1. Multi-Tired System of Supports for Instructional staff
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes
Presented by
Atinuke Fadipe & Katie Nitowski
May 10, 2016
FINAL SESSION

2. Multi-Tiered System of Supports
What Is MTSS?
Multi-Tiered System of Supports
Response to Intervention (RTI)
Positive Behavior Intervention and Support (PBIS)
Social and Emotional Learning
(SEL)
Family and Community Engagement (FACE)
School / Community Collaboration
Professional Development
Technology Tools
General / Special Education Teamwork
Additional Resources
Term used to describe an comprehensive evidence-based model of schooling
Uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
Integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on individual student needs
Alignment of systems necessary for all students’ academic, behavioral, and social success.
“Need-driven” decision-making to accelerate the performance of ALL students to achieve and/or exceed proficiency.
These are key components that form the foundation of the MTSS framework. These are...
Data-Based Problem Solving Process
Three-Tiered Instruction/Intervention Model
Data and Evaluation
Leadership
Building Capacity and Infrastructure
Communication and Collaboration
District and school-level implementation share similar structures, our practice is guided by our District’s Strategic Plan (High Quality Instruction, Continuous Improvement, Effective Collaboration), BEST Blueprint (Beyond Expected Student Targets), policies and procedures. Collaboration and Communication across groups are critical to successful implementation.
Stages of Implementation are
Consensus
Infrastructure Development
Implementation
Multi-Tiered System of Supports (MTSS) is a term used to describe an comprehensive evidence-based model of schooling to that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on individual student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.
“Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.
What Elements MUST Be Present to Have and Integrated MTSS Model?
Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)
The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations) (Tier Integration)
The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

3. What to expect Today What can you expect today?
Overview of last 3 sessions
Ability to use fidelity checks to increase effectiveness of RTI
Student progression
Access to BASIS updates that will make your life easier!
A deeper understanding of Social Emotional Learning (SEL)
FACE: A Take Away Resource to share with all stakeholders TODAY
End of the Year RTI Wrap Ups
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes

4. What to expect Today Overview of Last 3 Sessions
Please post questions on
“Need to
Know More”
wall.
Reviewed 4 Step Problem Solving Process
Tier 1 Strategies vs. Strategic and Intensive Interventions (Academics and Behavior)
Best practices for data collection
Student Progress Monitoring
Case study reviews
Family and Community Engagement
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes

5. SIGN-UP IN myLEARNING TODAY!!!
Coming this Summer
MTSS Made Easy – Rock Island Professional Development
SEL (Social Emotional Learning) – Lauderdale Manors Early Childhood library
AWARE (Mental Health training) – Rock Island Professional Development
SIGN-UP IN myLEARNING TODAY!!!

6. MTSS/RtI Critical Elements
Leadership and Staff Commitment
Effective Communication and Collaboration
High-quality Instruction Matched to Student Needs (GE)
Universal Screening
Problem-Solving Model/Data Based Decision Making
Multiple Tiers of Instruction and Intervention
Progress Monitoring/Assessments Used to Inform Instruction
Fidelity of Implementation
Professional Development and Support
Family and Community Engagement (FACE)

7. What to expect Today What is fidelity?
The degree to which the program is implemented as intended by program developer, including the quality of implementation
Ensures that instruction has been implemented as intended
Helps link students outcomes to instruction
Helps in the determination of intervention effectiveness, and in instructional decision making
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes
When a process lacks “fidelity,” few, if any, conclusions can be drawn about impact.

8. Types of Fidelity
There are three types of “fidelity” for districts and schools: 1. Fidelity of implementing the critical components of a multi-tiered system of student supports (MTSS) -SAM (Self-Assessment of MTSS) 2. Fidelity of using the problem-solving process across all three tiers 3. Fidelity of implementing evidence-based instruction and interventions matched to specific need(s).

10. What does fidelity of implementation within an RtI framework look like at YOUR level?
An assessment system that works to inform us about student at risk status
Ex: BASIS ( EWS: Early Warning Signs)
An assessment tool that informs us about student progress within each grade level and/or standards
A curriculum that is evidence-based (Tier 1)
Assurance that our instructional practices are evidence-based
Staff have a clear sense of what they need to do and how to do it
Staff have an agreed-upon vocabulary and agreed-upon procedures and practices to support implementation at the school level
Discussion

11. Suggested Evidence of Fidelity
Ways to Measure Fidelity
QAM (Quality Assurance Measurement for teachers, administrators, and district)
Checklist (Treatment Integrity Protocols)
Intervention Logs, Lesson Plans, and Student Work
Scheduling for Interventions
Minutes for meetings
Direct Observations
Tier I & II Observation Checklist
Problem-Solving Team Meeting Checklist
Permanent products reviews
Tier I & II and Tier III CCC (Critical Components Checklists)
Discussion: Brainstorm evidence and documentation of fidelity.

12. Tier I & II CCC Critical Components Checklist
The Tier I and II CCC measure the extent to which schools are implementing the critical components of the problem-solving process during data meetings addressing Tier I and/or II instruction.

13. Tier I & II CCC Rubric

14. What to expect Today Fidelity Activity: CCC
Look fors:
effectively define an instructional tool for remediation
tie intervention to a specific area of weakness
determine timelines
accurately and consistently identify students for tiers
accurately measure skills in area of concern
use integrity in data collection
collect the right data for decision-making purposes
achieve desired outcomes
Using the CCC scale/rubric to indicate the degree to which each critical component of a Problem-Solving/Response to Intervention (PS/RtI) process was implemented

16. (Prevention, Intervention, and Enrichment)
MTSS Best Practices
P.I.E.
(Prevention, Intervention, and Enrichment)
Power Hour (Secondary)
Walk to Read
Jayne Ellspermann's Presentation, Lake City, 3/4/16 (Click here to view video.)

17. What to expect Today HOT TOPIC in Student Progression
Student Progression Plan
Student Progression Plan Appendix A, B, C
What role does RTI play in student progression?

18. What do you think we should add here?
BASIS is there to help!
What do you think we should add here?
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes

19. Continuing the fidelity for next school year
-BASIS -Completed records with follow-up notes -Follow-up Notes must document student progression with updated graphs and data -Pre-planning week for teachers: -Review Teacher QAM -Review EWS (Early Warning Signs) and student academic and behavior data in BASIS -Review students who require support and interventions

20. BASIS RtI Records
By the end of the school year, ensure all students have a follow-up note with updated data/graphs and recommended d plans for next school year.
If this option is selected, the record will not show in next year’s BASIS RtI case load.

21. Early Identification Activity
Best practices for SEL implementation for next school year

22. Social Emotional Learning
SEL is the process through which students develop the skills necessary to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions.
The five competencies are self-awareness, self-management, social awareness, relationship management, and responsible decision making.
Social and emotional learning (SEL) provides the structure and process for adults and students to develop fundamental emotional and social competencies and experiences to:
understand and manage emotions
set and achieve positive goals
feel and show empathy for others
establish and maintain positive relationships
make responsible decisions
Builds and deepens positive school climate
5 SEL Competency
Self Management
Self Awareness
Social Awareness
Relationship Skills
Responsible Decision Making
Increased Academic Outcomes Documented!
Social-emotional skills led to improved attitudes about self, others, and school and an 11 % point gain on standardized achievement tests!
Reduced Risk of Failure Documented! Social Emotional Skills led to decrease in conduct problems and emotional distress!
Activity:

23. What to Expect Next Year for SEL…
What do you think we should add here?
BCPS was identified as significantly disproportionate in its over identification of African Americans for Special Education and related services for Areas of significant disproportionality were found for the over identification of African American students in the categories of Emotional Disturbance, Intellectual Disability and Specific Learning Disability.
BCPS was required to develop a plan to address the root causes

24. Family and Community Engagement
District Leadership
Data-Based Outcomes
Positive Relationships
Multi-Demenisional and Multi Tiered Approach
Empowering Families
Collaboative Problem Solving
Informed and engaged in planning and providing strategies and/or interventions to help your child
Help for your child that increases or decreases depending on your child’s needs
Information about how your child is responding to the strategies and/or interventions being provided
Continuous engagement in the process

25. MTSS and Parental Engagement
Why . . .
Is it important that we involve parents in the MTSS/ RTI process?
How . . .
do you involve parents when academics or behavior impact a student's success? ?
Questions to consider in our discussion about Family/Community Involvement. These questions essentially outline the learning goals for this presentation.
What . . .
should parents in your school expect from the MTSS/RTI process?

26. FACE Core (Tier 1) Support
All Families and Staff
Communicate beliefs:
1) Education is a shared responsibility between
home and school;
(2) Families are equal partners;
(3) Students achieve more when families and schools work together;
(4) Community participation supports school success.
All Families and Staff
-Share RtI process with all staff, family, and community resources.
- Create caring, culturally responsive climate for all families; provide culture and language liaisons. (Example: family volunteers)
- Provide parenting education
- Make school and classroom visiting available.
- Involve families in school decision-making.

27. FACE Core (Tier 1) Support
CLASSROOM LEVEL
Contact every family to create ongoing, two-way communication.
Ensure each family, including students, understands school/class rules and homework expectations.
Plan and explain how families and teachers will partner if a student struggles.
Tell students that school and home are working together to support their success.
All Families and Staff

28. FACE Targeted (Tier 2) Support
Some Families and Staff
-Designate people and process to reach out individually to encourage families and staff who may be hesitant or uncomfortable.
-Include families as equal partners throughout the MTSS/RTI Problem-Solving Process; provide support and information.
-Support teachers and families in mutually developing and implementing individual student plans; coordinate interventions between home and family.
-Provide support/education groups and targeted resources for families and/or teachers. Link with community resources.
Key Points for Strategic Level:
-Actions for 5-15% of families, staff, and/or community resources who might need more support, time, intensity &/or outreach to support student’s school success.
-Just as in RtI framework, with more targeted use of resources, increased need for monitoring effectiveness of efforts.
-Also increased need for more frequent communication & more sharing of information among partners.
-Targeted/Intensive Tiers include all actions from Universal Tier.
Ideas to Consider:
-Think about resource allocation and creative communication ideas that can work for all partners.
-Think about how you can support staff, families & community resources in sustaining this level of partnership.

29. FACE Intensive (Tier 3) Support
Few Families and Staff
-Individualize family-school partnering plans when needed.
(Examples: home visits, daily communication)
-Provide school, family, and community wrap around when
needed.
-Provide conflict resolution support and process when needed.
Key Points for Intensive Level:
-Partnering actions are individual, focused, time & resource intensive; for 1-5% of families, staff &/or community resources.
-All parties are aware of significant needs & work towards student success with appropriate mutual supports.
-Targeted comments also applied to tier 2 - often fluidity between two tiers based on current needs

30. MTSS/RtI and Special Education
Clarification for Parents
Every student in the school, from Kindergarten to graduation, is involved in RtI.
Interventions are provided through general education resources so that all students can be successful.
For students who need ongoing substantially intensive or individualized help to maintain progress, special education resources may be accessed by the school.
Some people think that RtI is something for students with disabilities. The truth is, RtI is a way of thinking and working for schools that benefits every student in the school. For some students who need the most intensive and individualized help to maintain progress, special education resources may be accessed by the school. Whether the special education resources are accessed by the school or not, every child will continue to benefit from the problem-solving that happens in a school’s RtI system.
Developed April, 2010 by FDOE State Transformation Team for RtI

31. Brainstorm Activity
-Implementation - progress monitoring -Parent communication and engagement
Brainstorm activity (10 minutes)

32. www.browardprevention.org Resources and Support
Brainshark (Parent) A guide for parents on how to request an evaluation
Brainshark (Parent) Procedural Safeguards: 
An overview of certain rights afforded to you and your child.
Brainshark (Parent) MTSS/RtI Parent Focus:
Available in Spanish, Portuguese and Haitian/Creole under the attachments section. RtI contact at each school will share this resource with all parents.
MTSS Overview for Parents 10 minute video
The SEL Leadership Team is a multi-disciplinary team of key departments at the district level (SSI, EL/SR, SC, ESOL, SA, VD, PI, TD, Strategic Achievement, and Student Assessment and Research) focused on coming together to develop a vision of District-wide MTSS practices for implementation.
Positively impact student outcomes by implementing a multi-tiered system of supports (MTSS) with coaching supports.
Improved academic and behavior outcomes
Improved core instruction
Increase in reading and math achievement
Decrease in ESE referrals
Decrease in student retention
Decrease in office discipline referrals
Decrease in suspension
Increase in student attendance

33. Parent’s Guide to MTSS/RtI
Create a Parent’s Guide for MTSS/RtI. The guide can be demonstrated as any of the following:
Flyer
Pamphlet
Poster
Flip chart
Use the checklist to ensure all of the critical components and common language are included in the guide.

34. Parent’s Guide to MTSS/RtI
Checklist:
-What is MTSS/RtI
-Graphic representation of tiers
- Most commonly used acronym
What are the essential components of RtI
What are strategies vs. interventions for academics and behavior
What does it look like in the classroom
How do we monitor progress
What to expect in a meeting
What is the school and parent roles and responsibility
What are school and district resources that support MTSS/RtI within your school -

35. Resources and Support
Diversity, Prevention & Intervention Contact MTSS/RtI Website Florida’s MTSS Technical Assistance RtI Action Network
The SEL Leadership Team is a multi-disciplinary team of key departments at the district level (SSI, EL/SR, SC, ESOL, SA, VD, PI, TD, Strategic Achievement, and Student Assessment and Research) focused on coming together to develop a vision of District-wide MTSS practices for implementation.
Positively impact student outcomes by implementing a multi-tiered system of supports (MTSS) with coaching supports.
Improved academic and behavior outcomes
Improved core instruction
Increase in reading and math achievement
Decrease in ESE referrals
Decrease in student retention
Decrease in office discipline referrals
Decrease in suspension
Increase in student attendance

36. Questions & Answers