Secondary MTSS Road Map

Secondary MTSS Road Map
Interventions Part 1 Scheduling for Success of all Students November 30, 2016

Welcome! Lisa Yount, MS, CCC-SLP Regional Coordinator
FL PS/RtI Project Amber Brundage, PhD PK-12 Alignment Unit Coordinator FL PS/RtI Project We need a pic of Lisa! Ann Selland, EdS Regional Coordinator FL PS/RtI Project Deanne Cowley, EdS Regional Coordinator FL PS/RtI Project

Featured Exemplar Presenter
Mark Balestracci, M.Ed Principal, Mashpee Middle/High School

Adobe Connect Orientation
Intro to Adobe Connect (docs, materials, features, how to participate) Norms – How to ask questions How to participate Mute speakers Not rely on raising hands given the size of the group. “Because of the number of participants, we will not use this feature today – but we will have you all type in the chat box, etc..” Intro to Adobe Connect (docs, materials, features, how to participate) Norms – How to ask questions How to participate Mute speakers? Not rely on raising hands given the size of the group. “Because of the number of participants, we will not use this feature today – but we will have you all type in the chat box, etc..”

Secondary MTSS Series Needs Analysis Professional Learning Goal
PS/RtI Spring Needs Assessments from 2015 & 2016 Day 1 Secondary Learning Series Evaluations (2016) State Graduation Rate Subgroup Gaps Observation & Self Report Needs Analysis Build capacity of districts to educate secondary students such that instruction is matched to need which results in college and career ready on-time graduates Professional Learning Goal Increase knowledge related to characteristics and logistics of MTSS implementation at the secondary level Demonstrate data-based problem-solving skills to improve secondary level student outcomes such as college and career ready on-time graduates Using a variety of data sources, practice designing action plans focusing on the consensus, infrastructure, and implementation components necessary to facilitate sustainable MTSS at the secondary level Professional Learning Objectives From the PL Plan: Learning Facilitator(s): Secondary PL Team (PK12 & RCs) Participants: FL District & School Level Educators at Secondary Level Needs Analysis: Spring needs assessments from 2015 & 2016; Day 1 Secondary Learning Series Evaluations; State Grad Rate; subgroup gaps; observation & self report data by educators Professional Learning Goal: Build capacity of districts to educate secondary students such that instruction is matched to need which results in college and career ready on-time graduates Professional Learning Objectives: Participants will… 1. Increase knowledge related to characteristics and logistics of MTSS implementation at the secondary level 2. Demonstrate data-based problem-solving skills to improve secondary level student outcomes such as college and career ready on-time graduates 3. Using a variety of data sources, practice designing action plans focusing on the consensus, infrastructure, and implementation components necessary to facilitate sustainable MTSS at the secondary level

Today’s Agenda Introductions & Adobe Connect Orientation
Scheduling for the Success of All Students Exemplar Presenter

#SecondaryMTSS Florida’s Problem-Solving/Response to Intervention Project Facebook: flpsrti Florida Positive Behavioral Interventions & Support Project Facebook: flpbis Use the Hashtag #SecondaryMTSS during the webinar to “Live Tweet”, as well as to continue the discussions after today. Lets build our social network community!

Scheduling for the Success of All Students
Good Afternoon everyone and welcome to webinar 1. I’m Ann Selland and here with me are my colleagues Lisa Yount and Deanne Cowley. Lisa is going to be monitoring the chat box and answering questions as they come in. Deanne is going to assist her but also do all the behind the scenes technical things that makes these webinars run smoothly. Scheduling for the Success of All Students

Learner Outcomes: After today’s session, participants will be able to…
Use examples to identify and discuss best practice approaches to illustrate supplemental and intensive intervention and implementation at the secondary level. 2. Identify the organizational structures necessary to develop secondary implementation and sustainability of tiered supports. This webinar is about secondary implementation. Our goal is for you to walk away able to identify and discuss supplemental and intensive intervention. We also want you to to feel comfortable that you will know the structures needed for implementation at the secondary level. Last and most importantly, we want you to be able to sustain a tiered level of support. Getting tiered supports up and running is the first step but sustaining that support is the ultimate goal. Our goal for this webinar is for you to walk away able to discuss with your administrative teams some examples of best practice approaches to MTSS at the secondary level. We also want you to be able to identify those organizational structures that are going to be necessary in developing secondary implementation but also sustaining that tiered support system. Sustainability is the Key!

Bottom Line: The only way the needle moves, is through an integrated, schoolwide approach in which everyone owns part of the problem and believes big changes in achievement can happen. You know, I didn’t always think that teacher’s had to believe in something for them to be able to be part of the solution. I have changed my mind. If teachers, staff and administration don’t truly believe what they are doing is going to make a difference, they will not own the problem. Therefore they will not be part of the solution. We have to ask ourselves do our teachers, schools, and districts truly believe that what they think, say and do affects the whole system in either a positive or a negative way. Do they believe that the students at their schools are capable of achieving great things and do their actions coincide with those beliefs. Keep this quote in the back of your mind as we continue through this presentation. Center on Instruction August 2010

Where do we begin? With the structure…
Who and what is impacted by the master schedule? Transportation Administrators Students Counselors Support Staff Planning Providers Interventions Decision Making As we begin to look at student data, and begin to respond to the needs that the data indicate our students have ,we have to change the structure of our school to allow for the diversity and uniqueness of our student population. In beginning of this process we see that there are many people and factors that are impacted by this change. Click The master schedule is the foundational structure that’s critical to a successful Multi-tier system of support. Within it’s framework are where all of the necessary component pieces and parts are pieced together. But it also takes the right people at the table, with the right data, and the right mind set, to create a schedule that allows the flexibility to meet the various needs of the students within the school. Courses Problem Solving Teachers Recovery Options Data Collection Parents Graduation

Master Schedule For many schools, the master schedule remains the same from year to year. Why? It works for the majority of students The majority of teachers are happy with it, it’s convenient for teachers It accommodates the bus schedule It fits in all the lunches Band, chorus and athletics are accommodated Although many schools are moving toward flexible scheduling, and more student centered thinking there are still many reasons schools continue to do as they have always done. What other examples can YOU think of to share with the rest of the group?” Use the chat pod to respond.. If your school is doing some creative scheduling please contribute to today’s session with some ideas that your school has implemented. You can post those throughout the presentation or as it seems natural to you. Lisa or Deanne will make note of them. Selecting and Scheduling Interventions in Middle and High Schools 2011

Difference between Traditional and Flexible Master Schedules
Time Bound Flexible and Fluid based on student need Based on a quarter, semester, or school year Offers a variety of intervention courses based on student needs offer more in 9th and 10th grade and then taper them off as they need them less in 11th and 12th grade. Rigid Base schedule on student need using data: students in most need get scheduled first Difficult to change Changes as students move within interventions Deadlines for changing classes i.e.; drop add time Ability to change classes as student need changes Based on adult wants and needs Based on students needs When we look at the difference between the traditional schedule and the flexible schedule we can see some obvious advantages for students in the flexible schedule. In a traditional schedule we may have considered the number of units we may have needed for intervention courses for our incoming 6th or 9th graders but once those students were placed, they were there until the end of the semester or the year. But as we begin to be more student focused and look closely at the data of our incoming 6th and 9th graders we can begin to evaluate the number of students who will need different levels and kinds of intervention courses .There will be data sources and decision points for entering and exiting intervention classes, and students. That is the beauty of flexible scheduling the ability to change as student need changes. Selecting and Scheduling Interventions in Middle and High Schools 2011

Scheduling that Supports Student Needs
General Curriculum Access Multi-tiered supports based on student need Flexible/fluid Student Progression and Graduation Requirements met Credit Recovery Availability As soon as course failure occurs All students access general curriculum Flexible movement within class day and school year Delivers three tiers of instruction, in ways specific to the needs of the students at the school Interventions are matched by quarter and semester Course and credit requirements are met Credit recovery options are used creatively to support students who fall behind in 9th-11th grades to get back on track, but also for the 12th graders who need to make up courses to graduate.

How is intensive intervention different from supplemental interventions?
What some students receive Focused on skills that pose a barrier to the acceleration of learning Can be targeted to specific skills to enrich A “standard protocol” approach may be utilized Very small groups/and/or individual students Most intensive instruction available to overcome significant barriers to learning Most narrow focus of instruction/intervention Require effective collaboration and coordination among staff Aligned with core instruction Provided in addition to core instruction Decisions are data based only When I am out in my schools one of the questions I hear the most often is how is Tier 2 and Tier 3 implemented at the secondary level. They know they have intensive classes but they don’t know what to do if a student doesn’t respond to the instruction in the intervention class. When we talk about Supplemental at the secondary level we’re talking about a standard protocol program that a teacher is trained to use usually by the publisher. The time and frequency have been prescribed by the program. The course code is the one used for an intensive reading/math or science course. If a student is not responding to the instruction in Tier 2 or if we’ve looked at the data and the student needs more than the other students, we would look at how we could manipulate the student’s schedule to find a slot to give that student additional time. Again, these are the things that need to be planned for in the master schedule. Maybe it’s adding a 30 min. ”bridge class” before or after the intervention class. But again its going to take thoughtful and purposeful planning from the scheduling team to make all of this happen. If that 30 min. bridge class was already in the schedule it would be an easy fix to just use that time to provide that intensive instruction. Lou Danielson Supplemental Intervention Intensive Intervention Adopted from Lou Danielson

“How the master schedule is constructed may be as important as what the master schedule contains. While the master schedule reveals what is really important to the school, how the master schedule is constructed reveals how professionals interact and how key decisions are made in the school.” Let’s take a moment to reflect on this quote as we did on the one before. Have you had the opportunity to be part of the master scheduling process; at the district level? School level? What is your experience? Has it been a one person show? Or has it been a team approach? Have you been able to be involved? District Level? School Level? What was your experience? National Association of Secondary School Principals, add year.

We are all pretty sure what is best, but how do we make it happen?
Best Practices Student need should drive instructional decisions and the amount of support(s) provided Instructional time should be maximized and increased as necessary (e.g., supplemental instruction). Are we truly using our instructional time to the optimize student learning? Options for intensive classes should offer more variety than just standard intensive classes such as reading, math, science What do you think are the beliefs of your faculty? Does the staff believe that they are teaching content or that they are teaching students? As administrators or teacher leaders we have to know what those core beliefs are and how those beliefs affect outcomes for students. QUESTION HERE … what exactly are we doing with our time NOW? What does the 50 minute block or 90 minute block look like now? Are we entirely sure that we are making the BEST USE of the time we currently have? Best practice calls us to examine this and tighten that up as well Although right now because of EOCs and standard based classes we don’t have any other courses to use for intensive classes, we do have the ability to make the 3 classes we have very different based on

Best Practice In Action…. What does that look like?
EXAMPLE ONLY EXAMPLE ONLY Decision rules are established to determine when students will need and no longer need intensive programs If FSA Level 1, and STAR LEXILE below ___ , and iReady below____ then REWARDS for phonological issue then Read 180 for comprehenison or If FSA Level 2, and STAR LEXILE below ___ , and iReady below____ then Socratic Questioning/Great Books Establishing decision points for students who may need or no longer need intensive interventions is important and should be based on data and transparent to both teachers and students Student scoring _____ on Star Reading Assessment or passing the ACT or FSA will be moved to a CARPD intensive science course before Biology. Student scoring ____on Star Reading Assessment and not passing ACT or FSA will be moved to Intensive Reading II using Great Books We purposely didn’t put criteria here because this is a decision for a school team to decide. But there should be multiple data sources. Students need to feel that they have a way to exit these classes. THAT IS there motivation. If they feel that they are never going to get out of Remedial Reading they are less likely to give their best effort. It could be that the students who leave the level 2 Junior gradebooks with a certain criteria are placed into a intensive science class where there is a teacher who has been trained in CARPD and she continues to support those students with strategies for their continued success. The reading coach may spend more time with this teacher to ensure that she has the skills she needs to ensure continued success of these students. We know these students will need Biology to graduate so lets plan for success on the front end so that these students don’t end up in credit recovery. It is extremely important that these decision rules are evaluated for their effectiveness at least yearly. Is the data showing improved outcomes for students? At what level? Do we need to go back and tweak?

How do you develop a master schedule that is aligned to student need?
1. Establish the team Establish scheduling team or committee (SBLT includes those who are involved in scheduling) Establish team’s beliefs about student learning 2. Determine all staff who are available to provide additional support Our next segment is about the how. With an emphasis on Student First Thinking At a glance. We are going to dig in to this further. Don’t talk about the bullets, this is an intro slide. BRIEF! “This is just an “at a glance” for the steps to creating a master schedule. We are going to unpack each of these steps in more detail. 3. Review student data 4. Create the schedule

1. Establish the team 2. Determine all staff who are available to provide additional support Assess Staff capacity and availability Assess teachers’ highly-qualified status and certifications Our next segment is about the how. With an emphasis on Student First Thinking At a glance. We are going to dig in to this further. Don’t talk about the bullets, this is an intro slide. BRIEF! “This is just an “at a glance” for the steps to creating a master schedule. We are going to unpack each of these steps in more detail. 3. Review student data 4. Create the schedule

1. Establish the team 2. Determine all staff who are available to provide additional support 3. Review student data Review existing data to anticipate the number of students in need, and what the needs are, for supplemental/Tier 2 intervention* and intensive/Tier 3 intervention* Review intervention maps with current student needed Review course credit codes Our next segment is about the how. With an emphasis on Student First Thinking At a glance. We are going to dig in to this further. Don’t talk about the bullets, this is an intro slide. BRIEF! “This is just an “at a glance” for the steps to creating a master schedule. We are going to unpack each of these steps in more detail. 4. Create the schedule

1. Establish the team 2. Determine all staff who are available to provide additional support 3. Review student data 4. Create the schedule Our next segment is about the how. With an emphasis on Student First Thinking At a glance. We are going to dig in to this further. Don’t talk about the bullets, this is an intro slide. BRIEF! “This is just an “at a glance” for the steps to creating a master schedule. We are going to unpack each of these steps in more detail. Determine what interventions will be delivered? Decide when will they be delivered? Who will provide the interventions? What will process be when students’ needs change?

Recommended Design Criteria for a Master Schedule Template
Offer a variety of intervention courses based on student needs. Fade supports as students no longer need them Design intervention programs to address both academic and engagement deficits Every faculty member has at least two common planning periods per week Departmental Grade-level Streamline courses that are more relevant to the school’s population Selecting and Scheduling Interventions in Middle and High Schools 2011

Credit Generating Prevention/Intervention Classes
Intensive Reading Intensive Math Intensive Science Just like when we build a road, there has to be a plan to maintain and upgrade it down the road. We also have to think about all the variabilities and barriers that can come along to hinder the success of our plan. How will we maintain a fluid schedule. How will look at all the barriers and then make provisions for them. This is where the hard work comes in. It so much easier to look at your SPP and just move students through their credits without truly being thoughtful about their needs and supports. It is when we start moving students as they master standards that someone has to keep up with all that movement, data, etc. We also have to ensure that each time an intensive course is taken it is more rigorous and based on student data, not more of the same standard protocol. Can be taken multiple times, earning credit 9th grade intensive reading should not look like 10 grade intensive reading

Scheduling that Supports Student Needs
Academies Team teaching Instructional specialists To deliver instruction to students To support classroom teachers Handouts: Power hour, preteach … We talked earlier about the proximal and distal needs of our students. 6th through 8th grade academies can be highly effective if planned well and implemented well. Many schools have gone away from them because nothing different was happening in those academies then was happening in the rest of the school. To be done right Freshman academies should include Articulation meetings from feeder schools Parent-teacher meetings during the summer to discuss expectations: credits etc. Team teaching model where a group of teachers support a group of students they meet regularly to discuss the students both behaviorally and academically They have a interventionist/counselor/mental health specialist for the group to ensure that no student falls through the cracks Delaware DOE

Scheduling that Supports Student Needs, cont.
Modify the schedule A Day, B Day Staggered school day Split blocks Common planning time Add minutes to the day Incorporate homeroom into 1st period Shorten each period to create a ‘skinny’ Extend the lunch period to allow for intervention/enrichment Handouts: Power hour, preteach … Ask participants about other ways participants have addressed this. Chat pod question/engagement opportunity. Visual for this – Ann will work on this. Make sure to make a strong connection between the last bullet here (I/E), and then the series of next slides. This will be the Segway into to the next section.

Scheduling the Intervention /Enrichment (I/E) Period
There are many options for scheduling the I/E Period including: 1st period Before late lunch After early lunch At the end of the day All grade levels simultaneously Different grade levels at different times Each option contains both pros and cons! Here are some examples of how a school may schedule their enrichment or intervention time during the school day. Each one has pros and cons but as the scheduling team, you have to look at the make up of your school, the needs of your students and your staff and decide what is best for your school. What option are going to be provide the best outcomes for your students? As we continue I’m going to provide some examples of schedules that may help you in deciding what may work best for your school. Selecting and Scheduling Interventions in Middle and High Schools 2011

Intervention/Enrichment Period 30-45 Min.
The 7 Period Schedule with an Intervention/Enrichment Period Pasco County Example Intervention/Enrichment Period Min. Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 This is an example of a 7 period day with the I/E at the beginning of the day. The I/E could be placed anywhere in the schedule. The down side to this schedule is those students who are chronically tardy do not attend their intervention classes often. Another option for this time could be used as a time to talk with students about their grades, assignments etc ensure they are on track for graduation, mentor or truly have students scheduled for interventions. (Due to tardies, this school determined to change the intervention time to last period).

High School Example - Pasco County- Double Block
This is an example of a school in Pasco County who’s data showed they needed double blocked algebra classes. The blue sections are algebra classes. In these classes when the students are not being directly instructed by the teacher the students are engaged using an internet based program Agile Minds that provides examples, practice and feedback for algebra.

High School Example- Anchor Hour
O Gally High School needed to add a couple more minutes to their school day so they could add a block to the middle of the day for intervention and enrichment. The principal worked with district transportation to get a buses scheduled later and food service to get another food line so that students could get through the lunch line faster. During this time they have utilized what they call an Anchor Hour. During this hour students get what they need. Goal: increase student engagement improve outcomes outcomes overall They decreased credit recovery by one whole unit The principal and faculty worked together the faculty had to agree to Eau Gallie high school

Modified A/B Block Schedule
Day M T W TH F A B Block 1 2 Period 3 4 Period 5 5 Block 3 6 7 The modified block allows schools to decide what subject area their students may need every day. It may be intervention time, ELA, or it may be math. Again it goes back to the uniqueness of the school and what the data shows is necessary for students you have enrolled that current year. Both their deficits and their strengths.

Intervention/Enrichment
THE 8 A/B or 4X4 Schedule with 9th Period Intervention/Enrichment Block High School Example – Pinellas County Day 1 Day 2 0 Period Intervention/Enrichment Block I 1st period 2nd period Block II 3rd Period 4th period Block III 7th period 6th period Block IV 9th period 8th period If you look at this example of the 4X4 schedule with the intervention/enrichment period at the beginning of the day you can think of some of the positives and negatives. Some of the positives about this model is that the students get their Interventions over first thing in the morning so there is no confusion about where to go on which day. It’s every day, first thing before they have any other class. The down side is the students who may be need intervention in math and have it on odd days during course 3 cannot get help until the next day. Also teachers and students alike have to be trained to use this 90 min. block effectively. Just completing homework each day during half the class period or during I/E class is not an effective or efficient use of class time. This time should be used very strategically based on student data. Is it more work? Yes. It takes more prep time and more thought to keep students engaged for 90 minutes. And that is usually why the fidelity of the interventions are not maintained.

Pompano Beach 4X4 4x1 Monday to Friday 7:40 a.m. to 2:40 p.m.
Monday to Thursday 7:15 a.m. to 3:25 p.m. Optional Day (Friday) 7:50 a.m. to 3:25 p.m. Home room 7:40 a.m.-8:10 a.m. Block 1, academic 8:10 a.m.-9:40 a.m. Block 1 7:15 a.m.-9:00 a.m. Block 1 7:50 a.m.-11:55 a.m. Block 2, elective 9:50 a.m.-11:20 a.m. Block 2 9:05 a.m.-11:00 a.m. Lunch 12:00 p.m.-12:30 p.m. Block 3, academic 11:30 a.m.-1:00 p.m. Block 3 11:05 p.m.-1:30 p.m. Block 2 12:35 p.m.-3:25 p.m. Block 4, elective 1:10 p.m.-2:40 p.m. Block 4 1:35 p.m.-3:25 p.m. 10-minute breaks during morning and afternoon sessions Tutoring 2:45 p.m.-3:45 p.m. Extracurricular Activities 4:00 p.m.-5:00 p.m. © 2015 Hanover Research ELY BLANCHE 4X1 MODEL The school’s decision to adopt its 4x1 model stems from problems related to its implementation of a “4x4” model. The high school initially used a 4x4 model where students took one set of four courses that changed from semester to semester. WHY: Using the traditional 4x4 model the principal saw his students continued to fall behind other schools in the area. In response, the school’s principal led an effort to adopt a 4x1 block schedule that focused heavily on remediation. As Figure 1.2 shows, the school’s new schedule used a model where students took four 110-minute classes from Monday through Thursday. On Friday, students had access to a “summer school” schedule that focuses on remediation courses and instruction for students. Benefits students could retake failed classes before summer school. Specifically, students who failed courses in their first semester moved immediately into remediation in their second semester. Students who face the prospect of failing the high school competency test can also take intensive “test prep” courses on Fridays to receive additional preparation. In addition to these groups of students, students who are academically successful have the option of taking enrichment courses and electives or going home or their jobs. According to school officials, the student test scores have increased since the adoption of this schedule. Specifically, the school saw significant improvements in standardized math, writing, and reading scores a year after the new system came in place, and the scores have increased at a slow but steady pace–a factor that officials attribute to Friday remediation classes.

Planning for Next Year What data are we going to use?
Who does our team consist of What courses does our data support Data on student need FTE Teacher unit allocations Teacher certifications Highly Qualified EWS data What else do we need to know? Questions: Where do we address what is happening in a 50 minute intervention block, 90 minute block When do we start What are our priorities

Mark’s Presentation Slides

Bottom Line: The only way the needle moves, is through an integrated, schoolwide approach in which everyone owns part of the problem and believes big changes in achievement can happen. Pose this question initially, and then have them return to it at the end. Read this quote to them. Read all quotes to them, in a powerful way. Add some “drama” to the read. AT the end of the presentation, have them respond in a chat pod. Ann to add the citation. ________________________________________ To me the most important part of this quote is believing… Do our teachers, schools, and districts truly belief that what they think, say and do affects the whole system in either a positive or a negative way. Do they believe that the students at their schools are capable of achieving great things and do their actions coincide with those beliefs.

Questions Questions/Clarifications

Contact Information Ann Selland: Lisa Yount: Deanne Cowley: Florida’s Problem Solving/ Response to Intervention Project A Multi-Tiered System of Supports

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