District MTSS Implementation Alexander County Schools Dr. Elizabeth Curry, Associate Superintendent Mr. Doug Rhoney, Principal ACHS Dr. Chad Maynor, Principal WAMS ecurry@alexander.k12.nc.us drhoney@alexander.k12.nc.us cmaynor@alexander.k12.nc.us

Our Journey-Year 1 Sense-Making Continues Common Language District MTSS Team Implementation Team Teaming Structures Schedules Supporting Acceleration for all Students Betsy

Hand out Flow Chart-Page 1 Doug Page 2-Chad

DLT-District Leadership Team Strategic Plan is developed from a District Comprehensive Needs Assessment (CNA) and a Core Problem Solving Process Responsible for seeing that the Strategic Plan is implemented-All evaluation goals of CO administration aligned to the District Strategic Plan Strategic Plan Goals-include a major goal of Student Success-Student Success requires many strategies which are consistent with Multi-tiered Systems of Support. Teaming Structures for AC Handout Betsy

District Implementation Team 1 instructional coach per school (except hs) who also serves on the DLT and is responsible for ensuring fidelity of implementation and problem solving the implementation-Core District and School Problem Solving PD in Core and MTSS Curriculum Development-Maintenance of Interactive Curriculum maps, adjusting resources according to assessment data or changes in standards Betsy

SIT-School Improvement Teams School Improvement Plans are aligned to the District Strategic Plan and have next steps for schools They are developed from a school Comprehensive Needs Assessment and a School Core Problem Solving Process Responsible for seeing that the SIP is implemented The degree to which the SIP goals are carried out is supported in the principal evaluation process. Principals present their CNA’s and SIPs to the Supt. at beginning of the year, middle of the year and end of the year while detailing progress. SIP Goals also include a major goal of Student Success-Student Success requires many strategies which are consistent with Multi-tiered Systems of Support. Part of the CNA is from the Self-Assessment of MTSS Progress (SAM) Betsy

PLC or Professional Learning Communities What is it that we are supposed to teach? How will we know when students have learned this? What will we do when they already know it or if they do not show mastery? PLC’s are content or grade level teams who are responsible for Core problem solving in their own discipline or grade at the school site. This is also the team that provides for instructional support and Tier II or more intensive support for 15 % of students who are struggling with mastery of core. Problem solve for small groups of students who demonstrate different needs as indicated by Common Formative Assessments or benchmark results. Chad

SST-Student Support Teams School level team (or teams) Responsible for supporting teachers with students who continue to struggle with core academic, behavioral or attendance issues. May recommend additional Tier II interventions or Tier III level interventions as a result of SST problem solving Fluid team: dependent upon the needs of the student. Designs additional interventions Refers to 504 Committee Initial EC referrals Medical referrals Social or Community Service referral Doug

Schedules Supporting Instruction for all Students- West Alexander Middle School Where we were… Where we are… Where we are going Chad will share copies of the master schedule for school and answer the questions

Schedules Supporting Instruction for all Students- Alexander Central High School Where we were… Where we are… Where we are going… Dougwill share copies of the master schedule for school and answer the questions

Bumps in the Road Culture Trumps Strategy-Bill Daggett Common Language WAMS ACHS Common Language Structural Challenges Constant Clarification Tier II prior to Solid Core Chad and Doug Will ask what cultural challenges one might expect, share challenges they have personally experienced at their schools, Betsy will discuss last four bullets

School Improvement Planning-Core Work Comprehensive Needs Assessments & School Improvement Plans Behavior Attendance SAM Assessments Betsy will share CNA template/SIP Porcess Common Sense reference

Betsy

Betsy

Streamlining and clarifying how we serve students in Alexander County Schools Betsy There is not one answer… Problem Solving Implementation

Defining and attempting to quantify “at risk” “At risk” students are those who are: Missing more than ten percent of school days Have three or more minor office referrals in a nine week period, two major office referrals within one school year, any reportable offense Failing one or more subjects Not on track to graduate Grade retention Students with mental health diagnosis or suspected mental health issues who also have one or more of the aforementioned factors or are at risk for self harm Doug

(S1) Student who is not “at risk” Perhaps some minor issues (80%) Tier 1 issues are easily resolved in classroom through regular classroom differentiation such as: Small group 1:1 instruction Peer support Parent involvement/contact Classroom level rewards and consequences Doug

(S2) Regular education student who is “at risk” 20% of students At risk in one or more areas (mental health, behavior, academics, attendance) Tier II interventions in PLC’s Keep good documentation of response to interventions Assure that interventions are appropriate to the exactness of the issue Consistently apply interventions for a period of time (not definable) If it is three times per week and it is clearly not working or inappropriate-STOP-Remember the disclaimer-nothing takes the place of good judgment Modify interventions in PLC if not working Chad

(S3) Regular education student who is “at risk” and is not responding to Tier II interventions Bring to SST with Progress Monitoring data for all interventions tried (could be a log, graph but must indicate the date of the intervention, the intervention, and periodic data indicated student response, Tier II paper work completed) Develop Tier III interventions in SST Keep good documentation of response to interventions Assure that interventions are appropriate to the exactness of the issue Consistently apply interventions for a period of time (not definable) Take action… Modify interventions in SST if not working Initial EC referral Refer to 504 Committee Chad

(S4) Student who is 504 Eligible (S5) Student with a 504 Accommodation Plan Any student with a medical and/or mental health disability is 504 eligible, must have eligibility paperwork (share paperwork). Only students who are at risk or whose disability is impacting learning or other major life function is in need of a plan. If at any time a student who is 504 eligible is facing a significant issue the 504 committee must reconvene. Significant issue: failing with no evidence of improvement, mental health crisis, 8 or more days of cumulative suspension, suicide threat, hospitalization, change in placement... If a disability (requiring specialized instruction) is suspected, refer back to SST for interventions to begin the initial referral process Modifications, Accommodations, Interventions/Remediation-Acceleration for all? http://thiskelly.edublogs.org/tag/accomodation/ Doug

Problem Solve areas of difficulty Consider modifying goals (S6) EC identified yet “at risk” and experiencing difficulties in an area where not identified Reconvene the IEP team Problem Solve areas of difficulty Consider modifying goals Consider all data indicating a problem Run interventions through this team Reevaluation if not responding to interventions If Speech only-run through SST-Rationale: The EC teacher or Psychologist may never have worked with this student. Betsy

Panel Discussion Q & A