FEBRUARY MTSS FACILITATOR MEETING SHELLY DICKINSON, MTSS TRAINER

AGENDA REVIEW HAND OUTS MTSS OVERVIEW VIDEO WORK THROUGH CASE STUDY & COMPLETE IPST FORMS

HAND OUTS (RESOURCES) A SAMPLE OF COMPLETED IPST FORMS RIOT BY ICEL MATRIX – A GUIDE FOR PROBLEM ANALYSIS TIER 2: INTERVENTION TOOLBOX FOR BEHAVIOR CASE STUDY - NICK

MTSS OVERVIEW VIDEO WHETHERBEE’S MULTI-TIERED SYSTEM OF SUPPORT CARING FOR EVERY CHILD CARING FOR EVERY CHILD WHETHERBEE ELEMENTARY SCHOOL – ORLANDO, FL

CASE STUDY - MATH PROBLEM SOLVING USING IPST FORMS

NICK SMITH – CASE STUDY IPST FORM 1 10 YEARS OLD 4 TH GRADE CURRENT SCHOOL: X ELEMENTARY NICK IS AN ONLY CHILD LIVING WITH BOTH PARENTS, BOTH PARENTS WORK. DAD IS A BANKER, MOM IS A TEACHER ASSISTANT. ENGLISH IS THE ONLY LANGUAGE SPOKEN. PARENTS BOTH GRADUATED FROM COLLEGE. MOTHER CLAIMED DIFFICULTY IN MATH, FATHER NONE. NICK PUTS EFFORT IN HOMEWORK BUT IS BECOMING DISCOURAGED DUE TO DIFFICULTIES IN MATH. PLAYS SOCCER AND IS IN SCOUTS. HAS CLOSE FRIENDS. NICK HAS A HISTORY OF ASTHMA, WHICH CAUSES ABSENCES. HE USES AN INHALER NUMBER OF ABSENCES FOR CURRENT YEAR: 2 NUMBER OF ABSENCES FOR PREVIOUS YEAR: 13 NO TARDIES DOCUMENTED. NICK MOVED TO FLORIDA FROM TENNESSEE DURING HIS 2ND GRADE YEAR. NICK HAS MET ALL DEVELOPMENTAL MILESTONES AS EXPECTED ACCORDING TO K - 3 REPORT CARDS. THERE IS NO HISTORY OF BEHAVIOR DIFFICULTIES, RETENTIONS, OR 504 PLANS. HE DOES NOT WEAR GLASSES. HE PASSED HIS VISION SCREENING AND HEARING SCREENING LAST YEAR - 9/17/14. CLASSROOM TEACHER NOTICED ON NICK'S REPORT CARDS THAT MATH GRADES WERE AVERAGE AND READING GRADES WERE ABOVE AVERAGE.

IPST FORM 2 A PMP (Progress Monitoring Plan) was triggered for math since Nick received a Level 1 on the Math FCAT for 3rd grade. Nick's teacher conferenced with his parents (on 9/15/2014) to discuss his performance in math, which is below grade level. She explained the Progress Monitoring Plan and which strategies she would implement for Nick during the Math Tier 1 Core Instruction block. Small group instruction, peer tutor, use of manipulatives and visual representations, and differentiated instruction. During the conference, the parents expressed that Nick attends after school tutoring and he is participating in a math group that works basic multiplication/division facts for 4 days a week, 30 minutes sessions. Nick's teacher has brought his data to the Teacher Data Team to discuss his case due to failing math grades on class assignments, quizzes and tests, and on the district benchmark assessments. Nick's teacher met with his parents (on 9/27/14) to discuss Nick's progress in math. It is end of the first nine weeks and she discussed his progress and his failing report card grade for math. In addition, Nick's teacher presented the intervention data and updated his PMP with his parent input.

IPST FORM 5 Math FCAT District Math Assessments Tier 1 Classroom Math Assessments

IPST FORM 7 Tier 2 Intervention - 3X a week, 20 minutes per session = Total of 60 minutes per week Group Size - 5 students Progress Monitoring Tool: Weekly - 5 problems assessing place value Intervention Start Date: 9/3/2014 End Date: 10//2014 Setting: Classroom Using place value blocks, number line models, and other visual representations to represent number values. The interventionist (classroom teacher) will provide explicit, direct instruction to students providing multiple strategies and opportunities to represent numbers in place value systems from the concrete to the pictorial and finally to the abstract representation including written form Nickxx A 1/ 5 xx x 3/53/5 xx x 2/52/5 A x x xx x 2/52/

POSITIVE? QUESTIONABLE? POOR?

* MTSS GUIDEBOOK - REFER TO PAGES 40 – 41 Teacher Data Team Meeting #2  Evaluate Intervention Data (Problem Solving Step #4)  Teacher reports Nick’s Tier 1 Assessments are below proficiency  Teacher reports Nick’s self-esteem and motivation during math time is improving  Teacher meets with parents to discuss Nick’s failing report card grade and intervention data  Teacher updates PMP and adjusts strategies using Parent’s input. DECISION POINT  Teacher Data Team recommends to change the focus of the intervention from Place Value to Number Sense  Teacher Data Team recommends to intensify the intervention by increasing the time  Teacher Data Team recommends skills to be “chunked” and give more opportunities for practice  Note – If Nick does not show progress within 4 weeks of the intervention, schedule an IPST meeting.

IPST FORM 7 – INTERVENTION #2 – NUMBER SENSE Tier 2 Intervention #2 - 5X a week, 20 minutes per session = Total of 100 minutes per week Group Size - 4 students Progress Monitoring Tool: Weekly – 5 problems (Number Sense Skill) Intervention Start Date: 10/8/2014 End Date: 11/18/2014 Setting: Classroom Specific Intervention: To provide number sense strategies for exploring numbers, number relationships, and number operations and to discover rules and invent algorithms. Will focus on number magnitude, mental computation, and computational estimation for procedural fluency. Goal Statement: By 11/18/14, the group will use number sense strategies as evidenced by 90% on Teacher Made OPM.

SCENARIO #1 – EVALUATE (PROBLEM SOLVING STEP #4) IS THE STUDENT RESPONDING TO THE INTERVENTION? WEEK 1WEEK 2WEEK 3WEEK 4WEEK 5WEEK 6 10/810/910/1010/1110/12 OPM (5)10/1510/1610/1710/1810/19 OPM (5)10/2210/2310/2410/2510/26 OPM (5)10/2910/3010/3111/111/2 OPM (5)11/511/611/711/811/9 OPM (5)11/1211/1311/1411/1511/16 OPM (5) NICK2 A435 A45 STUDENT STUDENT STUDENT IPST FORM 7 - INTERVENTION #2 (NUMBER SENSE) Nick’s Attendance Rate: 93%

IPST FORM 7 – INTERVENTION #2 – NUMBER SENSE Nick’s Trend Line Positive Response? Questionable? Poor?

* MTSS GUIDEBOOK - REFER TO PAGES 40 – 41 Teacher Data Team Meeting #3  Evaluate Intervention Data (Problem Solving Step #4)  Teacher reports Nick’s Tier 1 Assessments are improving (Grade Average 72)  Teacher reports Nick’s participation in class and class assignments are showing improvement  Teacher reports Nick’s procedural fluency is improving  Teacher will continue updating a PMP for Nick DECISION POINT  Teacher Data Team recommends to continue supporting Nick with Supplemental Instruction focusing on skills to support Tier 1.  Teacher Data Team recommends to continue intervention time (5x a week for 20 min.) * Note – Nick is a student that will need continued Tier 2 Supplemental Instruction in order to be proficient in Tier 1.

SCENARIO #2 – EVALUATE (PROBLEM SOLVING STEP #4) IS THE STUDENT RESPONDING TO THE INTERVENTION? IPST FORM 7 - INTERVENTION #2 (NUMBER SENSE) Nick’s Attendance Rate: 93% WEEK 1WEEK 2WEEK 3WEEK 4WEEK 5WEEK 6 10/810/910/1010/1110/12 OPM (5)10/1510/1610/1710/1810/19 OPM (5)10/2210/2310/2410/2510/26 OPM (5)10/2910/3010/3111/111/2 OPM (5)11/511/611/711/811/9 OPM (5)11/1211/1311/1411/1511/16 OPM (5) NICK 2 A234 A22 STUDENT STUDENT STUDENT

IPST FORM 7 – INTERVENTION #2 – NUMBER SENSE Nick’s Trend Line Positive Response? Questionable? Poor?

* MTSS GUIDEBOOK - REFER TO PAGES 41– 42 IPST Meeting #1  IPST evaluates Tier 2 Intervention Data (Rounds #1-2)  IPST reviews IPST Forms 1, 2, & 5  Teacher gives an overview of Nick’s Tier 1 performance  Nick’s parents inform IPST of Math concerns  PMP is updated by classroom teacher  IPST determines who will complete Classroom Observation (IPST Form 4)  IPST will meet in 6 weeks to evaluate Tier 3 Intervention Data, Classroom Observations, and other relevant data. DECISION POINT  IPST completes IPST Form 6 (Academic)  IPST designs a Tier 3 Intervention  After reviewing data, IPST concludes Nick is about 2 grade levels below  Nick is lacking core basic math skills

IPST FORM 6 (ACADEMIC) Specify Area of Concern: Math Number Sense Use RIOT to Analyze I.C.E.L. Domains (Use hand out) Hypothesis: The problem may be occurring because there is a significant skill gap in prerequisite math skills. If conceptual understanding of math (Number Sense) would occur, the problem may be reduced. Identify Progress Monitoring Tool: easyCBM Math Probe Grade Level Expectation – *49 Correct Digits Per Minute Current Student Expectation – 15 CDPM Growth Needed – 34 CDPM Realistically this growth can occur across 28 weeks *Curriculum-Based Measurement Computation Fluency Norms (Burns, VanDerHeyden, & Jiban, 2006; Deno & Mirkin, 1977; Fuchs & Fuchs1993; Fuchs & Fuchs, n.d.)

IPST FORM 7 – TIER 3 INTERVENTION #1 – NUMBER SENSE Tier 3 Intervention #1 - 5X a week, 15 minutes per session = Total of 75 minutes per week Group Size - 2 students Intervention Provider: Title 1 Teacher Progress Monitoring Tool: Weekly – Grade Level Multi-digit Math Probe Intervention Start Date: 11/18/2014 End Date: 1/9/15 Setting: Classroom Specific Intervention: Recognizing arithmetic patterns in addition tables. Practice basic math facts addition/subtraction. Understand the relationship between addition and subtraction. Repeat with multiplication and division. Use concrete, pictorial and abstract representations Goal Statement: By 1/9/15, Nick will show at least a 1.2 CDPM per week on a 1-minute math probe.

TIER 3 INTERVENTION #1 – NUMBER SENSE 1/9/2015 Positive Response? Questionable? Poor? Data indicates Nick's performance lagged due to lack of instruction and practice.

* MTSS GUIDEBOOK - REFER TO PAGES 42 IPST Meeting #2  IPST evaluates Tier 3 Intervention Data (Rounds #1)  Baseline Data Point = 15 CDPM and Week 6 Data Point = 28 CDPM (Growth Rate 13 CDPM in 6 weeks) Goal was 7 CDPM.  Teacher gives an update on Nick’s Tier 1 performance, which is the same - below district, grade, class, and subgroup level on district assessments and classroom assessments  Nick’s parents attend meeting and give additional input on Nick’s progress at home (tutoring)  IPST analyzes the completed Classroom Observation forms - (IPST Form 3 & 4) DECISION POINT  The team completes IPST Form 8?  Based on Nick’s current progress in Tier 1 and the intervention(s) rate of progress, the IPST recommends a Formal Evaluation?  IPST recommends to continue, modify, or discontinue Tier 3 intervention?  Perform Additional Assessments?