Kansas Multi-Tiered System of Support

1. Kansas Multi-Tiered System of Support

2. Curriculum Instruction Assessment

3. Dr. Alexa PosnyKansas Commissioner of Education http://www.kansasmtss.org/

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 Decide what is important for students to know Teach what is important for students to know Keep track of how students are doing Make changes according to the results you collect Dave Tilly, Heartland AEA; 2005

6. Shift in ThinkingChange in How Our System Responds 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 ThinkingChange in How Our System Responds 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 Evidence-Based Practices District Team Building Team Core Beliefs Use Problem-Solving Process for Decision Making Data-Based Decision Making

16. MTSS - Big Ideas Model of Support Intervene Early Evidence-Based Practices District Team Building Team Core Beliefs Use Problem-Solving Process for Decision Making Data-Based Decision Making

17. Intervening EarlyKey Features • Students needing additional assistance are identified early • Age • Time of year

18. Intervening Early - Fall Data

19. MTSS - Big Ideas Model of Support Intervene Early Evidence-Based Practices District Team Building Team Core Beliefs Use Problem-Solving Process for Decision Making Data-Based Decision Making

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

21. Same Features – Different Approaches

22. MTSS - Big Ideas Model of Support Intervene Early Evidence-Based Practices District Team Building Team Core Beliefs Use Problem-Solving Process for Decision Making Data-Based Decision Making

23. Evidence-Based PracticesKey Features • Prevention • Alignment • Fidelity • Effective Instructional Practices

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

25. MTSS - Big Ideas Model of Support Intervene Early Evidence-Based Practices District Team Building Team Core Beliefs Use Problem-Solving Process for Decision Making Data-Based Decision Making

26. Data-Based Decision MakingKey Features • Screening • Diagnostic • Progress Monitoring • Outcome

27. Kansas Multi-Tiered System of Support (MTSS) Behavior Academics

28. 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 Primary PreventionTier 1 Interventions

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.

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. 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 Secondary PreventionTier II Supplemental Interventions

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 Note: Score may go beyond 100% if bonus points are given Baseline Intervention Baseline Intervention

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

46. 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 Tertiary PreventionTier III Intense Customized Interventions

47. Tier 3 Academic Data for Decision Making

48. System Program Evaluation

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?