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Kansas Multi-Tiered System of Support. Curriculum Assessment Instruction.

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Presentation on theme: "Kansas Multi-Tiered System of Support. Curriculum Assessment Instruction."— Presentation transcript:

1 Kansas Multi-Tiered System of Support

2 Curriculum Assessment Instruction

3 Dr. Alexa Posny Kansas Commissioner of Education

4 What is MTSS? A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards.

5 The Big “BIG” Idea of MTSS 1.Decide what is important 1.Decide what is important for students to know 2.Teach what is important 2.Teach what is important for students to know 3.Keep track 3.Keep track of how students are doing 4.Make changes 4.Make changes according to the results you collect Dave Tilly, Heartland AEA; 2005

6 Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? SystemHaving programs and people available Intentional design/redesign of our services as resources Adapted from Dan Reschly, 2002

7 What’s the Shift All About? Individual Student Do both these students need assistance in reading?

8 What’s the Shift All About? Individual Student

9 Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? SystemHaving programs and people available Intentional design/redesign of our services as resources Adapted from Dan Reschly, 2002

10 What’s the Shift all About? System Level

11 Core Beliefs of MTSS Every child learns and achieves to high standards Learning includes academic and social competencies Every member of the education community continues to grow, learn and reflect Every leader at all levels are responsible for every student Change is intentional, coherent and dynamic

12 How to Achieve Core Beliefs Every child will be provided a rigorous and research-based curriculum Every child will be provided effective and relentless teaching Interventions will be provided at the earliest identification of need Policy will be based on evidence based practice Every educator will continuously gain knowledge and develop expertise to build capacity and sustain effective practice

13 How to Achieve Core Beliefs Resources will be intentionally designed and redesigned to match student needs Every leader will be responsible for planning, implementing and evaluating Academic and behavioral data will be used to inform instructional decisions Educators, families and community members will be part of the fundamental practice of effective problem-solving and instructional decision making An empowering culture creates collective responsibility for student success

14 Translation: What are you thinking about? At your table, select one of the core beliefs and translate what this makes you think about…..

15 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

16 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

17 Students needing additional assistance are identified early –Age –Time of year Intervening Early Key Features

18 Intervening Early - Fall Data

19 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

20 More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design Kansas Multi-Tiered System of Support (MTSS) Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design AcademicsBehavior KSDE - July 2007 Draft All students Evidence-based core curriculum & instruction Assessment system and data-based decision making All students, All settings Positive behavioral expectations explicitly taught and reinforced Consistent approach to discipline Assessment system and data-based decision making Supplemental targeted function-based interventions Small groups or individual support Frequent progress monitoring to guide intervention design Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design

21 Same Features – Different Approaches

22 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

23 Evidence-Based Practices Key Features Prevention Alignment Fidelity Effective Instructional Practices

24 Model of Support Intervene Early Evidence-Based Practices Strengths Known needs

25 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

26 Data-Based Decision Making Key Features Screening Diagnostic Progress Monitoring Outcome

27 Kansas Multi-Tiered System of Support (MTSS) AcademicsBehavior

28 Primary Prevention Tier 1 Interventions Reading All students Evidence-based core curriculum & instruction Assessment system and data-based decision making Behavior All students, All settings Positive behavioral expectations explicitly taught and reinforced Consistent approach to discipline Assessment system and data-based decision making

29 Tier 1 Academic Data for Decision Making

30 Lincoln Elementary, McPherson Fall Winter Spring

31 William Allen White Elem - Emporia Fall First Grade Data

32 Link to School improvement Look at data according to big ideas –Phonemic awareness, etc.

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34 Tier 1 PBS Data for Decision Making “The Big Five”

35 Academic and Instructional Time Saved (if each referral takes 30 minutes for Administrators and 20 minutes of student time out of the classroom)

36 Kansas Middle School Example

37 Kansas Middle School Triangle

38 School improvement efforts – again! Look at data by each big five –Location, etc.

39 Secondary Prevention Tier II Supplemental Interventions Reading Supplemental targeted function-based interventions Small groups or individual support Frequent progress monitoring to guide intervention design Behavior Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design

40 Tier 2 Academic Data for Decision Making

41 System Program Evaluation

42 Individual Intervention Evaluation

43 Tier 2 PBS Data for Decision Making

44 Example of Simple PBS Plan Data Collected by a General Education Teacher - Science Assignment Completion Note: Score may go beyond 100% if bonus points are awarded BaselineIntervention Note: Score may go beyond 100% if bonus points are given BaselineIntervention

45 George’s Attendance No intervention Science intervention Science and English intervention

46 Tertiary Prevention Tier III Intense Customized Interventions Reading More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design Behavior Student centered planning Customized function- based interventions Frequent progress monitoring to guide intervention design

47 Tier 3 Academic Data for Decision Making

48 System Program Evaluation

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50 Based on Functional Assessment How much guided practice does Nellie need in order to learn new skills? What types of applications activities are necessary in order for her to generalize a new skill?

51 When to change an intervention.. Scenario: Nelly So far, Nelly’s progress monitoring data suggest that the intervention being provided is not a match for Nelly. While she has made some progress, it is not sufficient. Something needs to be changed. This graph does not show us when/what changes have been made in her intervention. Graphs are most helpful when they are “messy”!!

52 Tier 3 PBS Data for Decision Making

53 Based on Functional Assessment When Jack is given a request, he becomes verbally aggressive, escalates and walks out in order to escape the demand of an authority.

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58 MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

59 MTSS Problem-Solving Process Key Features QPASIT

60 Strengths/Concerns What’s Happening? Why? What are our ideas? What did we decide to do? How’s it working? Problem-Solving Process

61 Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? Adapted from Dan Reschly, 2002

62 Getting to “What Help is Needed” From… “GEI” or SIT Separate process Who Isolation Focus on entitlement To…. Customized plan Integrated process What Collaboration Focus on instruction

63 What if an exceptionality is suspected? The outcome of the processes to be followed is the same: –Do you now have a further customized plan? –Can you describe the “what” to do next?

64 Strengths Known needs Use Problem-Solving Process for Decision Making Data-Based Decision Making

65 Activity What do I know about MTSS? What questions do I have?Set up for Tomorrow


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