1. Multi-tiered System of Supports
Our Journey
Multi-tiered System of Supports

2. Today’s time together Share our MTSS Journey
Celebrate and share outcome data
Identify IISD resources, supports and services available to you
Provide opportunities for team processing and discussion of your needs based on your data
Review Special Ed funding and MTSS sustainability

3. A Proactive Approach to a Successful Educational Journey
Our journey began many years ago, building relationships, collecting and using data at all levels, shifting to meet the demands and directions of State and Federal requirements, as well as our local district needs. We began to make a significant positive impact when we pursued a focused, proactive endeavor with our local districts that worked for all kids, now known as MTSS. Together with our districts we celebrate our accomplishments our journey illustrates. It takes time and focused effort to obtain results. It also indicates the critical importance of local district relationships and working together to accomplish our goals.

4. Let’s reflect on our journey…

5. and
No Child Left Behind was implemented, and we started a series known as “On Fire with Data”. Building level teams looked at MEAP and MI-Access data and linked data to school improvement. We looked at sustained learning and multiple measures.

6. and
A professional learning community for special education and curriculum directors was created at the local district leadership level.
This was the first time we used a triangle model, known as the “Ingham Student Achievement Framework,” to illustrate our instructional ideas around teaching and learning. This is where we first reached consensus we needed a tiered system of support for all learners.
We were not happy with our data and realized we needed
to do something different.

7. and
Building and district level leadership teams came together as part of the “Courageous Leadership Academy,” using the book “Failure is Not an Option” as a guide.
Cross-functional teams in general education, special education and career and technical education participated.
We began the journey of Professional Learning communities and a awareness we needed a different type of data.

8.
Together we began work with MiBLSi in implementing a tiered system of support , and three local school buildings started using screeners to measure student learning.
Eleven million in “American Reinvestment and Recovery Act (ARRA)” dollars were allocated to our service area.
On a Saturday morning in May, all districts met to determine how we would use the ARRA dollars.
In spite of efforts to improve student achievement we still were not where we wanted to be and MTSS was the perfect opportunity to change this. . All districts agreed, and we began to plan our multi-tiered system of supports work.

9.
With MiBLSi support, MTSS was underway in five districts.
We provided support and trained local district staff as part of our MTSS plan, starting with a primary focus on literacy and behavior.
The ARRA dollars assisted local districts to find classroom support to ensure student learning was not interrupted. A “train the trainer” model was implemented, and coaches went back to districts to implement the core components of MTSS.

10. Professional Development in reading, math and behavior were provided.
Our internal structure changed to support districts in a different way. Student Instructional Services and Student Support Services were created, and the term “special education” was removed.
Professional Development in reading, math and behavior were provided.

11.
The ISD facilitated a unified commitment to all students with all 12 districts. This collective commitment to support the implementation of a MTSS that maintains high expectations for the achievement of all students was agreed on and documented with a written mission and vision for all students.
Reference this in packet

12. Ingham ISD All Education mission and vision developed with all districts
MISSION The general and special education programs and services within the Ingham lSD service area exist to maintain high expectations for the achievement of all students. Through the use of data informed problem solving and decision making we provide supplemental, explicit instruction, interventions, services and supports which are differentiated to meet the individual needs of all students via a multi-tiered system of supports. This collaborative system of support is provided by administrators, staff (both general and special education), families and community partners. VISION As evidenced by our collective commitment, Ingham lSD, its constituent local districts and public school academies will support the implementation of a unified, Multi-Tiered System of Support that maintains high expectations for the growth and achievement of all students. This multi-tiered system of support will prepare students to be college/career/life ready, productive and included members of their community. This system will provide a continuum of educational supports for all students. Those students who are unable to close achievement gaps will receive a comprehensive evaluation, and if determined eligible, be provided legal protections under state and federal requirements for special education.

13. Students with disabilities thrive when all students thrive
The single most significant predictor of the performance of students with disabilities on state-wide assessments was performance of general education students. (Malmgren, McLaughlin, & Nolet, 2005)
Must support a “unified” system of educational services
One “ED”
Can provide research

14.
More districts began using universal screeners. At the Preschool level, we began utilizing a universal screener (PELI) and developed professional development days for teachers, to inform instruction. Universal screeners provide data to be proactive versus reactive with student learning.
A research-based core literacy program, “Reading Street”, was purchased at the district level. We focused on capacity at both the building and district level with leadership teams.

15. Revised SLD Eligibility Guidelines
Revised SLD Eligibility Guidelines
Allowed the use of RTI to determine eligibility, but if not fully implemented allowed for the use of:
Pattern of Strengths & Weaknesses
Problem Solving Teams
Interventions
Progress Monitoring
Move away from using a discrepancy model

16.
We began using data as a way to drive instructional change to match individual needs of students and help determine where gaps in learning occurred at the building, district and ISD level.
“Teachers Learning Together” was created. Teachers opened their classrooms, welcomed other teachers in to critique their work and provide feedback to improve and compliment their instructional techniques.
Special education referrals decreased.

17. – MEAP Results Rise!

18. A district liaison model was implemented.
Consensus was built with local districts to have one data warehouse called “Illuminate Ed.”
The Data, Systems, and Analysis (DSA) team was created to analyze data and provide support to local districts.
A district liaison model was implemented.
We heightened our focus on mathematics.

19. Structures of Support MTSS We have now added John Hattie,
MTSS Schools Partnership with MiBLSi-25
Elementary &
MS’s - 17
MiBLSi Cohort 5/6 -
12 Buildings
Early Childhood
MTSS Coaches’ Training
District Leadership Team
4-sessions
SE Staff-Itinerants Teachers and Focus Groups on site training
Archer, Batsche, RDI, DI
Principal Academy
New Schools
18 schools
4 Trainings
Focus Trainings
Literacy & Behavior
HS Training Sessions
14 HS’s &
4 MS’s
We have now added John Hattie,
Illuminated Ed
New teacher training
Family learning Initiative
Reading Street
Go Math
Expanding Early Childhood

20. 2013-14 Literacy and math Early Warning Signs
Over 21,000 students were screened in literacy and math K-9 in the fall of 2013.
Early Warning Signs
All 12 districts analyzed and used early warning signs data to address student engagement and dropout prevention.
Training
Over 3,200 units of training were provided to over 980 staff across the ISD service area.
20 pre-kindergarten classrooms in five districts conducted early literacy and behavior screening to inform instruction and intervention with 4 year olds. This innovative work is receiving state and national recognition.
Pre-kindergarten

21.
Several meetings have taken place with the Department of Education about our positive MTSS work and increase in student achievement.
IISD attended legislative hearings on third grade reading and provided documentation regarding ISD-wide increases in student achievement through our MTSS Framework.
Districts met to determine the best core math curriculum for students.
The Governor proposes budget dollars allocated to MTSS.

22.
All Districts agreed on GO Math as a core Curriculum. Seven districts began implementation and training and two districts began piloting.
Priority work in Lansing is making a difference. Priority schools out performed non-priority schools in student outcomes.
Roll out of ‘new’ SLD eligibility guidelines: determination of
Eligibility based on student’s response to interventions.
Provide trainings and supports regarding John Hattie's’ research and mind set teaching and learning
Focus on customized high impact services for all districts (standardize the practice customize implementation)
All High Schools involved in developing practices to improve student outcomes using Early Warn Sign data and student voice .

23. ISD Level MTSS Leadership
Political Support
Visibility
Funding
District School Leadership Team: Managing MTSS
It is critical to define decision making parameters and communication structures between the district and schools
Training
Coaching
Resources
Evaluation
Building Level School Implementation
Adapted from Horner, Sugai

24. Video of leadership 13:50-15:13

25. MTSS
Framework
Data-based decision making and problem solving across the school, district and ISD levels
Behavioral Supports (PBIS)
Data system (Illuminate) and Assessments (universal screening, Early Warning Indicators, ACT explore, plan)
Explicit Instruction and Student Engagement
MTSS is a frame work where practices that are working are housed and grown.
Evidence-Based Interventions
Research-Based Core Program (Reading and Math)
Curriculum standards alignment and transition support

26. Ingham IMPACT
As an ISD, we have been able to make a significant impact on student achievement, but we’re not done!

27. School-wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Intensive, Individual Interventions
- Individual students
- Assessment–based
- Intense, durable procedures
1-5%
1-5%
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
MTSS is the practice of:
1. Providing high-quality instruction/
intervention matched to student needs, and
2. Using learning rate over time and level of performance
3. To make important educational decisions
(Batsche, et al, 2005)
Problem solving is the process used to develop effective instruction and interventions
Universal Interventions
All students
Preventive, proactive
80-90%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive

28. Where should you invest your resources?
In a MTSS model you would focus on improving your core instruction first to prevent and reduce the large numbers of students who would need small group or intensive intervention.
Previously we would too quickly place students in special education or at risk programs to solve the problem .
Where should you invest your resources?

29. Ingham ISD - Common Focus - MTSS Essential Components
Shared leadership Tiered systems Research-based instruction and intervention Universal screening Progress monitoring Data-based decision making Problem solving Family/Parent involvement
Review there own packet of data and we can review what the reports are telling them.

30. Resulting in successful student outcomes in academics and behavior!
Outcomes for This Work
Sustainability: MTSS implementation is embedded into standard practice and is a part of the fabric of the district
Durability: MTSS implementation is sustainable and it withstands the test of time – superintendent and other administrative turnover; or the addition of initiatives, etc.
Sufficient district capacity and support to address variables that threaten MTSS sustainability and durability
Resulting in successful student outcomes in academics and behavior!

31. Activity Think about your district related to the following:
Shared Understanding of MTSS Essential Components
Challenges to structuring your districts to lead improvement efforts
Additional Supports you may need from the ISD

32. Let’s look at data

33. – MEAP Results Rise!

34. MEAP 3rd Grade Reading Trend Data

35. – M-STEP

37. ISD wide Special Education
There has been a reduction in special education headcount from ‘09-’10 through’14-’15
ISD wide = 16.7% reduction overall
SLD reduction ISD wide = 27% reduction
ELPS, SLD reduction = 50%
Holt, SLD reduction = 36%
Lansing, SLD reduction = 33%
Mason, SLD reduction = 18.8%
White Pine, SLD reduction = 50%
Haslett = 31.8% from 09-10, 42% from 07-08,

38. YOUR IMPACT
As a District, what does your data tell you? What are your celebrations? Where can you increase your impact?

39. Ingham IMPACT
Legislators and the Michigan Department of Education are looking at our work as third grade reading proficiency is one of the Governor’s focus areas. Although our journey to find positive solutions that increase student achievement will never end, we must continue to be proactive to support students, staff and districts, and remain focused on a multi-tiered system of supports to positively IMPACT outcomes.

40. Thank You! Contact us for additional information:
Dr. Scott Koenigsknecht Roberta Perconti
Superintendent Executive Director of Instructional Services
Andrew Rable Laura Colligan
Executive Director of Special Education Director of Student Instructional Services
Sean Williams
Director of Student Instructional Services