MULTI-TIERED SYSTEMS OF SUPPORT

Transcription

1 MULTI-TIERED SYSTEMS OF SUPPORT Oakridge Public Schools MTSS

2 Guide to Multi-tiered System of Support (MTSS) What is MTSS? A Multi-Tiered System of Support (MTSS) integrates all students. It is a process that provides high-quality, research-based instruction based on learner needs. Needs are identified by monitoring students progress. Adjustments to instruction and interventions are based on students performance and rate of success. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, standards-based instruction and intervention that is matched to students academic, social and behavioral needs. MTSS was previously referred to as Response to Intervention. Key Principles of MTSS Intervene early Use a multi-tiered model of service delivery Match instruction to the learners needs Use progress-monitoring data to change instruction within each tier Use research-based interventions and instruction Monitor student-progress frequently Employ practices to ensure that interventions are implemented consistently and correctly Document and encourage parental-involvement in all steps of the process Potential Benefits of MTSS Improves education for ALL students Eliminates the "wait to fail" situation that prevents at-risk students from receiving services earlier rather than later Provides instructionally relevant, easily understood information through progress-monitoring techniques Allows us to know what works NOW to improve students skills Encourages collaboration among educators, families and community-members Key MTSS Terms Multi-Tiered System of Support provides different levels of instruction based on student needs. Tier 1 (low risk) consists of the core curriculum and should meet the needs of approximately 80% of students Tier 2 (some risk) is aimed to provide a focused intervention for students who are not fully responding to core instruction. Up to15% of students may require small group instruction designed to supplement the core curriculum Tier 3 (high risk) is the most intensive level of intervention. Approximately 5% of students may need this level of individual or small group intervention Universal Screening: A procedure in which all students are given an academic screening assessment three times per year for the purpose of identifying those students in need of specialized interventions. Progress-Monitoring: A practice used to frequently assess students academic progress to determine effectiveness of intervention. Response to Intervention (RtI): A specific, legal means to qualify a student for special education services that can be an outgrowth of a Multi-Tiered System of Support. What is the Role of the Parent/Guardian in MTSS? Parents play a critical role in supporting what their children are learning in school. Research is clear that the more parents are involved in student learning, the higher the student achievement. Parents can be involved in the process by communicating any concerns to the child s teacher, providing insight into their child s learning and development and assisting with identified interventions at home.

3 Resources A Parent s Guide to Response to Intervention. Available online at: Response to Intervention(RTI): A Primer for Parents. Available online at: Montana Office of Public Instruction RtI/MTSS website. Available online at:

4 PBIS (The Behavior Component of MTSS) Positive Behavior Intervention Supports What We Do: The decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. What Does School-Wide PBIS Emphasize? 1. Data for decision making 2. Measurable outcomes supported and evaluated by data 3. Practices with evidence that these outcomes are achievable 4. Systems that efficiently and effectively support implementation of these practices. How we get it What each program provides: done: Capturing Kids Hearts: Marcia McVoy: Capturing Kids' Hearts provides tools for administrators, faculty and staff to build positive, productive, trusting relationships among themselves and with their students. Participants will: Understand the major implications of recent bullying research Learn how to tell the difference between normal conflict, peer to peer aggression, and bullying Discuss effective school practices, teacher intervention techniques, and student skills and strategies Review a rubric-based approach to consequences

5 Oakridge Public Schools STUDENT SUPPORT TEAM (SST) District Plan Teacher and/or parent or other individual observes academic, social, emotional, or behavior with student that inhibits learning. Teacher implements and documents supports Parents notified of concerns by teacher; Communication to administrators and counselors Teacher evaluates success of supports Successful Unsuccessful Continue or end the supports as needed Further analysis done at SST Written Team Referral

6 The Student Support Team (SST) Process for Oakridge Lower Elementary School A teacher, parent or other individual observes academic, social, emotional, or behavior with a student, which inhibits learning. 1. See Mary Martin, school secretary, to request a meeting (Mary will schedule with parents and send an invitation to you and the team). 2. You can be your own case manager, or you can request one from the team. 1. Fill out paperwork (K:/Drive>OLE>PST folder. 2. Follow checklist. 3. Ask for help from your case manager. 1. Bring the student s CA-60 to the SST meeting. 2. Participate in the meeting following meeting mechanics. 3. Action plan is written, and the follow-up meeting is scheduled. 1. Additional follow-up meetings occur as needed, with further plans for change and responsibilities developed until student is successful. 2. Discussion regarding student s progress at marking period data meeting.

7 The Student Support Team (SST) Process for Oakridge Upper Elementary School A teacher, parent or other individual observes academic, social, emotional, or behavior with a student, which inhibits learning. 1. Concerned individual seeks a SST referral form from Dawn Porter, SST Facilitator. 2. SST form is completely filled out and returned to Dawn. 1. Dawn schedules a meeting with the parent, monthly team, additional teachers if necessary, principal, and school psychologist. 2. The CA-60 and referral form are reviewed by Dawn in preparation for the meeting. 1. Meeting occurs, CA-60 information, current data, and concerns are shared by each individual. 2. Plans for change and responsibilities are created and assigned. Follow-up meeting scheduled. 1. Additional follow-up meetings occur as needed, with further plans for change and responsibilities developed until student is successful. 2. Discussion regarding student s progress at marking period data meeting.

8 The Student Support Team (SST) Process for Oakridge Middle School A teacher, parent or other individual observes academic, social, emotional, or behavior with a student, which inhibits learning. The parent or teacher notifies Jan Atwood, school psychologist, or Sarah Strevey, school counselor. Jan and Sarah schedule a Student Support Team (SST) meeting, and send an invitation to the student s parents and teachers. Jan and Sarah do a CA-60 review and prepare for the SST meeting. If action steps were unsuccessful, greater intervention is needed (such as a schedule change, alternative ed. Referral, more parent contact, etc.)

9 The Student Support Team (SST) Process for Oakridge High School A teacher, parent or other individual observes academic, social, emotional, or behavior with a student, which inhibits learning. If a parent or guardian has a concern about a particular class the parent should contact the classroom teacher first to discuss what is happening and to consider first-level interventions to help the student be more successful. If student continues to be unsuccessful, or if the concern involves more than one class, parent or guardian contacts the high school counselor to initiate a meeting. Follow-up meeting can happen outside of a meeting by parent, teacher, counselor, or dean to ensure action steps were successful. If action steps were unsuccessful, greater intervention is needed (such as a schedule change, alternative ed. referral, more parent contact, etc.)

10 A Three-Tier Model School-Wide Systems for Student Success ACADEMIC SYSTEMS RTI BEHAVIOR SYSTEMS Positive Behavioral Intervention Support (PBIS) Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 5-10% Tier % Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 10-15% Tier % Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 75-85% Tier % Universal Interventions All settings, all students Preventive, proactive

11 Multi-Tiered Systems of Support Elementary Oakridge Lower Elementary ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS TIER Plans 504 Plans Small Group Reading Intervention Groups (3) Leveled Literacy Group Complex FBA/BIP (student with serious/chronic problem behavior) Kids Hope Behavior Specialist Coaching Partnerships with Community Agencies Articulation and Fluency Intervention Groups Small Group Reading Intervention Groups (4) Leveled Literacy Intervention Title I Intervention Coach (Math & ELA) Teacher Coaches TIER 2 TIER 1 Small group social work support to address such issues as divorce, friendship, grief, social skills, organizational skills, behavior Teacher s behavior plans for students Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems Transitions Program MAISA ELA Units DIBELS, Benchmark Assessment System, STAR Reading Oakland Social Studies Units Oakland Science Units Math Expressions Common Assessments, STAR, Delta Bully Prevention Program Truancy Prevention School-wide PBIS Circuit Training School-wide Reward System CHAMPS Capturing Kids Hearts

12 Multi-Tiered Systems of Support Upper Elementary ACADEMIC SYSTEMS TIER Plans 504 Plans BEHAVIORAL SYSTEMS Small Group Reading Intervention Groups (3) Leveled Literacy Group Read Naturally Target Time (4) Complex FBA/BIP (student with serious/chronic problem behavior) Kids Hope Individual/Small Group Target Time with Guidance Counselor (At-Risk) Partnerships with Community Agencies Reading Intervention Groups Title I Push-In Leveled Literacy Intervention Title I Intervention Coach (Math & ELA) Math Lab Target Time (6) TIER 2 Small group social work support to address such issues as divorce, friendship, grief, social skills, organizational skills, behavior Teacher s behavior plans for students Small Group Target Time with Guidance Counselor (At- Risk) Peer to Peer Support Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems TIER 1 MAISA ELA Units Transitions Program DIBELS, Benchmark Assessment System, STAR Reading Oakland Social Studies Units Bully Prevention Program Oakland Science Units Truancy Prevention Math Expressions Common Assessments, STAR, Delta Teacher Coaches School-wide PBIS Circuit Training School-wide Reward System Grade level student training meetings Classroom presentations on topics such as self-esteem, kindness, school success. Capturing Kids Hearts Student Ambassador Program Be Nice Program

13 Multi-Tiered Systems of Support Middle School ACADEMIC BEHAVIORAL TIER Plans 504 Plans Complex FBA/BIP (student with serious/chronic problem behavior) Partnerships with Community Agencies TIER 2 After School Tutoring Read Lab Small Group Sessions with Guidance Counselor (At- Risk) Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems Literacy Lab Math Lab Big Ideas Math TIER I Transitions Program Science Bully Prevention Program Social Studies Truancy Prevention ELA Classroom presentations on topics such as self-esteem, kindness, school success. Behavior Incentive Programs Guidance Counselor Access

14 Multi-Tiered Systems of Support High School ACADEMIC BEHAVIORAL TIER Plans 504 Plans Personal Curriculums Alternative Education Complex FBA/BIP (student with serious/chronic problem behavior) Partnerships with Community Agencies TIER 2 After School Tutoring Counseling Interventions Co-Taught Classes Intervention Classes: Applies Sciences, Algebra A1 + A2, Intermediate Algebra Credit Recovery Basic functional behavioral assessments and behavior interventions plans (FBA/BIP) for students at risk for behavior problems Guided Peer Mediation Teacher/Student/Counselor Success Meetings Pearson Common Core Math TIER I Transitions Program Science Truancy Prevention Social Studies Be Nice Program ELA Link Crew ACT Prep Program Guidance Counselor Access (Responsive Services) College and Career Readiness Programs: College Application Week, College Planning Night, Know How to Go Roadshow, FACA Night College Advisor Services Whole School Assembly on Life Skills

15 Assessment Type GSRP K Accelerated Reader AR Diagnostic Report AR Summary Report ACT Linkage Reports Benchmark Reports BAS Growth Reports in IGOR Com Math Assessments Powerschool Reports Com Reading Assessments Powerschool Reports Com Writing Assessments Powerschool Reports Com Science Assessments Powerschool Reports Com SS Assessments Powerschool Reports DIBELS DELTA Math Standard Summary Explore Linkage Reports Benchmark Reports MEAP Math Summary Report MEAP Reading Summary Report MEAP Writing Summary Report MEAP Science Summary Report MEAP Social Studies Summary Report MME/ACT/ Work Keys Summary Report PLAN Linkage Reports Benchmark Reports STAR Math Growth Proficiency Chart Student Growth Reports STAR Reading Growth Proficiency Chart Student Growth Reports STAR EARLY LITERACY TS Gold Assessment Schedule Year Round Testing Year Round Testing Fall Testing Spring Testing 3x Per Year

16 Oakridge Public Schools Math Intervention Qualifying Criteria 6 th graders: triangulation based on STAR, MEAP, and Big Ideas Placement test 7 th and 8 th graders: triangulation based on 9th graders: triangulation based on STAR, MEAP, and PLAN 10th graders: triangulation based on STAR, PLAN, and math grades 11th graders: triangulation based on STAR, ACT, and math grades 12th graders: triangulation based on STAR, ACT, MME, and math grades MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Score Points Score Points Score Points Score Points % % % % % % % % % % % % % % % 1 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) 10.) 11.) 12.) 13.) MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Total Student Name Points Points Points Points Points Points Points

17 14.) 15.) 16.) 17.) 18.) 19.) 20.) 21.) 22.) 23.) 24.) 25.) 26.) 27.) 28.) 29.) 30.) MEAP Explore/Plan Big Ideas Test STAR MATH Grade Moby Placement Total Student Name Points Points Points Points Points Points Points

18 Case Manager Checklist Student: Case Manager Checklist Student: Parent contact about concerns must be made prior to scheduling SST meetings See building coordinator to schedule meeting (ask for case manager if desired) Notify building coordinator if additional staff are requested to attend meeting (e.g. behavior, Dawn Rymal, Speech Therapist, FRC, etc) Fill out paperwork, save paperwork in SST folder in K:/drive under appropriate school year. **File name=firstnamelastname. Participate in team meeting on scheduled date After meeting, retrieve minutes from K:/drive o Make copy of minutes for parents and send home Follow Action Plan, collect data Consistently update paperwork with any new information or data (testing, progress monitoring, behavior notes, etc. Must be updated prior to follow-up meeting(s) Attend/Participate in follow-up meeting Ask questions at any time during the process. Parent contact about concerns must be made prior to scheduling SST meetings See building coordinator to schedule meeting (ask for case manager if desired) Notify building coordinator if additional staff are requested to attend meeting (e.g. behavior, Dawn Rymal, Speech Therapist, FRC, etc) Fill out paperwork, save paperwork in SST folder in K:/drive under appropriate school year. **File name=firstnamelastname. Participate in team meeting on scheduled date After meeting, retrieve minutes from K:/drive o Make copy of minutes for parents and send home Follow Action Plan, collect data Consistently update paperwork with any new information or data (testing, progress monitoring, behavior notes, etc. Must be updated prior to follow-up meeting(s) Attend/Participate in follow-up meeting Ask questions at any time during the process..

19 Student: DOB: Student Intervention and Data Profile Oakridge Lower Elementary (231) Oakridge Upper Elementary (231) Oakridge Middle School (231) Oakridge High School (231) Meeting Log Date Grade School Case Manager Parent Attend? yes no yes no yes no yes no Address: Phone: Parent/Guardian: Parent/Guardian: Student Information Student History Previous Educational Experiences: Check all that apply Headstart/Evenstart Private Tutoring Special Education GSRP/Preschool School Counseling After School programs Readiness Program Private Counseling Retention (list grades): Extended Day Kindergarten Speech Therapy Other: Title 1 Occupational Therapy Other: Summer School Physical Therapy Other: Previous School/Teacher History School Year Grade Teacher/Previous School Name Attendance & Discipline School year Days Absent Days Tardy Behavior Slips Type of support (if any)

20 Student: DOB: Medical/Health History Health Issue Age/On-going? Medical Intervention? Outcome Vision Screening Hearing Screening Date Result Date Result Academic Achievement Information Areas of Concern (check all that apply) Basic Reading Math Problem Solving Motor Functioning Reading Fluency Social/Emotional Oral Expression Reading Comprehension Behavior Listening Comprehension Written Expression Sensory Other: Math Calculation Adaptive Functioning Other: Student Strengths and Interests: (please list 3 or more) Previous Formal Evaluations (if any) Assessment Type Assessment Date Results Cognitive assessment Achievement testing Adaptive/functional behavior scales Speech/Language Other: Grade Level MEAP ELA - Reading MEAP ELA - Writing State Assessment Data MEAP Math MEAP Science MEAP Soc. Studies Other

21 Student: DOB: Multi-Tiered Systems of Support Tier Time Period/Year Interventions Used 1 2 3

22 Student: DOB: Discussion Notes Date Notes Intervention Action Plan Date WHO will do WHAT by WHEN

23 Student: DOB: Individual Literacy Data Profile (complete all that are applicable) Measure Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Benchmark Assessment System STAR Early Literacy STAR Reading Independent Reading Level Accelerated Reader Quizzes - Passed/Taken % Correct Engaged Time Instructional Level LLI Accuracy Comprehension PSF (Phoneme Segmentation Fluency) DIBELS NWF (Nonsense Word Fluency) ORF (Oral Reading Fluency) # of Known Sight Words Letter names/sounds

24 Student: DOB: Measure Individual Math Data Profile (complete all that are applicable) Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: STAR Math Unit Assessment: Domain: Unit Assessment: Domain: Unit Assessment: Domain: Unit Assessment: Domain: Unit Assessment: Domain: Unit Assessment: Domain: Unit Assessment: Domain: OTHER Please describe:

25 Student: DOB: Individual Behavior Profile Behaviors(s) of Concern Description Observable/Measurable When How Often Duration Intensity Environmental Issues and Situational Variables A. What happens before the behavior? (Explain all that apply). With Adults: With Peers: With Certain Activities: In Certain Settings: At a Certain Time of Day or in a Certain Class: Other: B. What happens immediately after the problem behavior occurs? (consider student and environment) Needs Being Met Through This Behavior (Check One or More and Explain) Escape/Avoidance Attention Expression of Frustration Sensory Stimulation Tangible Power/Control Relief of Fear/Anxiety Other: Explanation: Child s Exposure to Rules Governing This Behavior (Check One or More) Class Discussions 1-1 Discussions Behavior Plan Assemblies Handbooks Posted Classroom Rules Check Sheet Other: Behavior Documentation/Referrals Number of office referrals for THIS/THESE behavior(s): Y Number of behavior slips regarding THIS/THESE behavior(s):

26 RESOURCES NOTES

27 Dear Parents and Families, This is a follow-up letter regarding the Student Support Team (SST) meeting that was held to discuss your child s progress in school. The SST is a team made up of classroom teachers, special education teachers, literacy and math specialists, speech therapist, school psychologist, and the school principal. The team meets weekly with classroom teachers to discuss concerns about students in academics and/or behavior. The job of the team is to listen, dissect the difficulties the student may be having, and then brainstorm possible solutions and interventions to try using with the student to improve academics and/or behavior. The entire team participates, and an action plan is written. Attached you will find the results of this meeting, including: your child s profile (basic information, background, medical, academic, etc.) notes about your child, their progress, as well as data/scores from various assessments what interventions have been tried the action plan for our next steps in providing support for your child possibly: recommendations from the team to you as parents If you have questions or concerns about the attached information, please feel free to contact us. You may contact your child s teacher, or you may contact any member of the team listed below. We would be happy to talk with you and help answer your questions or concerns. Thank you, <Insert Building Name Here> Student Support Team Team Member Title Ph. Number

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