansas Special Education Process Handbook, Ch. 2 pgs 4-6Kansas Regulations 91-40-7 (c)

Kansas Approaches to GEI

School-wide method utilizing MTSS

Individual student problem solving model

Combination of both

ALL

SOME

FEW

Tier IGrade and school level problem solving

with Core instruction

Tier IIGroup Problem Solving

with Protocol Interventions

Tier IIIIndividual Student Problem Solving

to customize Interventions

Where is GEI in all this?

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MTSS GEI/SIT

Questions for Building Leadership Teams

about GEI/SIT Will SIT responsibilities be assumed by

grade level/ PLCs/ Instructional teams through MTSS inviting other specialists as necessary to address individual student needs?

Will we continue to have a separate SIT to address students not progressing adequately in the tiers?

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ALL

SOME

FEW

Tier I

Tier II

Tier III

SPED Staff Involvement in GEI

Participating in problem solving activitiesConsultation with other educatorsCollecting and analyzing student dataModeling of/coaching instructional strategies

•No documentation required for auditing

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ALL

SOME

FEW

Tier I

Tier II

Tier III

SPED Staff Involvement in GEI

Providing intensive, direct instruction to groups of identified AND non-

identified students

•No Documentation required for auditing if identified students are

present and IEP is followed (incidental benefit)

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Elem. Group size: 3-5 Sec. Group size: based on ages and materials used

Elem. Group size: 1-3 Sec. Group size: 3-5

Intent of Instruction for Mixed Groups of Students

For groups of identified AND non-identified students

Instruction for non-identified student(s) must match the instruction being provided to identified students in accordance with IEP(s).

Any instruction must be derived from the IEP which could result in incidental benefit for a non-identified student.

FAPE is the driver of the instruction taking place in the group of identified and non-identified students.

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ALL

SOME

FEW

Tier I

Tier II

Tier III

SPED Staff Involvement in GEI

Providing intensive, direct instruction to non-identified students only or to

mixed group of students but instruction is not based on IEPs.

•Documentation required

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Elem. Group size: 1-3 Sec. Group size: 3-5

Elem. Group size: 3-5 Sec. Group size: based on ages and materials used

Requirements/DocumentationProviding intensive, direct instruction

to non-identified students only OR to mixed group of students but instruction

is not based on IEPs.

Direct instruction may be provided for up tobut not more than 18 weeks in a school year.

Available to auditors upon request: A log listing the name of sped provider, actual minutes and dates of services.

Documentation on individual student intervention plan (Student Support Plan, GEI plan, SIT plan, Student Improvement Log, etc.).

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4th grade student is having difficulty articulating a specific sound. A student intervention plan is written for the student to get direct instruction/intervention from speech language pathologist for 5 minutes, 2 times/day for 3 weeks.

Funding Impact: None/Part of GEIDuration Limitation: Up to 18 weeks as long as documentation requirements are met

Student is participating in core reading instruction and has completed two different Tier II interventions without making adequate progress. Student is moved to Tier III intervention with one other identified student in the resource room with sped teacher providing instruction.

Funding Impact: None/Part of GEIDuration Limitation: None

Child Find/GEI

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3th grade student is having difficulty with addition and subtraction facts. A student intervention plan is written for the student to get interventions from a special education paraeducator three times a week for 20 minutes. The gen ed teacher places two identified students in the group for additional math practice although the students have no math goals.

Funding Impact: None/Part of GEIDuration Limitation: Up to 18 weeks as long as documentation requirements are met

Student is having difficulties attending in class and seems to need frequent physical activity. A student improvement plan is written and the student joins an identified student in sensory activities for 20 minutes, 3 days/week under the guidance of the occupational therapist.

Funding Impact: None/Part of GEIDuration Limitation: None

Child Find/GEI

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Allowable Expendituresfor IDEA and ARRA Funds

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See Attachment B

MTSS Documents Innovation Configuration Matrix (ICM)Research BaseAcademic Structuring GuideAcademic Implementation GuidesPositive Behavior Supports Blueprints

Training SupportEducational Agencies Across Kansas

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Resources Kansas MTSS Website

www.kansasmtss.org Regional Service Centers

Book Studies in a Bag www.projectspot.org

pgray@ksde.org

cdavis@keystonelearning.org

ssipe@kansasmtss.org

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NEXT CONFERENCE CALL

Friday, DECEMBER 11, 2009

December 11 conference call will address YOUR local scenarios,

situations, and questions relating to use of sped staff

in a MTSS.

Please send to ssipe@kansasmtss.org

by DECEMBER 4 so we can prepare for the conference call.

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CEIS CONFERENCE CALL

January 15, 20109:00 – 10:30 a.m.

The January 15th Conference Call will focus on Coordinated Early Intervening

Services: procedures, timelines and necessary documentation.