kansas multi-tiered system of support

Kansas Multi-Tiered System of Support

AYP Starting Point: Reading

51.2 51.2

57.3

63.4 63.4

69.5

75.6

79.7

83.7

87.8

91.9

95.9

100.0

44.0 44.0

51.0

58.0 58.0

65.0

72.0

76.7

81.3

86.0

90.7

95.3

100.0

0

10

20

30

40

50

60

70

80

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100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

K-8 reading 9-12 readingStarting PointGoal: AllProficient

Cu

rric

ulu

m

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





System Having programs and people available

Intentional design/redesign of our services as resources


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

• Students needing additional assistance are identified early– Age– Time of year

Intervening EarlyKey Features

Intervening Early - Fall Data


Intervene Early


Making



• 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


Intervene Early


Making



Evidence-Based PracticesKey Features

• Prevention

• Alignment

• Fidelity

• Effective Instructional Practices

Model of Support

Intervene Early


StrengthsKnown needs


Intervene Early


Making



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

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300

350

05-06 06-07 Gain

School Hours

Student Hours

Admin Hours

Kansas Middle School Example

Kansas Middle School Triangle

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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

System Program Evaluation

Individual Intervention Evaluation

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

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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

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”!!

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.


Intervene Early


Making



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

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


Activity

• What do I know about MTSS?

• What questions do I have?Set up for Tomorrow

kansas multi-tiered system of support

Documents

studentwhich students

system respondsadapted

kansas student

big big idea of mtssdecide

student successtranslation

core beliefsevery child

student needsevery leader

core beliefsresources