1. District MTSS Implementation
Alexander County Schools
Dr. Elizabeth Curry, Associate Superintendent
Mr. Doug Rhoney, Principal ACHS
Dr. Chad Maynor, Principal WAMS

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

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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Betsy

14. Betsy

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

16. 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

17. (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

18. (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

19. (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

20. (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?
Doug

21. 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

22. Panel Discussion Q & A