Title: MultiTiered System of Support
1Multi-Tiered System of Support
Implementation in the Shawnee Mission School
District Jodi Henderson, MTSS Facilitator jodihend
erson_at_smsd.org
2SMSD MTSS Critical Features
Problem-Solving Process
Data-Based Decision Making
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
3Academic
- 2008-09 Plan
- Remaining elementary schools will comprise Cohort
C - Apache - Belinder
- Bluejacket Flint - Briarwood
- Broken Arrow - Brookwood
- Corinth - Crestview
- Diemer - East Antioch
- McAuliffe - Mill Creek
- Nieman - Prairie
- Rising Star - Rushton
- Santa Fe Trail - Tomahawk
- Trailwood - Westwood View
- Staff development for all
- Building facilitated activities
- Inservice options
- Afterschool courses
- Onsite coaching
- Current Status
- 5 schools participating since 2005-08 Cohort A
- Bonjour - Moody
- Roesland - Highlands
- Benninghoven
- 9 schools participating since 2007-08 Cohort B
- Brookridge - Pawnee
- Comanche - Rosehill
- Ray Marsh - Shawanoe
- Merriam Park - Sunflower
- Overland Park
- Academic foci to date
- reading
- universal screening
- progress monitoring
- problem solving
4Social Competencies
- Current Status
- 2 schools currently receiving district coaching
and KSPBIS training/support - Hocker Grove
- Westridge
- 4 elementary schools who received
training/support from Juniper Gardens - Oak Park - Overland Park
- Rosehill
- Rushton
- Some schools have had BIST training
- 2008-09 Plan
- 3 additional schools to receive KSPBIS supported
training - Shawnee Mission West
- McAuliffe Elementary
- Sunflower Elementary
- Schools not in the West Area will receive support
from area identified coach. - Schools implementing BIST may incorporate the
practices into Schoolwide PBS
5SMSD MTSS Model
- Blending Standard Protocol Problem Solving
- Reading
- 3 Tier Model
- Math
- Currently being studied
- Behavior
- Kansas Institute for Positive Behavior Support
Model - 3 Tiers
6SMSD MTSS Critical Features
District Team
Building Team
Core Beliefs
7SMSD Strategic Plan for Student Success
- Core Beliefs
- Every student learns and continually achieves to
high and challenging standards. - Education includes both social and academic
competencies. - The teacher is the most important influence on
student achievement. - Everyone has an individual, collaborative, and
collective responsibility for each student. - Everyone in the educational community continually
reflects and learns in an empowering culture. - Change is inevitable and necessary our response
is intentional.
Mission Statement The educational community will
relentlessly empower each student to succeed
through an intentional multi-tiered system of
support
8FEW SOME ALL
9District MTSS Committee
- Dr. Gillian Chapman Associate Superintendent for
Ed. Services - Betsy Degen Director, Curriculum and
Instruction - Bob Winkler Director, Assessment and Research
- Deborah Haltom Director, Special Education
Services - Jackie Mense Coordinator, Staff Development
- Carol Hailey Reading Resource Specialist
- Darcy Swan Reading Resource Specialist
- Deborah Schluben Math Resource Specialist
- Jennifer Bolend Math Resource Specialist
- Dave Butler School Psychologist
- Jodi Henderson MTSS/RtI Facilitator
- Molli Armstrong-White MTSS/SWPBS Facilitator
- Alicia Dean Title I Resource Specialist
- Judy Bennett Grant Facilitator
- Dr. Dawn Miller Innovative Projects Facilitator
10SMSD MTSS Critical Features
Problem-Solving Process
District Team
Building Team
Core Beliefs
11Problem-Solving Process
12SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
13Intervening Early
- Students needing additional assistance are
identified early - Age
- Time of year
- District screening with DIBELS
- K-6
- Fall / Winter / Spring
- District screening with MAP
- 3-6
- Fall / Spring (Winter optional)
- After data collection, schools can begin to
determine how to intervene and with whom.
1407-08 Standard Protocol Reading Screening
Progress Monitoring
15SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
Model of Support
16- Focus Students not at benchmark with marked
difficulty - Time 60 min./ 5 times per week
- Grouping Smaller groups lt3
- Program Intensified and possibly customized
targeted skill interventions - Kaleidoscope, Early Intervention in Reading,
Passport - May be an intensified and customized use of
standard protocol - interventions
- Assessment Weekly DIBELS
Academic
- Focus Students not at benchmark
- Time 30 min./ 3-5 times per week (during
workshop time) - Grouping Small groups lt 5
- Program Supplemental targeted skill
interventions - K-PALS, PALS, Open Court Interventions, Cars
Stars, Read Naturally - Assessment 2x month DIBELS
- Focus All students
- Time K 70 min. of core
- 1-3 90 min. of core 30 min. workshop
- 4-6 60 min. of core 30 min. workshop 30
min. LA - Program Evidence-based core curriculum
instruction Open Court Reading - including
workshop - Assessment
- DIBELS K-6 Fall/Winter/Spring
- MAP 3-6 Fall/Spring
17Social Competencies
Focus Students with marked behavior
difficulties. gt5 Office referrals or SIT
referral Grouping Individual or small
group Program Individualized plan (GEI or BIP)
developed from FBA Assessment Direct
observation of measurable outcomes and office
referrals
Focus Students needing additional behavior
support 2-5 Office referrals or SIT
referral Grouping Small group or
individual Program Function-based
interventions/supports Daily check-in/check-out A
ssessment Teacher/student ratings and office
referrals
Focus All students All settings Program 3-5
defined, positively stated, and explicitly taught
expectations Continuum of consequences for
appropriate behaviors Continuum of consequences
for problematic behaviors Assessment SWIS
Schoolwide Information System KANDIS Kansas
Discipline System
18Master Schedule
- Schedule to meet student needs
- Review data and determine model
- Maximize available resources
- Allocate time for core and intervention
- Identify non-negotiables
- Schedule grade level team time
- Schedule time for data review
19SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
2007-08 Standard Protocol Intervention Framework
Grades K-6
21PA Phonemic Awareness P Phonics FL
Fluency VO Vocabulary CO Comprehension
MTSS Reading Intervention Programs
22SMSD MTSS Critical Features
Problem-Solving Process
Data-Based Decision Making
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
2307-08 Standard Protocol Effectiveness of
Intervention Decision Criteria
24Data-Based Decision Making What
25Data-Based Decision Making What
26Data-Based Decision Making What
27Intervention KPALS Progress Monitoring
Reflection Think about how this student is
responding during KPALS. Consider areas that
might be targeted for change that you believe
would positively impact this childs literacy
improvement.
28Kindergarten Pie
Warming Up
Phonemic Awareness
Reading Responding
Alphabetic Knowledge
Reading Pre/Decodable
294th 6th Grade Pie
Word Knowledge
Language Arts
Background Preview
Reading Responding
30(No Transcript)
31Standard Protocol Progress Monitoring Review
Goal To make educational decisions based
on progress monitoring data
Strengths/Concerns Identified
Problem Validation
Progress Evaluation
Set Aimline Monitor Progress
Determine Specific Needs
Match Intervention to Needs
32Goals
- To evaluate the adequacy of student progress.
- Determine whether to keep or change the
intervention. - If a change is warranted, what could and should
be changed?
33Whats next? A LOT!!
- Refinement, Communication, Support
- Fidelity Assessment Instruction
- Merger with Individual Student Problem Solving
Structures - Evaluating Implementation
- Evaluation Reevaluation of Programs
34Whats next cont
- Tier 3 Special Education Services
- District Level Data Review
- Merge Academic and Behavior Systems Parent
Involvement - Coordinated Staff Development
- Integrated Data Management Systems