Multi-Tiered System of Support (MTSS) Problem-Solving at the Tier 1 Level For Elementary Schools Jeanette Tietjen August 9-10, 2012

DATE: August 10, 2012 VOCABULARY: Multi-Tiered System of Supports (MTSS) Problem-Solving Model (PSM) Data-Based Decision Making Universal Screening Response to Intervention (RtI) Prevention Framework Ongoing Progress Monitoring (OPM) BELL RINGER: List two factors that impact student engagement at the top of your agenda. LEARNING GOAL : To identify and use early warning indicators to develop appropriate interventions for secondary students. BENCHMARK : Knowledge of learning, accountability, and assessment standards as related to diagnostic tools to assess, identify, and apply instructional improvement. (Florida Standards for School Leaders) AGENDA: Bell Ringer Engagement Indicators Using the Problem-Solving Model Key Indicators Intervention Strategies Reflection OBJECTIVES: Identify use of PS at the Tier 1 level of RtI to address school-wide needs Use data to identify needs and interventions SUMMARY ACTIVITY : Reflect on your current SBLT. Three questions to think about and answer. HOMEWORK: Complete School-Based Leadership form & return to J. Tietjen by Aug. 30

Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute The Departments identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development. -Florida Department of Education, 2012

Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

Multi-Tiered System of Supports (MTSS) Defined... 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. A Multi-tiered System of Support (MTSS), in Florida, represents the integration of RtI for academics and RtI for behavior into a unified model of service delivery that recognizes the reciprocal influence academic performance and social/emotional/behavior performance has on each other (Algozzine, Wang & Violette., 2011).

Leadership Skills for MTSS Implementation Models a problem-solving process Communicates and reinforces the expectation of data-based decision making Communicates and reinforces expectation that Tier 2/3 services integrate Tier 1 standards for performance, instructional materials and practices Schedules data-days through out the year Facilitates the development of instructional schedules based on student needs Ensures that instructional/intervention support is provided to all staff Ensures that instruction/intervention sufficiency and the documentation of that occurs for all students Establishes a system of communicating students outcomes across the professional staff and with students and they parents Creates frequent opportunities to celebrate and communicate success.

How do we get started?

Problem-Solving Process Step 1: Problem Identification What is the problem? Step 2: Problem Analysis Why is it occurring? Step 3: Intervention Design What are we doing about it? Step 4: Response to Intervention Is it working?

Where do we start with problem- solving?

Why do we need to start at the Tier 1 Level?

High-quality core instruction that meets the needs of most students (NCRTI, 2010) 80% of Students Tier 1 Tier I 5% 13 2011 NHSC, NCRTI, and COI All students receive explicit, research- based instruction. Examples Explicit, research- based instruction Culturally responsive instruction Standards-aligned instruction Scaffolding Differentiated instruction Academic literacy Formative assessment Clear behavior expectations schoolwide Examples Explicit, research- based instruction Culturally responsive instruction Standards-aligned instruction Scaffolding Differentiated instruction Academic literacy Formative assessment Clear behavior expectations schoolwide 15% 13 2011 NHSC, NCRTI, and COI

School Based Leadership Team School Based Leadership Team regularly engages in the following activities : Determine school-wide learning and development areas in need of improvement Identify barriers which have or could prohibit school from meeting improvement goals Develop action plans to meet school improvement goals (e.g., SIP) Distribute and assign resources to implement plans Monitor fidelity and effectiveness of core and tier 2 instruction Manage and coordinate efforts between all school teams Support the problem solving efforts of other school teams And avoids: Individual student intervention planning and progress monitoring Meeting without a clear agenda or goals Making decisions without input from key stakeholder groups Developing action plans without communicating the purpose, goals, and responsibilities to other stakeholders Delegating school-wide action planning responsibilities to teams with less decision making power or control over resource allocation

Team Membership Selection of team members should aim at creating a well- rounded team with specific skill sets represented Critical skills needed for effective team functioning include: Instructional leadership Data management and analysis Content specialization (minimally Reading, Math, Behavior) Student advisement, mentoring, and guidance Knowledge of evidence-based instruction/intervention Exceptional Student Education specialist (if warranted by population) English Language Leaning specialist (if warranted by population) Parent/Community involvement strategies

Start With the Data

Area of focus MeasureFrequency ReadingFAIR Lake Benchmarks (3-10) Conducted three times per year Twice yearly MathLake Benchmarks (3-10) FCAT Twice yearly Annually GradesFailure of one or more content area classes Review at least each grading period BehaviorNumber of office discipline referrals Guidance department conducted review in December and May AttendanceNumber of students with excessive absences or tardies Review at least each nineweeks Universal Screening Brief assessments for predicting which students will develop learning or behavioral problems and need intensive interventions 18

T ier 1: Examining Universal Interventions Questions: What percent of students are achieving district benchmarks? Effectiveness of instruction How are these students doing compared to grade level benchmarks?

Data-Based Decision Making Delivered differentiated instruction Used data from screening and progress monitoring to determine placement in interventions Made decisions during data meetings with various stakeholders Solicited student input on problem solving and intervention design Using data from screening and progress-monitoring measures to assess students responses to instruction and/or intervention and making instructional adjustments to maximize student response 21 2011 NHSC, NCRTI, and COI

Ongoing Progress Monitoring 22 Level of instruction MeasureFrequency Tier 1 Ongoing formative assessment Common mathematics assessment Common writing prompts Grades Attendance Daily Monthly Nineweeks. Semester First 20 days of school, quarterly Tier 2 Maze passage D/F reports Time-sampling for behavior Every other week Weekly Tier 3 Measures embedded in intervention program Behavior tracking sheets Weekly, Daily Daily Yields data to assess students learning and academic performance and to determine whether a specific intervention is effective for a particular student 22 2011 NHSC, NCRTI, and COI

Tier 1 Intervention Consider altering whole group instruction, curriculum materials, instructional routine, independent practice (e.g., literacy/math centers) Breadth of skill focus might vary Group students based on skill data (data come from many sources) Differentiate instruction based on grouping Organize students based on skill performance Higher performing, more students, Lower performing, fewer students Same amount of time, different use of that time

Types of Interventions Skill Deficit Student lacks skills to successfully complete task Performance Deficit Factors interfering with students capability of performing the skill

Fidelity is Key to Success New improvement strategies do not always guarantee increases in student achievement, but partial implementation and inconsistent implementation will most certainly doom even the best strategies [and programs] to failure. (Dean & Parlsey 2010)

Now What? The SBLT continually progress monitors interventions using predetermined goals Predetermine decision rules If Intervention is working proceed If the Intervention is not working return to Problem- Solving in area of concern

Get Rid for the Zombie Interventions Many classroom interventions currently in use are actually ineffective Research supports effective strategies, but also identified ineffective strategies Round-Robin reading Stand Alone Grammar Instruction Over-Reliance on Group Lecture

80% of Students Tier 2 Intervention Evidence-based intervention(s) of moderate intensity that address the learning or behavior challenges of most at-risk students (NCRTI, 2010) Tier 2: Targeted Interventions 5% 30 2011 NHSC, NCRTI, and COI Provided in addition to primary prevention (core) Teacher-led, small-group instruction Ongoing progress monitoring and appropriate diagnostic assessment as needed Provided in addition to primary prevention (core) Teacher-led, small-group instruction Ongoing progress monitoring and appropriate diagnostic assessment as needed 15% 30 2011 NHSC, NCRTI, and COI Some students needing group intervention in addition to Core Instruction

Tier 2 Characterized In coordination with and supplemental to healthy Tier 1 instruction Available in general education settings Increasingly Intensified Service: Instruction and Assessments matched to student needs More time to practice/increased practice items Increase Academic Engaged Time (AET) Focused/Narrow skills or content Direct Instruction of content Increased frequency of progress monitoring/assessment Provided as soon as students identified as at-risk through benchmark/screening assessments.

Tier 2 Three Main Characteristics Evidenced-based interventions Consists of small groups of students Involves a clearly articulated intervention implemented with fidelity.

Implementing & Designing Interventions Identifying groups of students who share same academic and/or behavior needs Scheduling Interventions Staggering instruction Cross grade instruction Skill-based instruction PAWS Intervention Standard Protocol Grouping

Tier 2: Curriculum Standard protocol approach Focus on essential skills Most likely, more EXPOSURE and more FOCUS of core instruction Linked directly to core instruction materials and benchmarks Criterion for effectiveness is 70% of students receiving Tier 2 will reach benchmarks

Intervention Banks School teams identify research-based interventions designed for commonly occurring problems Identify school-based resources look at best fit for school/teachers/students Everyone uses same intervention(s) Saves time Mapping Out Resources

Tier 2 Decision Making Monitor progress Review student progress monitoring data at scheduled intervals How successful are students in response to Tier 2 Interventions? 70 - 80% is a good criterion Modify supplemental instruction as necessary Move students across tiers as data warrant

Reflection Reflect on your current SBLT, are all of the skills critical to working within a PS/RtI framework present on your team? If not, which components are missing? What are the implications of the missing skill sets? Is the team meeting regularly enough to maintain momentum and provide timely monitoring and feedback to staff and students? Are team processes clearly articulated so that team meetings run efficiently and accomplish the pre-set goals?

HOMEWORK Complete the School-Based Leadership Team form and return to Jeanette Tietjen

Resources Doing What Works - http://dww.ed.gov/http://dww.ed.gov/ Floridas Multi-Tiered System of Supports - http://www.florida-rti.org/index.htm http://www.florida-rti.org/index.htm Intervention Central - http://www.interventioncentral.org http://www.interventioncentral.org National Center on Student Progress Monitoring - http://www.rti4success.org/categorycontents/multi- level_prevention_system http://www.rti4success.org/categorycontents/multi- level_prevention_system

Productive educational change roams somewhere between over- control and chaos... You cannot mandate what matters, because what really matters for complex goals of change are skills, creative thinking, and committed action. Fullan 1997 (pp. 33-35)

Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

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Multi-Tiered System of Support (MTSS) Problem-Solving at the Tier 1 Level For Elementary Schools Jeanette Tietjen August 9-10, 2012