Navigating the Twists and turns of MTSS Fredericktown School District September 2016

Outcomes for this session Where are our students now? What does the data tell us? What intervention(s) do we use? Who will implement the intervention? When? Where? How will progress be measured? When? By Whom? Do we need another intervention to reach the target? Is it a sped referral?

Demographics DISTRICT STUDENT POPULATION IS 2044 RURAL SOUTHEAST MISSOURI 67% FREE AND REDUCED LUNCH LIMITED INDUSTRY SCHOOL-WIDE TITLE 1 K-5

INITIAL PITFALLS Initiative exhaustion Using data Immediate sped referral Teacher buy-in Intervention tools and strategies

Successes!! IMPROVEMENT IN CLASSROOM INSTRUCTION DECREASE IN BELOW BASIC MAP SCORES FEWER SPED REFERRALS INTERVENING SOONER- ACADEMIC/BEHAVIOR INCREASE IN DIFFERENTIATED INSTRUCTION IMPROVEMENT IN BEHAVIOR MANAGEMENT SKILLS TRANSITION FROM GRADE LEVEL TO GRADE LEVEL

8 Core principals We can effectively teach all children. Intervene early. Use a multi-tier model of service delivery. Use a problem-solving model to make decisions within a multi-tier model. Use scientific, research-based validated intervention and instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. A data-based decision regarding student response to interventions is central to MTSS practices. Use assessment for screening, diagnostics, and progress monitoring. From Batsche, G. et al., in Response to Intervention: Policy Considerations and Implementation, NASDSE

Where are our students now? BENCHMARK DATA ASSESSMENT MEETINGS 3X A YEAR MTSS MEETINGS WEEKLY CRITERION BASED STANDARDS/GOALS

Tier 2 interventions

INTERMEDIATE PROCESS

MIDDLE SCHOOL PROCESS

DETERMINING Tier 3 INTERVENTIONS RESEARCH BASED EVIDENCE BASED INTERVENTIONS KEYMATH MATH U SEE WILSON REALLY GREAT READING READ NATURALLY 6 MINUTE SOLUTION GRADE COMPREHENSION BASED STRATEGIES CHECK-IN/CHECK OUT CHECK AND CONNECT SOCIAL SKILLS CLUB

IMPLEMENTING INTERVENTIONS WHO? INTERVENTION SPECIALISTS ARE PAIRED WITH STUDENTS WITH THE GREATEST NEED TIER 2- CLASSROOM TEACHERS, SPECIAL AREA TEACHERS, LIBRARIAN, GIFTED ED TEACHER TIER 3- SPECIALISTS, SPED TEACHERS

WHEN? WHERE? INTERVENTION TIME SCHEDULED AT BEGINNING OF YEAR BEFORE AND AFTER SCHOOL PROGRAM WHERE? TIER 1: IN GENERAL EDUCTION CLASSROOM TIER 2: PUSH-IN OR PULL-OUT 20-30 MIN IN GEN ED CLASSROOMS AND TITLE ROOMS TIER 3: PULL-OUT 30 MIN IN TITLE CLASSROOMS (IN ADDITION TO TIER 2)

Middle School

INTERMEDIATE SCHOOL

MEASURING PROGRESS TIER 1 3 BENCHMARKS A YEAR USING UNIVERSAL SCREENER COMMON ASSESSMENTS STANDARD BASED BENCHMARKING-USA TEST PREP, ACUITY TIER 2 (INTERVENTIONIST/TITLE TEACHER) ADDITIONAL PROGRESS MONITORING IN AREA OF INTERVENTION 2X MONTH TIER 3 (INTERVENTIONIST/TITLE TEACHER) WEEKLY PROGRESS MONITORING IN AREA OF INTERVENTION

DATA PROGRESS/LACK OF PROGRESS INSTRUCTIONAL INFORMATION FOR DECISION MAKING COMPARES PROGRESS TO PEERS

SPED REFERRAL? 2 INTERVENTIONS OVER 24 SESSIONS IN TIER 3 INTERVENTION INTEGRITY FREQUENCY AND DURATION OF PROGRESS MONITORING 1X PER WEEK WITH NO LESS THAN 6 DATA POINTS PER INTERVENTION PERFORMANCE AND RATE OF PROGRESS TO DETERMINE LACK OF RESPONSIVENESS

way the child can learn.” “If a child cannot learn in the way we teach, we must teach in a way the child can learn.” -Unknown