multi-tiered systems of support - oakridge public...

MULTI-TIERED SYSTEMS OF SUPPORT

MTSS

Oakridge Public Schools

Guide to Multi-tiered System of Support (MTSS) What is MTSS?

A Multi-Tiered System of Support (MTSS) integrates all students. It is a process that provides high-quality, research-based instruction based on learner needs. Needs are identified by monitoring students’ progress. Adjustments to instruction and interventions are based on students’ performance and rate of success. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, standards-based instruction and intervention that is matched to students’ academic, social and behavioral needs. MTSS was previously referred to as Response to Intervention.

Key Principles of MTSS

• Intervene early • Use a multi-tiered model of service delivery • Match instruction to the learners’ needs • Use progress-monitoring data to change instruction within each tier • Use research-based interventions and instruction • Monitor student-progress frequently • Employ practices to ensure that interventions are implemented consistently and correctly • Document and encourage parental-involvement in all steps of the process

Potential Benefits of MTSS

• Improves education for ALL students • Eliminates the "wait to fail" situation that prevents at-risk students from receiving services earlier rather than later • Provides instructionally relevant, easily understood information through progress-monitoring techniques • Allows us to know what works NOW to improve students’ skills • Encourages collaboration among educators, families and community-members

Key MTSS Terms Multi-Tiered System of Support provides different levels of instruction based on student needs.

• Tier 1 (low risk) consists of the core curriculum and should meet the needs of approximately 80% of students • Tier 2 (some risk) is aimed to provide a focused intervention for students who are not fully responding to core instruction.

Up to15% of students may require small group instruction designed to supplement the core curriculum • Tier 3 (high risk) is the most intensive level of intervention. Approximately 5% of students may need this level of individual

or small group intervention

Universal Screening: A procedure in which all students are given an academic screening assessment three times per year for the purpose of identifying those students in need of specialized interventions. Progress-Monitoring: A practice used to frequently assess students’ academic progress to determine effectiveness of intervention. Response to Intervention (RtI): A specific, legal means to qualify a student for special education services that can be an outgrowth of a Multi-Tiered System of Support.

What is the Role of the Parent/Guardian in MTSS? Parents play a critical role in supporting what their children are learning in school. Research is clear that the more parents are involved in student learning, the higher the student achievement. Parents can be involved in the process by communicating any concerns to the child’s teacher, providing insight into their child’s learning and development and assisting with identified interventions at home.

Resources

A Parent’s Guide to Response to Intervention. Available online at:

• http://www.p12.nysed.gov/specialed/RTI/parent.htm

Response to Intervention(RTI): A Primer for Parents. Available online at:

• http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

Montana Office of Public Instruction RtI/MTSS website. Available online at:

• http://opi.mt.gov/Programs/SchoolPrograms/Rti/GetStarted.html

http://www.p12.nysed.gov/specialed/RTI/parent.htm

http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

http://opi.mt.gov/Programs/SchoolPrograms/Rti/GetStarted.html

PBIS (The Behavior Component of MTSS)

Positive Behavior Intervention Supports

What We Do: The decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. “What Does School-Wide PBIS Emphasize?”

1. Data for decision making 2. Measurable outcomes supported and evaluated by data 3. Practices with evidence that these outcomes are achievable 4. Systems that efficiently and effectively support implementation of these practices.

How we get it done:

What each program provides:

Capturing Kids Hearts:

Capturing Kids' Hearts provides tools for administrators, faculty and staff to build positive, productive, trusting relationships — among themselves and with their students.

Marcia McVoy: Participants will:

• Understand the major implications of recent bullying research • Learn how to tell the difference between normal conflict, peer to peer

aggression, and bullying • Discuss effective school practices, teacher intervention techniques, and

student skills and strategies • Review a rubric-based approach to consequences

Oakridge Public Schools STUDENT SUPPORT TEAM

(SST) District Plan

Teacher and/or parent or other individual observes academic, social, emotional, or behavior with student that inhibits learning.

Teacher implements and documents supports Parents notified of concerns by teacher; Communication to administrators and

counselors

Teacher evaluates success of supports

Successful Unsuccessful

Continue or end the supports as needed

Further analysis done at SST

Written Team Referral

A teacher, parent or other individual observes academic, social, emotional, or behavior with a student, which inhibits learning.

1. See Mary Martin, school secretary, to request a meeting (Mary will schedule with parents and send an email invitation to you and the team).

2. You can be your own case manager, or you can request one from the team.

1. Fill out paperwork (K:/Drive>OLE>PST folder. 2. Follow checklist. 3. Ask for help from your case manager.

1. Bring the student’s CA-60 to the SST meeting. 2. Participate in the meeting following meeting mechanics. 3. Action plan is written, and the follow-up meeting is scheduled.

The Student Support Team (SST) Process for Oakridge Lower Elementary School

1. Additional follow-up meetings occur as needed, with further plans for change and responsibilities developed until student is successful.

2. Discussion regarding student’s progress at marking period data meeting.


1. Concerned individual seeks a SST referral form from Dawn Porter, SST Facilitator. 2. SST form is completely filled out and returned to Dawn.

1. Dawn schedules a meeting with the parent, monthly team, additional teachers if necessary, principal, and school psychologist.

2. The CA-60 and referral form are reviewed by Dawn in preparation for the meeting.

1. Meeting occurs, CA-60 information, current data, and concerns are shared by each individual.

2. Plans for change and responsibilities are created and assigned. Follow-up meeting scheduled.

The Student Support Team (SST) Process for Oakridge Upper Elementary School

1. Additional follow-up meetings occur as needed, with further plans for change and responsibilities developed until student is successful.

2. Discussion regarding student’s progress at marking period data meeting.


The parent or teacher notifies Jan Atwood, school psychologist, or Sarah Strevey, school counselor.

Jan and Sarah schedule a Student Support Team (SST) meeting, and send an invitation to the student’s parents and teachers.

Jan and Sarah do a CA-60 review and prepare for the SST meeting.

The Student Support Team (SST) Process for

Oakridge Middle School

If action steps were unsuccessful, greater intervention is needed (such as a schedule change, alternative ed. Referral, more parent contact, etc.)


If a parent or guardian has a concern about a particular class the parent should contact the classroom teacher first to discuss what is happening and to consider first-level interventions to help the student be more successful.

If student continues to be unsuccessful, or if the concern involves more than one class, parent or guardian contacts the high school counselor to initiate a meeting.

Follow-up meeting can happen outside of a meeting by parent, teacher, counselor, or dean to ensure action steps were successful.

The Student Support Team (SST) Process for

Oakridge High School

If action steps were unsuccessful, greater intervention is needed (such as a schedule change, alternative ed. referral, more parent contact, etc.)

A Three-Tier Model

School-Wide Systems for Student Success

ACADEMIC SYSTEMS RTI

BEHAVIOR SYSTEMS Positive Behavioral Intervention Support

(PBIS)

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity •Of longer duration

Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response

5-10% Tier 3 5-10% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures

10-15% Tier 2 10-15%

Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response

Universal Interventions •All students •Preventive, proactive

75-85%

Tier 1 75-85% Universal Interventions

•All settings, all students •Preventive, proactive

Multi-Tiered Systems of Support—Elementary Oakridge Lower Elementary

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

TIER 3 504 Plans 504 Plans

Small Group Reading Intervention Groups (3)

• Leveled Literacy Group

Complex FBA/BIP (student with serious/chronic problem behavior)

Kids Hope

Behavior Specialist Coaching

Partnerships with Community Agencies

TIER 2 Articulation and Fluency Intervention Groups Small group social work support to address such

issues as divorce, friendship, grief, social skills, organizational skills, behavior

Small Group Reading Intervention Groups (4) Teacher’s behavior plans for students

Leveled Literacy Intervention Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems

Title I Intervention Coach (Math & ELA)

TIER 1 Teacher Coaches Transitions Program

MAISA ELA Units

• DIBELS, Benchmark Assessment System, STAR Reading

Bully Prevention Program

Oakland Social Studies Units Truancy Prevention

Oakland Science Units School-wide PBIS • Circuit Training • School-wide Reward System • CHAMPS

Math Expressions

• Common Assessments, STAR, Delta

Capturing Kids Hearts

Multi-Tiered Systems of Support — Upper Elementary

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS


Small Group Reading Intervention Groups (3)

• Leveled Literacy Group


Read Naturally Kids Hope

Target Time (4) Individual/Small Group Target Time with Guidance Counselor (At-Risk)


TIER 2

Reading Intervention Groups Small group social work support to address such issues as divorce, friendship, grief, social skills, organizational skills, behavior

Title I Push-In Teacher’s behavior plans for students

Leveled Literacy Intervention Small Group Target Time with Guidance Counselor (At-Risk)

Title I Intervention Coach (Math & ELA) Peer to Peer Support

Math Lab Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems

Target Time (6)

TIER 1 MAISA ELA Units

• DIBELS, Benchmark Assessment System, STAR Reading

Transitions Program

Oakland Social Studies Units Bully Prevention Program

Oakland Science Units Truancy Prevention

Math Expressions

• Common Assessments, STAR, Delta

School-wide PBIS • Circuit Training • School-wide Reward System • Grade level student training meetings

Teacher Coaches Classroom presentations on topics such as self-esteem, kindness, school success.

Capturing Kids Hearts

Student Ambassador Program

Be Nice Program

Multi-Tiered Systems of Support— M id d le School

ACADEMIC BEHAVIORAL




TIER 2

After School Tutoring Small Group Sessions with Guidance Counselor (At-Risk)

Read Lab Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems

Literacy Lab

Math Lab

TIER I Big Ideas Math Transitions Program

Science Bully Prevention Program

Social Studies Truancy Prevention

ELA Classroom presentations on topics such as self-esteem, kindness, school success.

Behavior Incentive Programs

Guidance Counselor Access

Multi-Tiered Systems of Support— H igh School ACADEMIC BEHAVIORAL


Personal Curriculums Complex FBA/BIP (student with serious/chronic problem behavior)

Alternative Education Partnerships with Community Agencies

TIER 2

After School Tutoring Counseling Interventions

Co-Taught Classes Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems

Intervention Classes: Applies Sciences, Algebra A1 + A2, Intermediate Algebra

Guided Peer Mediation

Credit Recovery Teacher/Student/Counselor Success Meetings

TIER I Pearson Common Core Math Transitions Program

Science Truancy Prevention

Social Studies Be Nice Program

ELA Link Crew

ACT Prep Program Guidance Counselor Access (Responsive Services)

College and Career Readiness Programs: College Application Week, College Planning Night, Know How to Go Roadshow, FACA Night

Whole School Assembly on Life Skills

College Advisor Services

Assessment Type GSRP K 1 2 3 4 5 6 7 8 9 10 11 12

Accelerated Reader AR Diagnostic Report AR Summary Report

ACT Linkage Reports Benchmark Reports

BAS Growth Reports in IGOR

Com Math Assessments Powerschool Reports

Com Reading Assessments Powerschool Reports

Com Writing Assessments Powerschool Reports

Com Science Assessments Powerschool Reports

Com SS Assessments Powerschool Reports

DIBELS DELTA Math Standard Summary

Explore Linkage Reports Benchmark Reports

MEAP Math Summary Report

MEAP Reading Summary Report

MEAP Writing Summary Report

MEAP Science Summary Report

MEAP Social Studies Summary Report

MME/ACT/ Work Keys Summary Report

PLAN Linkage Reports Benchmark Reports

STAR Math Growth Proficiency Chart Student Growth Reports

STAR Reading Growth Proficiency Chart Student Growth Reports

STAR EARLY LITERACY TS Gold

Assessment Schedule Year Round Testing Year Round Testing Fall Testing Spring Testing 3x Per Year

Oakridge Public Schools Math Intervention Qualifying Criteria

6th graders: triangulation based on STAR, MEAP, and Big Ideas Placement test 7th and 8th graders: triangulation based on 9th graders: triangulation based on STAR, MEAP, and PLAN 10th graders: triangulation based on STAR, PLAN, and math grades 11th graders: triangulation based on STAR, ACT, and math grades 12th graders: triangulation based on STAR, ACT, MME, and math grades

MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Score Points Score Points Score Points Score Points

4 4 0-19% 5 0-19% 5 0-19% 5 3 3 20-39% 4 20-39% 4 20-39% 4 2 2 40-59% 3 40-59% 3 40-59% 3 1 1 60-79% 2 60-79% 2 60-79% 2 80-100% 1 80-100% 1 80-100% 1

MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Total Student Name Points Points Points Points Points Points Points

1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) 11.) 12.) 13.)

MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Total Student Name Points Points Points Points Points Points Points

14.) 15.) 16.) 17.) 18.) 19.) 20.) 21.) 22.) 23.) 24.) 25.) 26.) 27.) 28.) 29.) 30.)

Case Manager Checklist

Student:_____________________________ Parent contact about concerns must be made

prior to scheduling SST meetings

See building coordinator to schedule meeting (ask for case manager if desired)

Notify building coordinator if additional staff are requested to attend meeting (e.g. behavior, Dawn Rymal, Speech Therapist, FRC, etc)

Fill out paperwork, save paperwork in SST

folder in K:/drive under appropriate school year. **File name=FirstNameLastName.

Participate in team meeting on scheduled

date After meeting, retrieve minutes from K:/drive

o Make copy of minutes for parents and send home

Follow Action Plan, collect data Consistently update paperwork with any new

information or data (testing, progress monitoring, behavior notes, etc. Must be updated prior to follow-up meeting(s)

Attend/Participate in follow-up meeting

Ask questions at any time during the process.

Case Manager Checklist

Student:_____________________________ Parent contact about concerns must be made

prior to scheduling SST meetings

See building coordinator to schedule meeting (ask for case manager if desired)

Notify building coordinator if additional staff are requested to attend meeting (e.g. behavior, Dawn Rymal, Speech Therapist, FRC, etc)

Fill out paperwork, save paperwork in SST

folder in K:/drive under appropriate school year. **File name=FirstNameLastName.

Participate in team meeting on scheduled

date After meeting, retrieve minutes from K:/drive

o Make copy of minutes for parents and send home

Follow Action Plan, collect data Consistently update paperwork with any new

information or data (testing, progress monitoring, behavior notes, etc. Must be updated prior to follow-up meeting(s)

Attend/Participate in follow-up meeting

Ask questions at any time during the

process..

Student: DOB:

Oakridge Lower Elementary (231) 788-7600

Oakridge Upper Elementary (231) 788-7500

Oakridge Middle School (231) 788-7400

Oakridge High School (231) 788-7300

Student Intervention and Data Profile

Meeting Log

Date Grade School Case Manager Parent Attend?

yes no yes no yes no yes no

Student Information

Address: Phone:

Parent/Guardian: Parent/Guardian:

Email:

Student History Previous Educational Experiences: Check all that apply

Headstart/Evenstart Private Tutoring Special Education GSRP/Preschool School Counseling After School programs Readiness Program Private Counseling Retention (list grades): Extended Day Kindergarten Speech Therapy Other: Title 1 Occupational Therapy Other: Summer School Physical Therapy Other:

Previous School/Teacher History

School Year Grade Teacher/Previous School Name

Attendance & Discipline

School year Days Absent Days Tardy Behavior Slips Type of support (if any)

Student: DOB:

Medical/Health History

Health Issue Age/On-going? Medical Intervention? Outcome

Vision Screening Hearing Screening

Date Result Date Result

Academic Achievement Information Areas of Concern (check all that apply)

Basic Reading Math Problem Solving Motor Functioning Reading Fluency Social/Emotional Oral Expression Reading Comprehension Behavior Listening Comprehension Written Expression Sensory Other: Math Calculation Adaptive Functioning Other:

Student Strengths and Interests: (please list 3 or more)

1. 2. 3.

Previous Formal Evaluations (if any)

Assessment Type Assessment Date Results

Cognitive assessment Achievement testing Adaptive/functional behavior scales Speech/Language Other:

State Assessment Data

Grade Level MEAP ELA -Reading

MEAP ELA - Writing MEAP Math MEAP Science MEAP Soc.

Studies Other

Student: DOB:

Multi-Tiered Systems of Support Tier Time Period/Year Interventions Used

1

2

3

Student: DOB: Discussion Notes

Date Notes

Intervention Action Plan

Date WHO will do WHAT by WHEN

Student: DOB:

Individual Literacy Data Profile (complete all that are applicable)

Measure Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Benchmark Assessment System

STAR Early Literacy

STAR Reading

Acce

lera

ted

Read

er

Independent Reading Level

Quizzes - Passed/Taken

% Correct

Engaged Time

LLI

Instructional Level

Accuracy

Comprehension

DIBE

LS

PSF (Phoneme Segmentation Fluency)

NWF (Nonsense Word Fluency)

ORF (Oral Reading Fluency)

# of Known Sight Words

Letter names/sounds

Student: DOB:

Individual Math Data Profile (complete all that are applicable)

Measure Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

STAR Math

Unit Assessment: Domain:







OTHER Please describe:

Student: DOB:

Individual Behavior Profile Behaviors(s) of Concern Description – Observable/Measurable

When How Often Duration Intensity

Environmental Issues and Situational Variables A. What happens before the behavior? (Explain all that apply). With Adults: With Peers: With Certain Activities: In Certain Settings: At a Certain Time of Day or in a Certain Class: Other: B. What happens immediately after the problem behavior occurs? (consider student and environment) Needs Being Met Through This Behavior (Check One or More and Explain)

Escape/Avoidance Attention Expression of Frustration Sensory Stimulation Tangible Power/Control Relief of Fear/Anxiety Other:

Explanation: Child’s Exposure to Rules Governing This Behavior (Check One or More)

Class Discussions 1-1 Discussions Behavior Plan Assemblies Handbooks Posted Classroom Rules Check Sheet Other:

Behavior Documentation/Referrals Number of office referrals for THIS/THESE behavior(s): Y Number of behavior slips regarding THIS/THESE behavior(s):

RESOURCES

NOTES

Dear Parents and Families,

This is a follow-up letter regarding the Student Support Team (SST) meeting that was held to discuss your child’s progress in school. The SST is a team made up of classroom teachers, special education teachers, literacy and math specialists, speech therapist, school psychologist, and the school principal. The team meets weekly with classroom teachers to discuss concerns about students in academics and/or behavior. The job of the team is to listen, dissect the difficulties the student may be having, and then brainstorm possible solutions and interventions to try using with the student to improve academics and/or behavior. The entire team participates, and an action plan is written.

Attached you will find the results of this meeting, including:

• your child’s profile (basic information, background, medical, academic, etc.) • notes about your child, their progress, as well as data/scores from various assessments • what interventions have been tried • the action plan for our next steps in providing support for your child • possibly: recommendations from the team to you as parents

If you have questions or concerns about the attached information, please feel free to contact us. You may contact your child’s teacher, or you may contact any member of the team listed below. We would be happy to talk with you and help answer your questions or concerns.

Thank you,

<Insert Building Name Here> Student Support Team Team Member Title Ph. Number Email

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