mtss – west fargo public schools
DESCRIPTION
MTSS – West Fargo Public Schools. Multi-Tiered System of Support at the Secondary Level. Introductory Activity. Directions: Open the contents of your bag When given instruction to begin please sew your button onto the cloth. Year 1: Establishing a Culture. A Shift in Thinking. - PowerPoint PPT PresentationTRANSCRIPT
MTSS – West Fargo Public Schools
Multi-Tiered System of Support at the Secondary Level
Introductory Activity Directions:
o Open the contents of your bago When given instruction to begin please sew your button
onto the cloth
Not Yet1 pt
On the Way2 pts
Almost There3 pts
Wow4 pts
Stitches
Most stitches are untidy with many loops. The needle rarely went in and out of the same holes. Some stitches go over the edge of the button or over the edge of the fabric.
Some stitches are neat and free of any loops. The needle sometimes went in and out of the same holes.
Most stitches are neat and free of any loops. The needle mostly went in and out of the same holes.
All stitches are neat and free of any loops. The needle consistently went in and out of the same holes.
Knots Student forgot to knot the thread.
The knot is too big or too small, perhaps with loops. The ends of thread weren't cut close to the knot.
The knot on the back of the fabric is for the most part neat or the ends of the thread weren't cut close to the knot.
The knot on the back of the fabric is neat. The ends of the thread are cut close to the knot.
Time Management Completed less than 25%
of the assignment in the allotted time.
Completed 50% assignment in the allotted time.
Completed 75% assignment in the allotted time.
Completed 100%assignment in allotted time.
Year 1: Establishing a Culture
A Shift in Thinking Discuss with your neighbor:
What lessons about learning could this activity cause you to reflect on?
A Shift in ThinkingThe current research on learning is clear: all students can learn.....albeit not in the same way or in the same timeframe.
A Shift in ThinkingThis, however, is the complete antithesis of the old Bell-Curve explanation of intelligence which has guided and cemented our beliefs about learners young and old for decades.
A Shift in ThinkingThe Bell-Curve belief is that achievement is a function of ability. That is, some students have it and will get it; some don’t and won’t
A Shift in ThinkingSince beliefs form the basis for our expectations, the Bell-Curve belief has had a great impact on sorting and selecting students for success or failure
A Shift in Thinking Talk to your neighbor about your
understanding of the bell-shaped curve. How you think it has impacted your view of student learning.
Do you think this is a widespread belief in America?
A Shift in ThinkingInstead, we are shifting to a different paradigm for learning. All students can achieve high standards
A Shift in ThinkingSuccess in learning is for all. This paradigm shift is difficult for those of us who grew up with the Bell-Curve model.....who have taught believing in the Bell-Curve......and had expectations for learners which reflected the Bell-Curve belief.
A Shift in ThinkingBut maybe, it is
as . . .
Easy as riding a bike!
Questions So Far?
How would this look in your building?
Who would be major agents of change?
Year 1: Establishing the Need for Change
Establishing a Need for Change
Deep breath! Let’s look at the data!
Reading Assessment Data
Subgroups from AYP report grade 11
2011-2012 Reading ProficiencyoOverall – 63.06%oEconomically Disadvantaged – 45.1%oStudents with Disabilities – 31.13%oStudents with LEP – 16.67%
2011 NDSA—Reading ScoresFargo North 79.03Bismarck Century 77.63Williston 75.05Valley City 75.00Mandan 74.07Minot 71.59Jamestown 70.88Devils Lake 70.49Fargo South 68.41Dickinson 68.07Wahpeton 68.04Bismarck HS 67.81Grand Forks Central 66.23Red River 65.20West Fargo 63.32
DATA Informed Us… We were not closing any gaps!
There’s Hope Existing programs at WFPS have “made
the shift”o No RTI level English for Grade 9o SEEDo Language!
These students are passing coursework and improving their standardized scores
They were placed based on MAP scores Early results are very promising!
What we have tried We have tried our best! We have worked our tails off! We have chased kid after kid! We are exhausted! And yet . . .
o Little to no improvement on scores
So , what went wrong? Students reading percentiles range from 1 to
99 and we largely treat them the same Limited supports in place –especially for non-
special ed students Co-teachers Limited skill building in place Ultimately . . .
o NOT Broken Students!o NOT Broken Teachers!o BUT, A Broken System!
So, What’s the Plan? A Multi-Tiered System of
Support Developed by MTSS TeamsoUnder the direct influence of Wayne Callendar and Mark Shinn
oWork by a committee of teachers reviewing current RTI courses
So, What’s the Plan? Know who the students are
and…
Give them the intervention they need.
Year 1: Plan of Action
MTSS – Standard Protocol
Individualized problem solving is a difficult model to sustain, especially in large buildings.
In a standard protocol model a standard set of empirically supported instructional approaches are implemented to prevent and remediate academic problems.o Streamlined analysis of the deficit skill is
needed, so the MTSS Reading Pathway was developed in order to identify students.
SHS/WFHS Reading Pathway
MAP Screening < 40 %ile Screen using Easy CBM Comprehension MAP > 40 %ile No Further Screening Intensive Strategic Benchmark Advanced Diagnosis: Criteria
Below 20th Percentile on Easy CBM
20th-39th percentile on Easy CBM 40-75 %ile on MAP
76%ile and above on MAP
Focus COMPREHENSIVE (Placement Test to determine which Alternative Core)
ADVANCED PHONICS
(Inaccurate on PRF EasyCBM) – fail phonic screener
FLUENCY Easy CBM
(Slow on PRF EasyCBM)
COMPREHENSION Easy CBM
(Accurate and Fast, but below 39%ile on
EasyCBM Comp)
CORE CONTENT
ENRICHMENTS
Focus Skills Basic reading skills: Letter/sound correspondence, decoding, fluency, vocabulary, comprehension
Advanced Phonics Strategies paired with Fluency Strategies
Comprehension (Language or Strategies) paired with Fluency Strategies
Core Coursework
Intervention Alternate Core: Language! Corrective Reading
Core plus Rewards and 6 Minute Solution Read to Achieve - Content
Core plus Read to Achieve Content/Narrative
Core Coursework
Length of Time
Two Class Periods per Day (Plus MTSS Agreement in Content Classes and one period of support for content area classes –MTSS Study Hall/MTSS Student Coach )
Regular English Plus One period of Strategic Intervention (Plus MTSS Agreement in Content Classes and one period of support for content area classes –MTSS Study Hall/MTSS Student Coach )
Core Coursework
Verify Progress
In-program performance/assessment and external progress monitoring (EasyCBM)
In-program performance/assessment and external progress monitoring (EasyCBM)
In-program performance/assessment and external progress monitoring (EasyCBM)
Grades
Identify Method to Verify Effectiveness
Reduction in number of students needing Intensive and Strategic interventions. Increase in overall proficiency on standardized assessments Increase number of core credits earned
Year 2: Implementation of Reading Pathway
Year 2: Implementation Action Plan for Reading
Student scores below the 40th percentile on MAP
mathematics assessment
Student takes EasyCBM Algebra 8th grade Assessment
Student scores between the 20th and 39th (8-10)
percentile on EasyCBM Algebra Assessment
Student scores above the 40th percentile (11 or
higher) on EasyCBM Algebra Assessment
Student scores below the 20th percentile (7 or below)
on EasyCBM Algebra Assessment
Student takes the TransMath Placement exam and is
placed in TransMath class according to level
No further assessment; student placed in core
curriculum at grade level (Algebra I)
Student takes Algebra I as well as a support class to
pre-teach/re-teach Algebra I math skills (21st Century
Algebra I)
Action Plan for Reading Intensive Reading Intervention
o Alternate core for English ando Support for other classes
Strategic Reading Interventiono English core and o Reading skill building class ando Support for other classes
What about Social Studies and Science?
Grades 9-10 NO
RTI/Developmental Classes
All teachers will implement the “MTSS Agreement”o A standardized list of
appropriate modifications and accommodations
Grades 11-12 YES,
RTI/Developmental Classes
Phase out over next 3 years
Teachers will systematically apply the “MTSS Agreement” as part of class
Who Received Intervention?
First year of implementation
o Strategic Intervention for 9th and 10th grade • Rewards• Read to Achieve
o Intensive Intervention for all who needed it (9-12)• Language! Level C/D and Level E/F
o MTSS Study Hall for all those receiving an intervention
How many kids are we talking about?
STRATEGICo Grades 9-10 only!
• We could not support all grade levels the first year• 35 at WFHS (3 sections)• 13 at SHS (1 Section)
INTENSIVEo Grades 9-12
• 113 at WFHS (11 Sections)• 88 at SHS (6 Sections)
**All of these students will have a MTSS study hall to aid in other coursework**
Action Plan for Reading Talk to your neighbor about
your initial reactions to the action plan?
Questions?
Year 2: Reading Data
Data, Data, Data… ALL staff was informed of how the
students in the intervention were progressing via staff meetings.
Data was shared with the middle schools.
Data was shared at the district level.
Reading Data Fall to Winter WFHS
77.14% Increase
8.57% Same
14.28% Decrease
Easy CBM Reading Comprehension - Strategic Percentile Change from Placement to Winter
Benchmark
Mean Percentile for Placement Assessment = 22.94Mean Percentile for Winter Benchmark Assessment = 46.00
Reading Data Fall to Winter SHS
Positive Change
55%
No Change
45%
Easy CBM Reading Comprehension - Strategic Percentile Change from Placement to Winter Benchmark
Mean percentile for Placement Assessments = 20th Mean percentile for Winter Benchmark Assessment
= 45th
Reading Data Fall to Winter WFHS
Intensive Intervention:Upon entrance into Language! Students were below the 10th percentile for reading comprehension regarding Fall Normative Data.
Language! C/Do Mean Percentile for Placement = 5.75o Mean Percentile for Winter Benchmark = 18.45
Language! E/Fo Mean Percentile for Winter Benchmark = 22.81
Reading Data Fall to Winter WFHS
Fall LRS Winter LRS490
510
530
550
570
590
610
535.2
572.8
Language! C/D Reading Scale (LRS)
Lexi
le
Grade 4
Grade 5
Reading Data Fall to Winter WFHS
Fall LRS Winter LRS640660680700720740760780800820840
698.06
785.6
Language! E/F Reading Scale (LRS)
Lexi
le Grade 7
Grade 6
Reading Data Fall to Winter SHS
Fall LRS Winter LRS490
510
530
550
570
590
610
534.9544.9
C/D Langauge! Reading Scale (LRS)
Lexi
le
Grade 4 Grade 5
Reading Data Fall to Winter SHS
E/F Fall E/F Winter640660680700720740760780800820840
767.1 762.4
E/F Lang! Reading Scale (LRS)
Grade 7Grade 7
Intensive ELL C/D Writing Sample
Benchmark 1
Benchmark 2
Any Questions about the Data?
Year 2: Planning for the Math Pathway
Planning MAP scores and success in Algebra I and beyond informed
the team that there was a systemic problem.
Deficits in fundamental skills create math struggles at and beyond Algebra I
Pre-Algebra and Readiness and Introduction and Conclusion Algebra Block – SHS
21st Century math skills – WFHS
All staff informed of the need for a math pathway and the development of the pathway.
SHS/WFHS Math Pathway
MAP Screening <40% - Screen with Easy CBM Math Numbers Operations and Algebra Intensive Strategic Benchmark AdvancedDiagnosis: Criteria
Below 20th Percentile on Easy CBM
20-39%ile on Easy CBM 40-75 %ile on MAP
76%ile and up on MAP
Focus Transmath Book 1, Book 2, or Book 3
Placed into core math class (Algebra I) at grade level (9) as well as a math support class
CORE CONTENT
ENRICHMENTS
Focus Skills Book 1: Developing Number SenseBook 2: Making Sense of Rational
NumbersBook 3: Understanding Algebraic
Expressions
Building on math concepts from core math class to increase understanding of content coupled with individualized intervention
through PLATO
Core Coursework Advanced Coursework
Intervention Transmath: Remediating skills to adequately prepare students for
Algebra I and beyond.
Pre-teaching and Re-teaching math concepts. Individualized practice of math concepts aligned with core math class.
Core Coursework Advanced Coursework
Length of Time
One period per day Core math class one period per day + One period of strategic intervention math support class
One period per day One period per day
Verify Progress
In-program performance/assessment and external progress monitoring
(EasyCBM)
In-program performance/assessment and external progress monitoring (EasyCBM)
Grades Grades
Identify Method to Verify Effectiveness
Reduction in number of students needing Intensive and Strategic interventions.Increase in overall proficiency on standardized assessmentsIncrease number of core credits earned
Math Course Projection
Intensive Intensive Intensive Strategic Benchmark Advanced AdvancedGrade 9 Transmath
Book 1Transmath Book 2
Transmath Book 3
Algebra I and Support Class
Algebra I Geometry Algebra II
Grade 10 Transmath Book 2
Transmath Book 3
Algebra I and support class
Geometry and Support Class
Geometry Algebra II Trigonometry/Pre-Calculus
Grade 11 Transmath Book 3
Algebra I and support class
Algebra II and support class
Algebra II and Support Class
Algebra II Trigonometry/ Pre-Calculus
AP Calculus
Grade 12 Algebra I and support class
Algebra II and support class
Geometry and support class or Elective
Elective
Trigonometry/ Pre-Calculus
AP Calculus Statistics
Year 3: Math Implementation
Math Action Plan Intensive Math Intervention
o Support for those without the necessary skills for Algebra I
o Skill-based placement
Strategic Math Interventiono Math core and o Math skill building class
Student scores below the 40th percentile on MAP
mathematics assessment
Student takes EasyCBM Algebra 8th grade Assessment
Student scores between the 20th and 39th (8-10)
percentile on EasyCBM Algebra Assessment
Student scores above the 40th percentile (11 or
higher) on EasyCBM Algebra Assessment
Student scores below the 20th percentile (7 or below)
on EasyCBM Algebra Assessment
Student takes the TransMath Placement exam and is
placed in TransMath class according to level
No further assessment; student placed in core
curriculum at grade level (Algebra I)
Student takes Algebra I as well as a support class to
pre-teach/re-teach Algebra I math skills (21st Century
Algebra I)
Year 3: Implementation Action Plan for Math
Action Plan Incoming 8th grade students assessed using
easyCBM and Transmath Placement Test.
Staff training set up for Transmath.
Communication to staff.
Communication to parents.
Barriers Parent understanding
Student understanding
New teaching approach
Cost
What about the naysayers?
2014-2015 At A Glance Reading
o Continue Read to Achieve and Language! C/D and E/F courses• Progress Monitor through EasyCBM and Internal Measures
o Support students exiting out of E/F into grade level English classes• MTSS Study Hall• Exited MTSS Agreement
Math o Start full implementation of transmath grades 9-12
• Progress Monitoring TBD: EasyCBM v. STAR along with Internal Measures
o Further establish strategic interventions
DIGEST!
What questions do you have?
Thank you! This is a significant System
Change!
Take your time to let it sink in.
Pay attention to culture!