a framework for supporting all...
TRANSCRIPT
Multi-Tiered System of Supports (MTSS)
A Framework for Supporting All Students
Warren County Speech-Language-Hearing Association
Presenter:
Dr. Saskia Brown
October 14, 2019
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WELCOME
• Introduction of the presenter and her professional background
• Reference Documents: • Name Tent• PowerPoint • Pre/Post Self-Assessment• SWIFT Handout• Professional Development Certificate
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LEARNING OUTCOMES
As a result of this presentation participants will be able to:
• Identify the benefits for all stakeholders when implementing a multi-tiered system of supports framework
• Gain an understanding of the essential components of a MTSS framework and some key resources for schoolwide implementation
• Identify the role speech-language pathologists play in the schoolwide implementing of a MTSS framework
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PRE-ASSESS LEARNING OUTCOMES
Please rate yourself on a scale of 1-5 with 1 being the lowest and 5 being the highest on your knowledge of the following presentation areas:
1. What is a multi-tiered system of supports?
2. Why utilize a multi-tiered system of supports?
3. What are essential components in a successful multi-tiered system of supports framework?
4. What are the steps for schoolwide implementation?
5. What is the role of the SLP in schoolwide implementation?
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PRESENTATION VOCABULARY
Let’s play alphabet soup and review a few acronyms you will come across in this presentation. If you know what the acronym
stands for, then stand up and shout it out!
• MTSS
• RTI
• I & RS
• LRE
• CST
• UDL
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WHAT IS A MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)?
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Audience texts SASKIABROWN929 to 22333 to join the session, then they text a response or join via web at PollEv.com/saskiabrown929.
WHY A MTSS FRAMEWORK IS NEEDED
• Academic intervention at 3rd or 4th grade takes 4 times longer than if delivered at kindergarten (Lyon, 1998).
• 1 in 6 children not reading proficiently at 3rd grade do not graduate from high school on time (Hernandez, 2011).
• Nationally, 68% of 8th graders and 64% of high school seniors failed to become proficient readers (Deshler, 2004).
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DEFINING MTSS
• A coherent continuum of evidence based, system-wide practices to support an rapid response to academic, behavioral, and social needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards.
(Kansas State Department of Education, 2015).
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THINK, PAIR, SHARE…
•Watch the MTSS video from Colleen Riley, State Director of Early Childhood & Title Services in Kansas. https://www.youtube.com/watch?v=IjyzTNfwdCU
• Think about how MTSS was defined by Colleen Riley. Share your thoughts with the person next to you.
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MTSS FRAMEWORK
School-based team; develop, implement,
review & assess action plans; coordinate access to school & community-based
resources; supports student and teacher
needs; support, guidance & PD; recommend school-
wide improvements
I&RS
Includes screening, data-based decision making, progress monitoring and multi-level
prevention system
RTI
Includes district/school leadership, family/community engagement, climate/culture
Multi-Tiered System of Supports
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Intervention and Referral Services (I&RS) is a committee of professional staff members created to:
1. assist students who are experiencing learning, behavior, or health difficulties.
2. provide & recommend strategies and solutions to parents & staff in order to assist in the student’s success.
WHAT IS I&RS?
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HOW DOES MTSS ENHANCE THE I&RS PROCESS
• Provides an integrated framework of resources and supports to be used by the I&RS team in problem solving.
• Provides the I&RS team with guidelines for decision making.
• Supports shared ownership for the success of all students.
• Ensures continual assessment of the efficacy of ongoing interventions.
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AUDIENCE POLL
Based on how MTSS is defined, does your school district utilize a multi-tiered system of supports framework?
A. Yes
B. No
C. Don’t Know
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Audience texts SASKIABROWN929 to 22333 to join the session, then they text a response or join via web at PollEv.com/saskiabrown929.
Improve educational achievement, including academic, behavior and
social/emotional success for all students.
WHAT IS THE GOAL OF MTSS?
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MTSS SUPPORTS TEACHERS AND INSTRUCTIONAL/SUPPLEMENTAL SERVICE PROVIDERS
• Provides support to match interventions with student needs evident to teachers in the classroom.
• Puts success of the student in the hands of the classroom teacher.
• Puts evidence of lack of success in the hands of the teacher.
• Puts ownership of students’ success in the hands of the instructional team leading to greater empowerment for teachers.
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MTSS SUPPORTS TEACHERS AND INSTRUCTIONAL/SUPPLEMENTAL SERVICE PROVIDERS
• Promotes further use of and provides further relevance for UDL.
• Reduction in over classification and misappropriate classification leads to better use of funding and resources.
• Reduction in the use of 504 plans as the answer to support students.
• Increasing attention on using interventions as a means to reach students will lessen behavior problems.
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MTSS SUPPPORTS ALL STUDENTS
• Requires that teachers commit themselves to reaching ALL students.
• Minimizes labeling of students by promoting more immediate support and lessening of classification.
• Promotes inclusion and supports in the least restrictive environment
• Promotes targeted-instruction and meeting the needs of each student.
• Supports academic, behavior, and social-emotional learning.
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ESSENTIAL COMPONENTS• Effective school leadership
• Positive school culture and climate
• Family and community engagement
• High-quality learning environments, curricula and instructional practices• Universal screening
• Progress monitoring
• Three-tiered prevention logic (RTI)• Core, Supplemental, and Intensive Instruction
• Continuum of supports that are flexible and increase in intensity, frequency, and duration
• Integrated model of data collection and analysis
• Collaborative problem-solving teams
• Commitment to staff professional growth18
EFFECTIVE SCHOOL LEADERSHIP
Administrative leadership that supports the implementation of MTSS with fidelity and includes:• District and building leadership team• Clear district and school vision and mission• Flexible approach to scheduling• Leadership that fosters effective teacher leaders• A plan for transition• A commitment to professional development opportunities
• Implementation Resource: • Success at the Core- Leadership Development
https://www.teachingchannel.org/success-at-the-core-sac
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POSITIVE SCHOOL CULTURE AND CLIMATE
A school culture and climate that emphasizes positive, proactive, and prevention oriented practices aligned to a student’s sense of physical and emotional safety to build optimal conditions for learning and includes:• A clean, safe, welcoming, and accessible
• Assessment of school culture and climate
• Clearly defined and articulated expectations, transitions and routines
• Instruction on social norms, relationship building, and behavior expectations
• Regular activities that are planned
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POSITIVE SCHOOL CULTURE AND CLIMATE
• Communication between staff and administrators
• Use of supportive behaviors
• Ongoing student and staff recognition
• Opportunities for student and staff input into planning and decision making
• Use of scaffolds
• Implementation Resource: • The New Jersey School Climate Survey
http://www.state.nj.us/education/students/safety/behavior/njscs/
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FAMILY AND COMMUNITY ENGAGEMENT
Ongoing participation of family and community partners in the design, implementation and sustainability of the MTSS framework that includes:• Involvement in development and implementation of vision and mission• Strategies and resources to accommodate cultural and linguistic differences• Multiple means of communication• Scheduling of intervention planning meetings
• Implementation Resource: • Partners in Education a Dual Capacity-Building Framework for Family-School
Partnerships http://www2.ed.gov/documents/family-community/partners-education.pdf
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AUDIENCE POLL
Which one of the core components discussed do you feel has the greatest impact on successful implementation of a multi-tiered system of supports framework?
A. Effective School LeadershipB. Positive School Culture and ClimateC. Family and Community Engagement
Please share why you selected this component. 23
Audience texts SASKIABROWN929 to 22333 to join the session, then they text a response or join via web at PollEv.com/saskiabrown929.
SUCCESS FOR ALL
Let’s look at this video where Amy Henry from Michigan discusses how implementing a MTSS framework supports all students and continuous school improvement.
https://www.youtube.com/watch?v=aBVjmxY2Nyw&list=PLjR0yjACZnz1tExC8XCdfjwDmX8nOejau&index=2
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TIME TO RE-BOOT YOUR WORKING MEMORY
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26SWIFT (2014)
ELEMENTS OF TIER 1
• All students receive Tier 1
• Core instructional program that is designed and delivered with fidelity by highly trained teachers
• UDL
• Group interventions and differentiation
• Progress monitoring and universal screening
• Most students will achieve a level of proficiency at Tier 1.
• Apx. 80 - 85% of students will remain in Tier 1
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ELEMENTS OF TIER 2
• Some students in Tier 2
• Frequent progress monitoring
• Changes in the frequency, intensity, and/or duration of targeted support(s)
• Utilization of supplemental programs and strategies
• Apx. 10 - 15% of students will be in Tier 2
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ELEMENTS OF TIER 3
• Few students in Tier 3
• Individualized student plan
• Intensive progress monitoring
• Changes in the intensity, frequency and duration of individualized support(s)
• Utilization of internal and external resources
• Program adaptations and modification
• Apx. 5 - 10% of students will be in Tier 3
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SPECIAL EDUCATION
RTI cannot be used to delay or deny timely initial evaluations ofchildren suspected of having a disability.
• N.J.A.C. 6A:14-3.3(d)• A direct referral to the child study team may be made when it can be documented that
the nature of the student's educational problem(s) is such that evaluation to determineeligibility for special education services under this chapter is warranted without delay.
• The parent may make a written request for an evaluation to determine eligibility forservices under this chapter. Such a request shall be considered a referral and shall beforwarded without delay to the child study team for consideration.
• USDE OSEP 2011 RTI Guidance Memo• www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep11-07rtimemo.pdf
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IMPLEMENTATION TOOLS• Tools for Universal Screening
http://www.rti4success.org/resources/tools-charts/screening-tools-chart
• Tools for Progress Monitoringhttp://www.intensiveintervention.org/chart/progress-monitoring
• Tools for Data Collectionhttp://www.rtinetwork.org/essential/assessment/data-based
• Tools for Instructional Interventionshttp://www.intensiveintervention.org/chart/instructional-intervention-tools
• Tools for Behavioral Interventionshttp://www.intensiveintervention.org/chart/behavioral-intervention-chart
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STEPS FOR IMPLEMENTATION
EXPLORE
• Establish stakeholder team
• District leadership team
• Gather resources
• Research
• Determine common language, vision and goals
• Identify needs
PLAN
• Obtain data from needs assessments
• Develop action plan
• Next steps
• Tasks
• Responsible individual
• Timeline for completion
• Deliverables
• Means for evaluation
IMPLEMENT
• Complete steps of action plan
SUSTAIN
• Evaluate the implementation of the action plan
• Reflect on things that worked and things that didn’t
• Review the plan in place and make necessary tweaks
• Reevaluate
ROLE OF SPEECH-LANGUAGE PATOLOGISTS
American Speech-Language-Hearing Association et al. (2006) identified new roles for SLPs in response to intervention to include:
• Program Design
• Collaboration
• Service to Students
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CHILD STUDY TEAM MEMBERS
N.J.A.C. 6A:14-3.1(d)• Child study team members and, to the extent appropriate, specialists in the
area of disability:3. May provide services to the educational staff with regard to
techniques, materials and programs. Services include, but are not limited to, the following:I. Consultation with school staff and parents;II. Training of school staff; andIII. The design, implementation and evaluation of techniques
addressing academic and behavioral difficulties;4. May deliver appropriate related services to students with disabilities;5. May provide preventive and support services to nondisabled students; and6. May participate on Intervention and Referral Services teams pursuant to N.J.A.C. 6A:16-8.
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TIER 1 EXAMPLE FOR LANGUAGETier 1: All Students SLP Role
• Administers a formal or informal screener (ex: pre-referral speech & language checklist) to all students to identify indicators of a language problem or enrichment need
• SLP may share information with the teacher on the relationship between language/communication skills and the development of literacy skills to assist withdesigning lessons for students who may be at different places in the learning process or developing activities that can be reinforced at home
• SLP may observe in the classroom and consult with the teacher
• SLP may assist the teacher with differentiated instruction in the areas of language and literacy during a literacy center
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TIER 2 EXAMPLE FOR LANGUAGE
Tier 2: Some Students SLP Role
• Analyzes data and monitors progress after embedding supports into Tier 1 core instruction/practices and notices there areindicators of a language problem or enrichment needs with some students
• SLP may suggest specific instructional strategies for the teacher to use with those students
• SLP may model instructional strategies for the teacher
• SLP may work with the small group of students on strategies for language in areas such as: vocabulary, comprehension, oral expression and pragmatics
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TIER 3 EXAMPLE FOR LANGUAGE
Tier 3: Few Students SLP Role
• Analyzes data and monitors progress after implementing Tier 2 strategies for some students and notices a few students still have not made adequate progress or require enhanced enrichment
• SLP may suggest changes in the intensity, frequency and/or duration of specific instructional strategies for the teacher to use with those students
• SLP may assist in facilitating differentiated instruction, flexible groups, and more opportunities for interventions and enrichment
• SLP may provide services to students with disabilities based on their IEP
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As you watch this video, think about how a MTSS framework is used to support teachers and students in
an inclusive environment.
www.youtube.com/watch?v=khzkNRjsPBE
Please share your thoughts!
A MULTI-TIERED APPROACH IN ACTION
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WHY IMPLEMENT A MTSS FRAMEWORK?
●Systematic, consistent approach to prevention, intervention and enrichment
●Calls for a continuum of supports based on student learning of grade level knowledge and skills
●Enhances the capacity of the classroom teacher to address learner variability
●Supports Professional Learning Communities as a mechanism for problem solving, collaboration with specialist and professional development
● Improves post-school outcomes
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IMPLEMENTATION RESOURCES
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What Works Clearing House• https://ies.ed.gov/ncee/wwc/
National Center on Intensive Intervention• https://intensiveintervention.org/
New Jersey Tiered System of Supports (NJTSS)• https://www.nj.gov/education/njtss/
RTI Network• http://www.rtinetwork.org/
Positive Behavioral Interventions and Supports• https://www.pbis.org/pbis-network/new-jersey
Universal Design for Learning• http://udlguidelines.cast.org/
National Center on Response to Intervention• http://www.rti4success.org
POST-ASSESS LEARNING OUTCOMES
Please rate yourself on a scale of 1-5 with 1 being the lowest and 5 being the highest on your knowledge of the following presentation areas:
1. What is a multi-tiered system of supports?
2. Why utilize a multi-tiered system of supports?
3. What are essential elements in a successful multi-tiered system of supports framework?
4. What are the steps for schoolwide implementation?
5. What is the role of the SLP in schoolwide implementation?
Please submit completed self-assessment documents to presenter!
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•What did you take away from this presentation and what will you be your next steps?
•Any final questions or comments?
FINAL REFLECTION
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Dr. Saskia Brown
Follow me on Twitter @DrSaskiaBrown
“All students have the right to a high-quality education that meets their individual needs”
CONTACT INFORMATION
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