Multi-Tiered System of Supports (MTSS) MEMSPA Conference August 2014

Transcription

1 Multi-Tiered System of Supports (MTSS) MEMSPA Conference August

2 Agenda Introductions MTSS Overview & Self Assessment Assessment & Data Analysis Implementation & Inquiry Process MTSS Resources 2

3 Discuss your understanding of RtI and MTSS. How are the terms currently being used by your organization? You local districts/schools?

4 Multi-Tiered System of Support MTSS is an integrated, multi-tiered system of instruction, assessment and intervention designed to meet the academic achievement and behavioral health needs of ALL STUDENTS. MTSS is meant to be embedded into the school improvement process to provide a framework for meeting the needs of ALL STUDENTS. 4

5 School-Wide System of Supports for Student Success Universal Intervention Core Instruction Differentiation All students Preventive 5% 15% Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk 80% 5

6 MTSS Not Regular Education Not Special Education Education

7 Instruction & then Interventions Scientifically research-based (peer reviewed & evidence based) Has a high probability of producing change for large numbers of students Is designed to be used in a standard manner across student populations Targeted assistance based on benchmark and screening data Administered by classroom teacher, specialized teacher, or external interventionist

8 Essential Elements 1. Implement effective instruction for all children 2. Intervene Early 3. Provide multi-tiered model of instruction and intervention 4. Utilize a collaborative problem solving model 5. Assure Research based core curriculum 8

9 Essential Elements 6. Implement research-based, valid interventions and instruction 7. Monitor progress to inform instruction 8. Use data to make instructional decisions 9. Use assessments for screening, diagnostics, and progress monitoring 10. Implement with fidelity 9

10 MTSS Cluster Areas 1. Instruction and Interventions (Tiers I, II, & III) 2. Problem Solving 3. Implementation of Evidence-based Practices 4. Data and Assessment 5. Stakeholder Engagement 10

11 MTSS Cluster Areas 1. Implement effective instruction for all children 2. Intervene Early 3. Provide multi-tiered model of instruction and intervention 11

12 MTSS Cluster Areas 4. Utilize a collaborative problem solving model 12

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14 MTSS Cluster Areas 5. Assure research based core curriculum (aligned with Michigan s state standards) 6. Implement evidence-based, valid interventions and instruction 10. Implement with fidelity 14

15 MTSS Cluster Areas 7. Monitor progress to inform instruction 8. Use data to make instructional decisions 9. Use assessments for universal screening, diagnostics, and progress monitoring 15

16 MTSS Cluster Areas 11. Engage parents and community (and students!) 16

17 Score Sheet Activity 17

18 Score Sheet Activity Using your score sheet, individually rate where you think your school is at with implementation of each essential element of MTSS with 1 = Not At All and 5 = Fully For the cluster areas with 3 elements added together, take the total score for all 3 and divide it by 3. Write this number in the box for later use. 18

19 How well is your system supporting these areas? Grab your clickers!

20 Instruction/Intervention: #1 Implement effective instruction for all learners #2 Intervene early #3 Provide a multi-tiered model of instruction and intervention 50% 1. Not at all Fully 6% 19% 19% 6% Not at all Fully

21 Problem Solving: #4 Utilize a collaborative problem solving model 1. Not at all Fully 6% 37% 26% 29% 3% Not at all Fully 21

22 Implementation Fidelity/Evidence-based Practices: #5 Assure a research-based core curriculum #6 Implement research/evidence-based, valid instruction/interventions #10 Implement with fidelity 65% 1. Not at all % 5. Fully 0% 9% 3% Not at all Fully 22

23 Data/Assessment: #7 Monitor student progress to inform instruction #8 Use data to make instructional decisions #9 Use assessments for universal screening, diagnostics, and progress monitoring 43% 1. Not at all Fully 3% 13% 33% 7% Not at all Fully 23

24 Stakeholder Engagement: #11 Engage parents and community 45% 1. Not at all 2. 30% Fully 9% 15% 0% Not at all Fully 24

25 Score Sheet Activity 25

26 Team Gap Analysis Activity Working with your team, use the Team Convergence/Divergence sheet to analyze the varying perspectives you hold on your implementation of MTSS. For each cluster area listed, take the highest score from your team and subtract the lowest score from your team. A higher number indicates a larger gap (divergence), while a lower number indicates more agreement (convergence). Use the questions below the table to guide your discussion around your team s perception data. 26

27 Data & Assessment

28 Assessment The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy 28

29 Three Assessment Types Universal Screening Progress Monitoring Diagnostic 29

30 Universal Screening Dip stick 3 times/year ALL STUDENTS System view of student progress Ability to drill down from the district level to the student level Data management and analysis is key! 30

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32 Progress Monitoring Used to determine if level of instruction is working At risk students monitored every two weeks - most intensive needs students monitored weekly Short, probe assessments of reading fluency/mathematics - most common 32

33 Diagnostic What instruction does this student need? What is the student able to do their present level of performance? Administer assessment of concepts to determine the proper instructional format (whole class vs. small group) and instructional objectives 33

34 Data Use at Waverly Community Schools

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37 MEAP Data 8 th Grade Reading 37

38 Local Data 38

39 Local Data 39

40 Local Data 40

41 How well is your system supporting assessment and databased decision making? Use the Guiding Principles of MTSS Practice Profile and a highlighter to identify where you are at in supporting these areas.

42 How are you currently using or supporting the use of assessments to make instructional decisions? Use the Guiding Principles of MTSS Practice Profile to guide your discussion.

43 Implementation

44 A poorly implemented program can lead to failure as easily as a poorly designed one. - Mihalic, Irwin, Fagan, Ballard & Elliott, 2004

45 What We Have from Statewide Implementation Nationally Full implementation with integrity takes 3-5 years. Integration of academic and behavior problem-solving is critical Level of implementation is directly related to student outcomes Level of adult readiness directly correlates to level of implementation Implementation is a district-wide systems change process Success of Tiers 2 and 3 determined by effectiveness of Tier 1 This HAS TO BE an all education initiative On-going evaluation is critical to implementation effectiveness

46 Focus Stage Description Should we do it? Exploration/Ado ption Decision regarding commitment to adopting the program/practices and supporting successful implementation. Work to do it right! Work to do it better! Installation Initial Implementation Elaboration Continuous Improvement/Re generation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Try out the practices, work out details, learn and improve before expanding to other contexts. Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Make it easier, more efficient. Embed within current practices.

47 Stages of Implementation Focus Stage Description Should we do it? Exploration/ Adoption Decision regarding commitment to Do we need to improve school adopting the program/practices and climate? Do we need to have supporting more focused successful instructional time implementation. and less behavior? Do we need to reduce our suspension rate?... Work to do it right! Work to do it better! Installation Initial Implementation Elaboration Continuous Improvement/R egeneration Set Establish up infrastructure team, create so that behavior successful implementation expectations, can lesson take plans, place and be supported. acknowledgement Establish team systems, and data set up systems, data collection conduct system audit, develop plan. Try Kick-off out the assembly, practices, work teach out lessons, details, learn monitor and improve behavior, before provide expanding feedback, to other use contexts. 4:1 ratio of +/- interactions, Expand acknowlegements, the program/practices consistent to other locations, correction, individuals, collecting times- data adjust from learning in initial implementation. Make it easier, more efficient. Embed within current practices. 47

48 Stages of Implementation Focus Stage Description Should we do it? Work to do it right! Work to do it better! Exploration/ Adoption Installation Initial Implementation Elaboration Continuous Improvement/R egeneration Decision Do we need regarding to improve commitment our to adopting student outcomes the program/practices in reading? Do and supporting we need to successful have consistency in implementation. our reading instruction? Do we need systems for universal screening & progress monitoring? Set Establish up infrastructure team, analyze so that core successful reading implementation materials & instruction, can take place set up and be supported. universal Establish screening, team establish and data systems, uninterrupted conduct instructional audit, develop time. plan. Try Start out universal the practices, screening, work out quadrant details, learn sorts, and trying improve out before explicit expanding instruction to other in design contexts. & delivery of lessons, Expand addressing the program/practices 5 Big Ideas of reading, to other locations, collecting individuals, & analyzing times- data adjust from learning in initial implementation. Make it easier, more efficient. Embed within current practices. 48

49 These stages are recursive Setbacks at one stage move us back to the previous stage Change Practice Go to a PLC Apply for PBIS Violate Norms New State Initiative File Grievance Dominate conversatio n Late for meeting Attend District PD Prep for Meeting Today is a book study? Ignore Data Vote coach off Ignore s Snow Day! New District Initiative 49 We already do that. Be on time Have a AHA! Go to Book Study

50 Why: What: Successful Student/Family Outcomes Program/Initiative (set of practices) How: Staff capacity to support and implement with fidelity the selected practices Core Implementation Drivers Institutional capacity to support staff in implementing practices with fidelity Fixsen & Blase, 2008 Leadership Capacity to provide direction/vision of process

51 Successful Student/Family Outcomes Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Selection Training Integrated & Compensatory Facilitative Administration Decision Support Data System Fixsen & Blase, 2008 Adaptive Leadership Technical

52 ISD Capacity and Planning

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54 Tools & Resources

55 FAQ What supports does MDE provide around MTSS implementation? 55

56 MDE MTSS Supports Two levels of support according to the stages of implementation: MAISA/MDE MTSS Grant Initiative Michigan s Integrated Behavior Learning Support Initiative (MiBLSi) 56

57 District Cohort 1 (2011) Delta-Schoolcraft Eaton Ingham Macomb Muskegon Portage Community Schools District Cohort 2 (2012) AMA COP Copper Country Dickinson Iron Huron Kalamazoo Kent St. Clair St. Joseph Tuscola Traverse Bay Area Detroit Public Schools District Cohort 3 (2013) Barry Bay-Arenac Clinton Manistee Saginaw West Shore District Cohort 4 (2014) Eastern UP Montcalm MiBLSi District Cohort Participation

58 2013 Allegan Bay/Arenac Berrien COP Clare/Gladwin Copper Country Eastern UP Genesee Gratiot/Isabella Jackson Kent Macomb Marquette/Alger Monroe Montcalm Muskegon Saginaw St. Clair St. Joseph Tuscola Wexford/Missaukee 2014 Calhoun Charlevoix/Emmet Eaton Lenawee Shiawassee Traverse Bay Area Van Buren MAISA/MDE MTSS Participation

59 FAQ How do MiBLSi and the MAISA MTSS grant provide multiple levels of support? 59

60 Focus Stage Description Should we do it? Exploration/Ado ption Decision regarding commitment to adopting MAISA/MDE the program/practices MTSS and supporting successful implementation. Grant Initiative Work to do it right! Work to do it better! Installation Initial Implementation Elaboration Continuous Improvement/Re generation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Try out the practices, work out details, learn and improve before MiBLSi expanding to other contexts. Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Make it easier, more efficient. Embed within current practices.

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62 Tools for Guidance MDE Guidance Document MDE RtI-MTSS Vision, Definition and Essential Elements RtI-MTSS Inquiry Process RtI-MTSS Essential Elements and Explicit Practices Chart (Classroom, Building, District, ISD, State) 13.pdf - Revisions coming soon! School Improvement Framework Document 05_130701_7.pdf - Revisions approved! 62

63 Research-Based Website Resources Find What Works This feature of the What Works Clearing House helps find interventions that address your school or district's academic needs and summarizes their evidence of effectiveness. Interventions can be searched by domain (academic achievement, dropout prevention, language development, mathematics/science, personal/social development, reading/writing, grade (PK-12), population (English language learners, special education) 63

64 MiBLSi Resources & References RtI Action Network Center on Instruction National Center on Response to Intervention George Batsche University of South Florida What Works Clearinghouse Institute of Education Sciences (IES) McREL Florida, Colorado, Kansas National Implementation Research Network (NIRN)

65 Contact Amy Henry at by Thursday, August 7 to register.

66 Coming to a Region Near YOU! Statewide Collaborative Supports Statewide message for MTSS and the 4 intentional instructional practices Best practices in tier I instruction within an MTSS framework Build a repository of statewide exemplars and resources for professional networking

67 Contact Information Amy Henry MDE, School Improvement Support OFFICE: