CIM & MTSS - Pekin Public School District 108 · · 2017-07-317/29/17 1 Comprehensive Intervention Model (CIM) & Multi-Tiered System of Supports (MTSS) Madi Phillips, Ph.D. NCSP

7/29/17

1

Comprehensive Intervention Model (CIM) & Multi-Tiered System of Supports (MTSS)

Madi Phillips, Ph.D. [email protected]

Contributors (to the presentation)

• Mary Ann Poparad, NLU• Linda Dorn, • Greenland Elementary School

Oconomowoc, WI• Washington School Sheboygan, WI

Outcomes…• Determine strengths and weaknesses in your

district/school’s data system.• Ability to analyze your district/school’s teaming

structure to determine efficiency and effectiveness of MTSS implementation.

• Conduct a crosswalk between the Illinois State Special Education Entitlement Criteria and CIM.

General Education

Special Education

The “Old” Problem Solving Heuristic

Severity of Educational Need or Problem

Amount ofResourcesNeededTo Benefit

General Education with Support

Our First Attempt at General Education with Support

Why wasn’t the Teacher Assistance Team (TAT) model effective?– A small subset of staff was attempting to impact a

large group of students.– Did not change the philosophical beliefs of staff.– Most staff saw this model as a “hoop” to jump

through to get to sped.– The “neediest” students were not always referred.– Sped students were usually not discussed.

Multi-Tiered System of Supports (MTSS)

7/29/17

2

School Improvement Cycle

Plan Evaluation

Did our plan work?

Problem Analysis

Why is it happening?

Problem IdentificationWhat is the Problem and Is it Significant?

Plan DevelopmentWhat shall we do about it?

http://www.ncrel.org/sdrs/school.htm

Problem Solving Process

Similarities?

Tier1:Coreclassroomprogramwithdifferentiatedsmallgroupinstruction

Classroomteacherprovidesadditionalsupporttolowestgroup.

ClassroomLiteracyProgram

CRInterventionGroup/Individual

ComprehensiveInterventionModel(CIM)

Tier2:Smallgroupwithintensitythatrelatestogroupsizeandexpertise;durationingroupdependsonstudentneed

Tier3:1:1withReadingRecoveryin1stgrade;1:2grouporreading/writingconferencesinuppergradesSpecial

Education

Tier4:Referralprocessafterstudenthasreceivedinterventioninlayers1,2,and3Allinterventionsaredynamicandinteractive,notstaticandlinear.

SmallGroupInterventionor

1-1Intervention

Tiers2and3arenotlinear.Theyrepresentdegreesofintensityformeetingstudentneeds.

8

p. 6

Types of Teams to Support MTSS Implementation

1. District Leadership Team

2. Building Leadership Team

3. Department & Grade Level

Teams

4. Individual Problem Solving

& Special Ed Decision Making

Team

1. ADistrict-LevelLeadershipTeamtoMakeThingsHappenfortheDistrict

2. ABuildingLeadershipTeam toMakeThingsHappenfortheSchool

3. ADepartment &Grade-levelTeam toMakeThingsHappenforTier1&2

4. AProblem-SolvingTeam toMakeThingsHappenforIndividualStudents

What is the Purpose, Team Membership, and Roles and Responsibilities of the

different teams? District Leadership Team

Building Leadership Team

} Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.

} Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.

} Recommended meeting frequency in Year 1 is once per month.

District Leadership Team Purpose

1. District Leadership

Team

1. Assess District and Building Needs2. Provide Leadership and Build Commitment3. Give Permission to Change Practices4. Allocate Resources to Support Change

District and Building Leadership TeamsHave Similar Roles and Responsibilities



7/29/17

3

} Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.

} Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training, and support, especially around fidelity of implementation.

} Meeting frequency is once per month.

Building Leadership Team Purpose



Consider:◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff◦ Related Services Staff (School Psychologist,

Speech and Language)◦ Special Education Teaching Staff◦ Parent◦ Other

Building Leadership Team Membership



1. Assess Needso Complete Self Assessments to Evaluate Current

Assessment, Core Instruction, and Intervention Practices

o Identify Skill Sets Needed for Training, Tools and Support

2. Build Commitmento Include MTSS in School Improvement Plano Communicate Importance to the Staff

o Give Permissiono Identify What is Abandoned

1. Allocate Resourceso Identify and Support School Coacho Flesh Out School Professional

Development Plan

Building Leadership TeamRoles and Responsibilities



• Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results

• Establish and Maintain a Process for Ensuring Fidelity of Interventions

• Evaluate Implementation Outcomes

Building Leadership TeamSpecific Responsibilities



Training Outcomes

Staff DevelopmentComponents/Processes Knowledge Skills Transfer

Information + + -

Theory + +(5% will master

the skill)

-

Theory plus

Demonstration+ +

(5% will masterthe skill)

-

Theory/Demonstration/Practice plus

Feedback+++ +++

(95% willmaster the skill)

+(5% will transferskill to practice)

Theory/Demonstration/Practice/Feedback plus

Coaching+++ +++

(95% will masterthe skill)

+++ (95% will

transfer skill topractice)

- no measurable difference ++ moderate difference+ some difference +++ significant difference

Joyce, B., & Showers, B. (1988). Student Achievement Through Staff Development.Longman Publishing.

Comprehensive LiteracyModel (CLM): WorkshopFramework

Five Components:1. Mini-lessons2. Small-group instruction3. Independent practice or

working with peers4. One-to-one or

small-group conferences5. Share time

Apprenticeship in Literacy, 2nd edition

7/29/17

4

189

App

endi

x G

Appendix G1 (continued)

Copyright © 2012 Pearson Education

ESAIL: Environmental Scale for Assessing Implementation Levels

Criterion 1: Creates a Literate EnvironmentProfi ciency Levels

Meeting Approaching Below

1. Reading responses through writing are displayed on walls and in hallways.

2. Writing is taught as a process and published version is dis-played on walls and in hallways.

3. Diverse reading materials are enjoyed, discussed and analyzed across the curriculum.

4. Co-constructed language charts embrace student language and are displayed on walls and in students’ notebooks.

5. Tables, clusters of desks and/or areas are arranged to promote collaborative learning and problem-solving.

6. Problem-solving is collaborative (pairs or groups) and talk is purposeful.

7. Engagement is maintained by meaningfulness and relevance of the task.

8. Respectful talk and attitudes are promoted and used among all learners.

9. Elaborated discussions around specifi c concepts are promoted and students’ thinking is valued and discussed.

10. Classroom environment is conducive to inquiry based learning and learners are engaged in constructive interactions around purposeful literacy events.

Criterion 2: Organizes the ClassroomProfi ciency Levels


1. Routines and procedures are clearly established.

2. Classroom is designed for whole group, small group and indi-vidual teaching and learning.

3. Teachers’ workspace and instructional materials are organized for teaching and learning.

4. Students’ materials are organized and easily accessible.

5. Students’ logs are organized and refl ect integrated learning across the curriculum.

6. Classroom libraries contain an abundant amount of reading material across genres, authors and topics.

7. Literature for daily instruction is organized and accessible.

(continued)

DornApps_v6.indd 189DornApps_v6.indd 189 11/18/10 10:28:44 AM11/18/10 10:28:44 AM

190

App

endi

x G


Copyright © 2012 Pearson Education

Criterion 2: Organizes the Classroom (continued)Profi ciency Levels


8. Books in classroom library are organized and labeled according to genre, topic and/or by author.

9. Literacy tasks are organized and are designed to meet the needs of groups and individual learners.

10. Summative and formative assessments are organized for instructional purposes and documentation.

Criterion 3: Uses Data to Inform Instruction and to Provide Research-Based Interventions

Profi ciency Levels


1. Summative and formative assessments are used to determine where to begin instruction and to provide interventions.

2. Data are used across the curriculum to monitor student prog-ress and to guide and plan instruction.

3. Summative and formative assessments are used to tailor in-class interventions to meet the needs of struggling learners.

4. Data are used to plan a Comprehensive Intervention Model (CIM), including one-to-one and small groups in grades K–8.

5. Teachers collaborate with intervention teacher/s around stu-dent/s progress and collaboratively develop a plan of action.

Criterion 4: Uses a Differentiated Approach to LearningProfi ciency Levels


1. Instruction includes a workshop approach to learning across the curriculum.

2. Explicit minilessons are tailored to meet the needs of the major-ity of students across the curriculum.

3. Daily small group reading and writing instruction is provided to meet the diverse needs of students.

4. Daily one-to-one reading and writing conferences are scheduled with students.

5. Prompts are used to activate successful problem-solving strate-gies, higher order thinking, and deeper comprehension.

6. Writing is taught as a process, including composing, drafting, revising, editing, and publishing.

7. A writing continuum is used to meet student needs, plan instruction, and monitor progress over time.

8. Quality literature is read, enjoyed and analyzed across the curriculum.

(continued)

DornApps_v6.indd 190DornApps_v6.indd 190 11/18/10 10:28:45 AM11/18/10 10:28:45 AM

p. 189-192

What are your building’s areas of focus?

• What problems or issues often come up at your school?– Evaluate academic programming (e.g., reading

and language arts) at each tier.– Identify students who have basic reading (and

writing) skill needs.

• What are your current School Improvement Goals?

• What content is covered in the current professional development plan?

Purposes of Assessment• Who has problems? (Problem Identification)

• Why is the problem is occurring? (Problem Analysis)

• Is our instruction working to fix the problem?

(Plan Development & Implementation)

• How well are we doing overall? (Plan Evaluation)

Taken from Heartland AEA 11

Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

MM &GOM

Outcome/ Accountability

Reading

_______________

Math Behavior

What Assessment Systems Does Your District/School/Grade Level Use for Each Purpose?

Taken from Heartland AEA 11

Evaluation of Screening Tools

http://www.rti4success.org/resourceslanding

Evaluation of Progress Monitoring Tools: GOM

http://www.intensiveintervention.org/chart/progress-monitoring

7/29/17

5

Evaluation of Progress Monitoring Tools: MM

http://www.intensiveintervention.org/chart/progress-monitoring-mm

p. 23

193C

opyright © 2012 Pearson Education

Appendix G2

Appendix G

Washington School for Comprehensive Literacy Assessment System 2009–2010Bold Assessments are for all students. Italic Assessments are for Below and Approaching Students on the Intervention Wall (Stages I-III on the OLAI)

Beginning-of-YearSep 28–30: Intervention Wall

Placement

First QuarterNov 6: First Quarter Ends

Nov 16–18: Update Intervention Wall

Second QuarterJan 21: Second Quarter Ends

Jan 25–27: Update Intervention Wall

Third QuarterMar 26: Third Quarter Ends

April 6–7: Update Intervention Wall

End-of-YearJun 1–2: Update Intervention Wall

Jun 9: Fourth Quarter Ends

Grade Summative(Formal)

Formative(Informal)

Summative(Formal)

Formative(Informal)

Summative(Formal)

Formative(Informal)

Summative(Formal)

Formative(Informal)

Summative(Formal)

Formative(Informal)

Kindergarten

Observation Survey(Letter ID; CAP; Writing Vocabulary; Sentence Dictation; DRA)

2-Week Reading Observation

Letter ID Reading Conference Notes

Benchmark Book • 90–94% Accuracy• NAEP Fluency• Comprehension• SC Rate

Reading Conference Notes

Benchmark Book* • 90–94% Accuracy• NAEP Fluency• Comprehension• SC Rate


Observation Survey(Letter ID; CAP; Writing Vocabulary; Sentence Dictation; DRA)


2-Week Writing Observation

Concepts About Print (CAP)

Writing Conference Notes

Letter ID Writing Conference Notes

Letter ID Writing Conference Notes

Clay WritingAssessment


Clay Writing Assessment

Quarterly Writing Checklist


Running Records


Running Records

Gentry Spelling Assessment

Running Records

Oral Language Acquisition Inventory







1st Grade

Spring DRA from Assessment Folder • 90–94% Accuracy• NAEP Fluency• Comprehension• SC Rate

2-Week Reading Observation







DRA Level• 90–94% Accuracy• NAEP Fluency• Comprehension• SC Rate


Personal Narrative Writing Prompt

2-Week Writing Observation

Genre Writing Prompt






Personal Narrative Writing Prompt



2-Week Spelling Observation

Running Records


Running Records

Running Records


Running Records


Independent Reading Rubric







Writing Portfolio Rubric




(continued)Pages 193–195 reprinted with the permission of the International Reading Association, from RtI in Literacy: Responsive and Comprehensive (2010), Johnston, P.H., pp. 137–142.

DornA

pps_v6.indd 193D

ornApps_v6.indd 193

11/18/10 10:28:46 AM

11/18/10 10:28:46 AM

p. 193-195

Four columns1. Exceeding 2. Meeting 3. Approaching 4. Below

5 Rows Color coded for each grade level

Create Data Wall Insert picture of data wall

7/29/17

6

4th QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 Q R S/T T3 N O P P+2 K L M N1 G H I J5K A B C D3rd QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 P Q R S3 M/N O P P+2 J K K/L M1 E F G/H I5K <A A B C2nd QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 O P Q R3 M N O P2 I J J/K L1 D E E/F G5K <A <A A B1st QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 N O P/Q Q3 L M N O2 H I J K1 B C D/E F5K -- -- -- A

DATA WALL LEVELS - BY QUARTER - 2009-2010

CIM Reading Assessment Tools • Observation Survey of Early Literacy Achievement• Phonological Awareness Assessment• Running Record on Keystone Text• Text Reading Level Assessment• Instructional Reading Levels• Reading Behavior Checklist• Comprehension Guides• Oral Reading Fluency Scale• Writing about Reading Checklist

p. 24-36p. 130-148

CIM Oral Language & Writing Assessment Tools

• Emergent Writing Assessment• Record of Oral Language• Oral Language Acquisition Inventory• Timed Word Writing Prompt• Writing Prompt with Rubric• Writing Behavior Checklist

p. 24-36p. 130-148

Other Assessment Tools• District Assessments

– Fountas & Pinnell Benchmark Assessment System

– Words Their Way– Writing Portfolio Checklist– Others?

• Classroom Rubrics, Checklists, and Writing Scoring Guides

• Selected Work Samples

Assessment Tools Activity

• What are the technical similarities and differences between GOM & MM progress monitoring tools?– http://www.intensiveintervention.org/chart/p

rogress-monitoring• Complete the assessment matrix for

reading.

7/29/17

7

Build Tiered Instruction and Programming

• Based on results of academic & behavior data…

• Consider enhancing Tier 1 Programming FIRST!

• Create or enhance Tier 2 support.• Ensure students receiving Tier 2 & 3

programming also receive the core daily.

37

129C


RtI Plan for Aligning and Layering Literacy Interventions

Appendix A

Student Goal: Developing a Self-Regulated Learner

Student _________________________________________________ Grade ________ Classroom Teacher ________________________ Date _____________

DEGREES OF INTENSITY

LAY

ER

S O

F S

UP

PO

RT/

EX

PE

RTI

SE

Cla

ssro

om: T

ier

1

Uni

vers

al

Individual Small Group Whole Class Independent Work

Reading ConferenceWriting Conference

�

�

Guided Reading GroupLiterature Discussion GroupReading and Writing ConferencesLanguage InvestigationsGenre, Text, and Author StudiesTailored Minilessons

�

�

�

�

�

�

Read AloudShared ReadingMinilessonsSpelling/PhonicsShare Time

�

�

�

�

�

Familiar/Easy ReadingWriting ProcessPhonics or Vocabulary TasksLiterature ExtensionsResearch ProjectsInternet Projects

�

�

�

�

�

�

Inte

rven

tion 1:1 or Small Group (2–3) Small Group (4–5) Plan/Monitoring/Duration

Reading ConferenceWriting Conference

�

�

Word Study (prior to Guided Reading)Writing about Reading (following Guided Reading)Assisted Writing GroupWriting Process Group (push-in)

�

�

�

�

Inte

rven

tion

Spe

cial

ist

Tier

2

Small Group (2–3) Small Group (4–5) Plan/Monitoring/DurationGuided Reading Plus GroupComprehension Focus GroupAssisted Writing GroupWriting Process Group (push-in)

�

�

�

�

Guided Reading Plus GroupComprehension Focus GroupAssisted Writing GroupWriting Process Group (push-in)

�

�

�

�

Tier

3

1:1 Plan/Monitoring/DurationReading RecoveryTargeted Intervention (beyond fi rst grade)

�

�

Spe

cial

E

duca

tion

Tier

4

1:1 Small Group (2–5) Plan/Monitoring/DurationTargeted Intervention � Guided Reading Plus Group

Comprehension Focus GroupAssisted Writing GroupWriting Process Group (push-in)

�

�

�

�

Team Members Present ____________________________________________________________________________________ Next Meeting: ______________

Adapted and used with permission from The Journal of Reading Recovery.

Appendix A1

DornA

pps_v6.indd 129D

ornApps_v6.indd 129

11/18/10 10:27:50 AM

11/18/10 10:27:50 AM

p. 129


different teams? Grade Level and/or Department Teams

} Coordinates Tier 1 or Core Programming for all students and Tier 2 services for at risk students in addition to larger grade-level or departmental issues.

} Primary roles include:} Using common assessments to plan Core instructional

programming and ensure that all students are learning the curriculum standards.

} Identify Tier 2/3 students and determine Core and intervention programming.

} Meeting frequency is once per week.

Grade Level and/or Department TeamsPurpose



3. Grade Level and/or

Department Teams

Consider:– General Education Grade-Level Teachers – General Education Content Area Teachers – Special Education Personnel Providing Support– Representative of Remedial Program Providers (Title I,

ELL) – Targeted Personnel as Needed for Specific Tier 2

Students Not Progressing (e.g., School Psychologist, Speech and Language)

– Principal, As Needed – Other

Grade Level TeamsMembership



3. Grade Level and/or Department

Team

1. Align Students Needs With Tierso Use Universal Screening Data to

Determine Students’ Tier Needs2. Use Common Assessment Data to Plan

Programmingo Differentiated Instruction (Small Groups)o Determine Intervention Programming

3. Review Progress of All Studentso Monthly to Ensure Progresso Make Modifications as needed to

Programming and Interventions

Grade Level TeamsRoles and Responsibilities



3. Grade Level and/or

Department Teams

7/29/17

8

203C


Appendix G7

Appendix G

(continued)


DornA

pps_v6.indd 203D

ornApps_v6.indd 203

11/18/10 10:28:58 AM

11/18/10 10:28:58 AM

p. 203-204

Completed by: Annie May

205C



Appendix G

(continued)


DornA

pps_v6.indd 205D

ornApps_v6.indd 205

11/18/10 10:29:00 AM

11/18/10 10:29:00 AM

p. 205-206

207C


Look-Fors in Small-Group InterventionGuided Reading Plus

Goals Criteria 1Rarely

2Sometimes

3Frequently

4Consistently

Schedule Teacher meets with group four to fi ve days a week.

Materials Teacher and students’ materials are organized and easily accessible. Students use their materials effi ciently (magnetic letters, wipe-off boards, erasers, alphabet chart).

Assessments Teacher uses ongoing summative (formal) and formative (informal) assessments to make decisions about each student’s progress within the intervention.

Components Teacher teaches all components of Guided Reading Plus.

Phase OneWord Study

Teacher selects appropriate words to teach an appropriate word learning principle.Teacher engages the students in applying phonological, phonemic, and phonetic processes for learning how words work (sound analysis, visual analysis, pattern analysis, analogies, meaning).Teacher links the word learning processes to reading and writing.

Guided Reading

Teacher selects a book that matches the students’ instructional level, containing a few challenging features to promote effi cient problem solving.Teacher builds prior knowledge needed to comprehend the text.Teacher introduces the book, giving an overview of the text and sets the purpose for reading.Teacher engages the students in the co-construction of meaning.Teacher uses unfamiliar words or phrases that students need to have in their listening vocabulary.Teacher provides individual reading time.

Conferences Teacher holds individual conferences.Teacher records student’s processing behaviors and applies contingent scaffolding to lift the student’s processing.

Discussion Teacher conducts a discussion of the meaning of the text.Teacher prompts students to locate a problem area of the text. Teacher uses these opportunities to teach for strategy use.

Phase TwoProgress

Monitoring

Teacher provides an opportunity for students, to read familiar and independent text to promote fl uency, apply effi cient problem-solving strategies and to foster deeper comprehension.

Writing in Response to

Reading

Teacher provides a writing strategy lesson or provides a prompt to deepen comprehension through writing.Teacher provides opportunities for students to rehearse their response.Teacher provides students’ individual writing time and individual conferences.

Conferring with

Students

Teacher records students processing behaviors (reading prompt and understanding academic vocabulary, fl uency of thinking while rehearsing, organizing for response, using writing strategies, and fl uency of encoding response) while writing.Teacher applies contingent scaffolding to lift the student’s processing.

Appendix G

Appendix G8

DornA

pps_v6.indd 207D

ornApps_v6.indd 207

11/18/10 10:29:02 AM

11/18/10 10:29:02 AM

p. 207

Evaluate Teaming at Tier 1 & 2• How do you determine whether students are making

progress with Tier 1 Instruction? • For students who are not making progress, how will Tier 1

Instruction be modified?• What data is used to determine who will receive Tier 2

interventions?• What data is used to determine what intervention a

student will receive?• How is fidelity of Tier 2 interventions monitored and

evaluated?• How are students’ progress evaluated? What procedures

are in place when students are not making progress?


different teams? Individual Problem Solving Teams

The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)

RtI is NOTYour Father’s Oldsmobile

7/29/17

9

} Coordinate and evaluate Tier 3 services for individual students with severe needs and for making special education decisions.

} Primary roles include reviewing progress of students receiving Tier 3 interventions and completing individual student problem solving for those who are not benefiting from interventions supports.

} Meeting frequency in Year 1 is once per week & individually scheduled special education meetings.

Individual Problem Solving Team Purpose




Team

4. Individual Problem Solving & Special Ed Decision

Making Team

1. Review Progress of Tier 3 Studentso Weekly to Ensure Progresso Modifications to Tier 3 Interventions

2. Individual Problem-Solving with Students Failing to Benefit from Intervention Supportso Goal Setting and Progress Monitoringo Completing Problem Solving Taskso Ensuring Fidelity of Interventions

3. Special Education Process and Procedureso SLD Determination Using RtIo Monitoring Progress toward IEP Goals

Individual Problem Solving TeamsSpecific Responsibilities




Team

4. Individual Problem Solving & Special Ed Decision

Making Team

203C


Appendix G7

Appendix G

(continued)


DornA

pps_v6.indd 203D

ornApps_v6.indd 203

11/18/10 10:28:58 AM

11/18/10 10:28:58 AM

p. 203-204

Completed by: Annie May

205C



Appendix G

(continued)


DornA

pps_v6.indd 205D

ornApps_v6.indd 205

11/18/10 10:29:00 AM

11/18/10 10:29:00 AM

p. 205-206

Evaluate Individual Problem Solving• What data is used to determine who will

receive Tier 3 interventions?• What data is used to determine what

intervention a student will receive?• How is fidelity of Tier 3 interventions

(including special education) monitored and evaluated?

• How are students’ progress evaluated? What procedures are in place when students are not making progress?

RtI Entitlement Documentation

7/29/17

10

Evaluate Special Education Entitlement Procedures

• What data is used to define the student’s academic discrepancy from peers?

• What data is used to determine rate of progress compared to peers?

• How is instructional need documented?– Curriculum– Instruction– Environment

p.4-7 IL IEP Forms

http://www.isbe.net/spec-ed/html/forms.htm

Questions?

Documents

CIM & MTSS - Pekin Public School District 108 · · 2017-07-317/29/17 1 Comprehensive Intervention Model (CIM) & Multi-Tiered System of Supports (MTSS) Madi Phillips, Ph.D. NCSP