Multi-tiered System of Support (MTSS) Handbook2019-20 School Year

St. Francis Area SchoolsSt. Francis, Minnesota

St. Francis Area Schools

Strategic Plan OutlineMission

Our mission is to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible

citizens in a dynamic world.

Mission Outcomes

By 2020, all students will…• Develop a personalized educational path they can articulate and use to progress

toward their evolving dreams.• Identify and choose positive ways they can take active ownership in their

community while recognizing its diversity.

Strategies

We will… • Ensure that every employee understands, supports and promotes our core

values and mission.• Build trust and facilitate engagement with all St. Francis Area Schools

stakeholders.• Align and support all educational programs and services to achieve our mission

and mission outcomes.

Core Values

We believe that… • Trust and respect are fundamental for thriving relationships.• Our community flourishes when individuals, families and organizations

collaborate.• Every person matters and has value.• Responsibility and accountability are essential for personal growth,

organizational improvement and community engagement.• Commitment to high expectations is essential to help achieve full individual

and collective potential.• Everyone benefits when culture and diversity are understood and respected.• Lifelong learning enriches individuals and creates opportunities.• Open exchanges of ideas and communicated planning are integral for

continuous improvement.

Strategic Delimiters

We will NOT… • Continue or adopt any program or service unless it is aligned with and

advances the mission and is accompanied by the necessary human and financial resources.

• Make decisions without the use of relevant data provided by the appropriate personnel.

• Allow past experiences to interfere with the consideration of new ideas.

Adopted by the St. Francis Area Schools School Board May 11, 2015

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 3

Table of Contents

General Information: When All Means All

Multi-tiered System of Support (MTSS): Foundational Beliefs ........4RTI Tiered Instruction ............................................................................5MTSS Teams.............................................................................................6MTSS Team Responsibilities ..................................................................7

Professional Learning Communities and MTSS

MTSS Instructional Cycle—The Work of a PLC .................................8 Purpose of the Professional Learning Community (PLC) .................9Prioritizing Standards ...........................................................................10

AssessmentsCommon Assessments ..........................................................................11Schoolwide Universal Screening .........................................................12

Tier 1 ProcessTier 1 .......................................................................................................13MTSS Tier 1 Core Instruction and Tier 2 ..........................................14

Tier 2 Process Tier 2 .......................................................................................................15

Tier 3 ProcessTier 3 .......................................................................................................16 MTSS School Intervention Team (SIT) Process ................................17Tier 3 Progress Monitoring Guidelines and Graduate Criteria ......... 18

Programming Guidelines

Guidelines Regarding Federal Programming Requirements .....19-20

Specific Subject Area Information

Reading Diagnostic Menu ....................................................................21Reading Interventions .....................................................................22-24Math Interventions ................................................................................25

AppendixLearning Standards Chart ....................................................................26ELB Reflection Cycle ............................................................................... 27Universal Screening Calendar and Assessments Matrix ............28-29

References References ...............................................................................................30

4 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Multi-tiered System of Support (MTSS): Foundational BeliefsMulti-tiered Systems of Support (MTSS), formerly Response to Intervention (RtI), is a framework of instruction that provides support to ALL students to ensure mastery of grade-level content standards. The tiers of MTSS provide varying levels of support for students who are struggling to reach mastery as well as those to exceed grade-level.

MTSS provides a framework that incorporates screening, progress monitoring and data-based decision making to provide effective instruction.

MTSS and RtI are viewed as similar concepts by the Minnesota Legislature; however, since 2012, education leaders have witnessed a systematic movement away from RtI toward MTSS.

There are four critical components that guide the MTSS framework in St. Francis Area Schools. These components are Critical responsibility, Concentrated instruction, Convergent assessment, Certain access.

1. Critical responsibility: All stakeholders believe they are responsible for ensuring that each student learns at a high level.

2. Concentrated instruction: Curriculum is developed based on identified essential learning. Personalized learning paths are developed in order for each student to attain a high level of mastery.

3. Convergent assessment: The systemic use of data to determine the learning needs of each student and monitoring the effectiveness of instruction in regards to meeting those needs.

4. Certain access: There is an articulated process that guarantees each student with the support and time he/she needs in order to learn at high levels.

Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.

General Information: When All Means All

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 5

RtI Tiered InstructionTier 1 instruction, also known as core instruction, is at course/grade level instruction that each student receive on a daily basis. For the majority of students, Tier 1 instruction will meet their academic needs. For approximately 80% of students Tier 1 instruction will meet their academic and/or behavioral needs.

Tier 2 instruction is supplemental instruction, at course/grade level, for students who need additional support in learning course/grade level material. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction. Approximately 20% of students should need Tier 2 instruction in the ideal MTSS framework. Tier 2 needs and interventions are identified during PLC conversations referencing the four critical questions.

Tier 3 instruction is intensive support provided to students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically these students do not have the appropriate course/grade level skills yet to be successful in solely Tier 1 and Tier 2 instruction. Tier 3 provides yet an additional level of intervention to help students develop foundational skills. Students receiving Tier 3 instruction also receive Tier 1 and 2 instruction. Students are entered into the Tier 3 interventions based on a referral to the School Intervention Team (SIT).

The diagram below illustrates the three tiers.

Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.

General Information: When All Means All

Tier 1Effective Core Instruction for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive

Interventions for Individual Students

6 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

MTSS Teams

Team Purpose Team Members Frequency of Meetings

Teacher Teams/PLC The team has five main functions:

1. Clearly define ELBs

2. Provide Tier 1 instruction

3. Assess student learning and effectiveness of instruction

4. Analyze data to identify students in need of additional support

5. Take lead responsibility for Tier 2 interventions

• Course/grade level teams

• Department teams

• Interdisciplinary teams

Weekly

School Intervention Teams (SIT)

Primary function is to analyze various forms of data to determine how to best meet the needs of students requiring Tier 3 interventions.

• Determine students’ academic/behavioral needs

• Diagnose causes of struggles in Tier 1 and 2

•Determine appropriate intervention

• Monitor student progress

• Revise intervention as needed

• Determine appropriate next steps for students

• Principal

• Social worker/counselor

• Intervention Lead

• General education teacher(s)

• Special education teacher/representative

• School nurse

• EL teacher, as needed

• Parent (invited, but not required)

• American Indian Education Coordinator (as needed)

Weekly

General Information: When All Means All

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 7

General Information: When All Means All

MTSS Team Responsibilities The diagram below illustrates the roles of the MTSS teams at the building level.

© Solution Tree 2015 • solution-tree.com • Reproducible.

The RTI at Work Multitered System of Support Pyramid

Schoolwide Responsibilities Teacher Teams Responsibilities

Tier 1: Core InstructionAll students have access to grade-level essential standards.

Academic and Social Behaviors Academic Skills

Tier 2: Intervention and ExtensionIn addition to Tier 1: Targeted students receive additional time and support to master grade-level, essential learning targets, immediate

prerequisite skills, and extension standards.

Tier 3: Intensive RemediationIn addition to Tiers 1 and 2:

Targeted students receive intensive support to master universal skills.

ReadingNumber sense

Social and academic behavior

English language

Writing

PreventionIntervention and Extension

Remediation

More H

ighly

Train

ed

More T

argete

d

Interventions Led by Schoolwide TeamsTiers 1 & 2– Students with

motivational issues– Students with attendance

issues– Students with behavior issuesTier 3– Students in need of intensive

remedial support in universal skills: reading, writing, number sense, English Language, attendance and behavior

Interventions Led by

Collaborative Teacher Teams

Tiers 1 & 2– Students in need of

supplemental support in learning essential core

standards and English language

8 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

MTSS Instructional Cycle —The Work of a PLC The following diagram illustrates the MTSS Instructional Cycle—The Work of the PLC. The diagram shows how standards, tiered instruction and PLC come together to provide an effective MTSS system.

Select standard and appropriate learning targets for unit plans.

Introduce learning targets, begin core instruction (Tier 1).

Analyze assessment data

(formative/summative). Identify students in

need of supplemental instruction.

Analyze assessments data, provide differentiated

instruction (Tier 2 and enrichment) to meet

individualized learning needs.

Review and analysis of standards

Screen for prior skills (pre-assess).

Give formative

assessments.

Give summative

assessments.

All students, including those receiving supplemental

interventions, move on to the next standard.

Repeat cycle for additional

learning targets.

}What do we want students

to learn?~

}How will they know if they have

learned it?~

}How do we respond when students

experience difficulty?~

}How do we respond when

students do learn?~

Diagram modified from Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.

Professional Learning Communities and MTSS

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 9

Professional Learning Communities and MTSS

Purpose of the Professional Learning Community (PLC)“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities” (DuFour & Eaker, 1998).

PLCs provide educators an avenue to collaborate regarding student learning and effective instructional strategies. The three concepts of the PLC include clarifying what each student will learn and how educators will ensure the learning, building a collaborative culture because the work cannot be completed in isolation, and using various forms of data to monitor student learning and respond to the learning in effective methods.

Collaboration is the key of the PLC, “the power of teachers is enhanced when teacher work collaboratively in highly effective teams” (Eaker, 2016).

The PLC discussions are guided by the four critical questions:

1. What is it we expect our students to learn?• Clarifying and adding meaning to standards• What the benchmark, if met, would look like in student work• Common scoring, learning targets, pacing

2. How will we know when they have learned it?• Collaborative development and the use of common formative assessments• Quick checks for understanding

3. How will we respond when some students do not learn?• Differentiated instruction, MTSS

4. How will we respond when some students already know it?• Differentiated instruction

Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.

10 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Professional Learning Communities and MTSS

Prioritizing StandardsIn order to answer the first PLC critical question, “What do we want our students to learn?”, educators need to determine what the standards are for each unit of instruction. In order to prioritize the content standards there are four categories for reflection.

1. What is essential to know and do?

2. What is important to know and do?

3. What is worth being familiar with?

4. What is nice to know?

Essential standards are imperative for student learning and are often the foundational pieces for further learning. There are three criteria to be used when identifying essential standards:

1. Endurance: Does knowledge of this standard go beyond performance on a single test/assessment? Typically essential standards focus on lifelong skills, concepts, and processes.

2. Leverage: Does the knowledge of this standard carry over to other content areas? Is is widely applicable?

3. Readiness for further study: Does the standard provide foundational knowledge for learning at another grade level or level of instruction?

Standards that meet the three criteria above are identified as essential. If it meets two of the criteria it is an important standard. If it only meets one of the criteria it is a nice-to-know standard.

It is the expectation of teachers that all standards and standards are taught. The essential standards are those areas of knowledge that students are expected to master within the class/grade. Student who struggle to master the standards are provided further instruction through Tier 2 and possible Tier 3.

St. Francis Area Schools has currently identified ELBs for Math and English/Language Arts.

Gregory, G., Kaufeldt, M. and Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 11

Common AssessmentsWe give common assessments so we can identify specifically which students did not demonstrate mastery of essential standards. Because we give common assessments to measure student mastery of essential standards, assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, the test results must provide more than an overall score for each student. They also should specifically delineate which standards each student did not pass.

Essential question: Specifically which students did not demonstrate mastery?

Identify effective instructional practices: Because our teachers have autonomy in how they teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course.

Essential question: Which instructional practices proved to be most effective?

Identify patterns in student mistakes: Besides using common assessment results to identify best instructional practices, this data should also be used to determine ineffective instructional practices. Patterns emerge that can point to weaknesses or gaps in initial instruction when analyzing the types of mistakes that failing students make.

Essential question: What patterns can we identify from student mistakes?

Measure assessment accuracy: Through a careful item analysis of the assessment, a team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.

Essential question: How can we improve this assessment?

Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.

Essential question: What interventions are needed to provide struggling students additional time and support?

Modified from © Mattos 2016. SolutionTree.com Reproducible

Assessments

12 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Schoolwide Universal ScreeningUniversal Screening data is one piece of data to be considered regarding students’ progress during PLC meetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs—both the needs of students who do not have the necessary skills and those who are already proficient. See Universal Screening Calendar and Assessment Matrix for more details. St. Francis Area Schools uses FastBridge Learning as its benchmark assessment system.

Benchmark assessments serve three purposes:

1. Allow students to be screened to monitor their academic progress. Students below benchmarks are identified for further assessment.

2. Help set a baseline for school goal setting purposes.

3. Provide data on school programming effectiveness.

Kindergarten–Grade 5:

• All students are screened (reading and math) three times per year.

Grades 6-8:

• All students are screened (reading and math) three times per year.

Grades 9-12:

• All 9th grade students will be screened (reading and math) in the fall and spring (or when they complete English 9).

• Identified 10th grade students will be screened in reading and/or math in the fall and after completing instruction in reacting and/or math.

• Identified 11th grade students will be screened in math in the fall and after completing instruction in reacting and/or math.

Crossroads School

• Will benchmark all students at appropriate intervals.

Assessments

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 13

Tier 1

Entry Criteria:

Tier 1, core instruction, is provided to all students. The intensity of core instruction increases with the needs of the students. Core instruction will vary from room to room and year to year based on students’ needs.

Instruction:

Tier 1 instruction includes, but is not limited to:• Research-based instructional strategies• Data-driven decision making and instruction• District approved core curriculum• Differentiated instruction• Flexible grouping

Benchmarking and Assessments:

All students will be screened multiple times throughout the school year in the areas of reading and math. See Universal Screening Calendar and Assessment Matrix for specific assessment windows. Screening data is one piece of data to be considered regarding students’ progress during PLC meetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs—both the needs of students who do not have the necessary skills and those who are already proficient.

Students will have multiple opportunities to demonstrate their skills through common formative and summative assessments. This data should be used in PLC discussions in regards to the four critical questions.

Professional Learning Communities (PLC):

Professional Learning Communities will meet weekly to review student learning. The purpose of these meetings is to discuss the four critical questions in regards to current student learning. Teachers will identify the various students’ needs and discuss how, as a team, they will work to meet the needs of all students.

Tier 1

Tier 1Effective Core Instruction

for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive Interventions

for Individual Students

14 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Tier 1

MTSS Tier 1 Core Instruction and Tier 2Does data from common

(formative/summative) and/or universal screening show the

student is meeting course/grade level benchmarks?

Continue with instruction and differentiation for

enrichment.

Continue with Tier 1 instruction.

Student data is reviewed in PLC. Are there other students with similar struggles? What strategies could be used with this student? Has the student received

Tier 2 or 3 interventions in the past? Tier 2 interventions developed and implemented by PLC members.

Tier 2 intervention

Determine length of intervention and frequency of progress

monitoring.

Is intervention effective?PLC reviews data from strategies to determine if new instructional strategy is effective. If not, does strategy need to be changed or

fidelity of intervention reviewed?

Address fidelity concern

Implement new strategy

Implement new/revised strategy and monitor student progress. Review data

at PLC. Is intervention effective?

Student continues to struggle.

Student able to demonstrate mastery

Continue with Tier 1 instruction

Teacher may refer student to SIT for possible Tier 3 interventions. Tier 3

interventions take place in addition to Tier 1 Core

instruction and Tier 2 intervention.

YES NO

YES NO

NOYES

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 15

Tier 2

Entry Criteria:

Tier 2 interventions are intended for students who are struggling to meet course/grade level expectations. These interventions take place in addition to Tier 1, core instruction.

Instruction:

Tier 2 instruction includes, but is not limited to:• Flexible grouping• Research-based instructional strategies• Data-driven decision making and instruction• Differentiated instruction

Progress Monitoring:

Teachers will monitor student learning in their Tier 2 groups using appropriate tools for the specific interventions that will provide data for the PLC to monitor students’ progress.

Professional Learning Communities (PLC):

Tier 2 interventions will be determined during PLC meetings. Classroom teachers will review the common assessments and other forms of data to identify students who need Tier 2 interventions. Classroom teachers are responsible to take the lead in determining Tier 2 intervention needs while utilizing the expertise of intervention teachers.

Decision-Making Process:

PLC conversations should continually include discussion regarding student success. If students continue to struggle to learn a specific skill or demonstrate more significant need, there should be discussion at the PLC regarding the appropriateness of the intervention used or the fidelity of the intervention. After multiple interventions have been unsuccessful, the PLC should discuss if a School Intervention Team referral is appropriate for a specific student.

Tier 2

Tier 1Effective Core Instruction

for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive Interventions

for Individual Students

16 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Tier 3

Entry Criteria:

Tier 3 interventions are intended for students who have below course/grade level learning gaps. These interventions take place in addition to Tier 1, core instruction and Tier 2 interventions. It is not required that the students score below the 10th percentile in any standardized assessment to qualify for Tier 3 interventions. A student qualifies for Tier 3 interventions based on recommendation of the School Intervention Team’s (SIT) review of the student’s data. Each fall students who received Tier 3 interventions the spring prior, may begin receiving Tier 3 interventions without a SIT meeting, depending on the student’s current needs at the start of the school year.

Instruction:

Tier 3 instruction is specific to each student’s needs and is dependent on diagnostic assessment data. Tier 3 is:

• Small group, or individual instruction.• Increased frequency of intervention.• Additional minutes to Tier 1 and Tier 2 instruction. Tier 3 occurs during the school day,

in addition to scheduled Tier 2 intervention times, not in place of Tier 2 interventions (for example, WIN time).

Progress Monitoring:

Students receiving Tier 3 interventions will be progress monitored in a frequency based on the specific intervention being used. See Progress Monitoring Guidelines and Graduate Criteria for further details. Decisions regarding appropriate progress monitoring tools are made at the SIT meeting. The teacher providing the Tier 3 intervention is expected to frequently communicate student progress with the classroom/referring teacher.

Professional Learning Communities (PLC):

PLC conversations should continually include discussion regarding the student’s Tier 1 and Tier 2 progress. The classroom or referring teacher will participate in the SIT team’s discussions of the student receiving Tier 3 intervention. See MTSS School Intervention Team (SIT) Process on page 17 for more details.

Decision-Making Process:

See MTSS School Intervention Team (SIT) Process on page 17 for more details.

Tier 3

Tier 1Effective Core Instruction

for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive

Interventions for Individual Students

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 17

Team determines

appropriate next steps.

Tier 3

MTSS School Intervention Team (SIT) Process

Significant concern regarding student performance is identified. Concern may be generated by parent/guardian, classroom teacher or school staff.

Tier 1 and Tier 2 interventions have been tried(with fidelity) without success.

SIT referral form is completed in Alpine.

SIT team meeting: Review data, determine appropriate next steps.

If Tier 3 intervention is appropriate. SIT coordinator makes arrangements with intervention team for appropriate

intervention.

Implement intervention plan. Progress monitor student as required by intervention strategy.

Three week check-in meeting with SIT to evaluate current progress. Make any adjustments needed.

Six week check-in meeting with SIT to evaluate current progress.

Parent/Guardian is

updated regarding student’s progress with

intervention.

Parent/Guardian is

updated regarding student’s progress with

intervention.

Parent/Guardian is

updated regarding student’s progress with

intervention.

Parent/Guardian is

updated regarding student’s progress with

intervention.

Goal met:

Discontinued intervention

Significant progress: Maintain

intervention

Below average progress: Change

intervention

No/minimal progress: Change

intervention*

* If the intervention plan and its revisions are not successful in helping the student meet the goal(s), the SIT may make a referral to the Child Study Team for a possible special education evaluation.

18 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Tier 3 Progress Monitoring Guidelines and Graduate Criteria

Progress Monitoring:

• Typically occurs at a student’s instructional level (below course/grade level when necessary).

• When student is progress monitored (PM) at a performance level that is below course/grade level, three consecutive data points must occur above the goal line. Teachers will continue to set a new goal at the subsequent course/grade level until student has met graduate criteria at their current course/grade level.

• Progress monitoring: ■ Occurs at performance level■ Weekly for both math and reading

◆ Progress monitoring can occur more frequently based on SIT meeting discussion■ Use a tool that matches your diagnostic outcome■ After graduating a student, PM for two additional months bi-weekly (every other week)

Graduate Criteria:

• Three consecutive data points are expected above the goal line (their current course/grade level)

• Decision is based on data points; not length of intervention• The SIT decision is a critical component of the this process; the data from FastBridge or other

sources is one piece of data to be reviewed. Teacher input, staff input, communication, etc. are essential.

Exit Criteria:

• The student left district• The parent requested Tier 3 services to be discontinued

Tier 3

Tier 1Effective Core Instruction

for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive

Interventions for Individual Students

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 19

Guidelines Regarding Federal Programming Requirements

Those providing intervention services and funded via Title I and ADSIS:

The District Office will send certifications to building administrators two times a year to verify the funding source and percentage of work under these funding sources (Title I and ADSIS).

Title I Compacts and ADSIS Guardian Permission Forms:

Title I Compacts and ADSIS Parent/Guardian Permission Forms are to be saved for a total of three years. Each site will develop a system to save these documents should they be requested by MDE. If utilizing the students’ cumulative folder, sites will need to determine another means to save these in a centralized location for a period of three years.

Title I Compact:

• Each site (including principal, intervention teachers, classroom teachers, and parents) is responsible to develop a compact, following MDE guidelines, that identifies the partnership between home and school. The Title I Compact must:

■ Describe the school’s responsibility to provide a high quality curriculum and instruction in a supportive and effective learning environment.

■ Describe ways a parent can participate as appropriate in decisions relating to the education of their child such as serving on the school site council, PTA, Title I parent involvement committee.

■ Addresses the importance of communication between teachers and parents on an ongoing basis through a minimum of:

◆ An annual parent/teacher conference to review compact.◆ Reasonable access to staff.◆ Opportunities to volunteer, participate in classroom activities, and observe

classrooms.■ Describe ways the parent can be responsible for supporting their child’s learning, such

as how they can monitor their child’s homework, attendance, television watching.• Conduct a parent/teacher conference to review the compact annually.• Discuss the compact as it relates to the individual child.• Must be presented to parent/guardian up to three times as an attempt to obtain a signature.• Verbal permission is acceptable and must be documented on a permission form.• Parents do not have to give permission of their child to receive Title I services.• Each site’s developed Title I Compact must be placed in the site’s Title I Google drive file. • Sites are required to send an email to Office of Curriculum & Instruction (OCI) notifying of

updated Title I Compact yearly.• Building administrators will share the revised Title I Compact with all site classroom teachers

for use each year.

Programming Guidelines

20 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

ADSIS Parent/Guardian Permission:

• OCI will provide the ADSIS permission form, following MDE guidelines, yearly to site administrators and ADSIS funded teachers.

• Programming will proceed if the permission form is not received from the parent/guardian; three attempts for a signature must be made and documented.

• Verbal permission is acceptable and must be documented on a permission form.• Parents/Guardians can decline services upon qualification or at any time during the school

year. • The date of effectiveness should reference one year to allow for services to begin the first dayof

the next school year.

Service Hour Spreadsheets (ADSIS):

ADSIS funded interventionists will complete the service hour spreadsheets on or before the 5th of each month. OCI will send the updated version to the interventionists at the start of the school year.

Special Education Services Clarification:

• ADSIS cannot serve ANY special education student (speech included); this does not mean that they cannot receive Tier 2 and Tier 3 support. Utilize other resources to ensure students have necessary supports in all tiers.

■ ADSIS funded teachers are not the only staff members allowed to provide intervention support. Title I, classroom teachers, compensatory funded teachers, or other trained staff can provide interventions.

• Title I can serve special education students, but not in the area of their IEPs.■ IEP goal for reading only: could receive math intervention by a Title I teacher■ IEP goal for math only: could receive reading intervention by a Title I teacher■ IEP goal for behavior only: could receive either math/reading intervention by a Title I

teacher

Programming Guidelines

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 21

Specific Subject Area Information

Tier 2/Tier 3 Reading Diagnostic Menu

K 1 2 3 4 5

Phonemic Awareness

PRESS FAST

HMH Reading Diagnostic

PRESS FAST

HMH Reading Diagnostic

PRESS FAST

HMH Reading Diagnostic

PRESS FAST

HMH Reading Diagnostic

PRESS FAST

HMH Reading Diagnostic

PRESS FAST

HMH Reading Diagnostic

Phonics/ Decoding

PRESS FASTOrton

Gillingham

PRESS FASTOrton

GillinghamReading Mastery

Fast Cycle HMH Reading

Diagnostic

PRESS FASTOrton

Gillingham*Reading Mastery

Fast Cycle HMH Reading

Diagnostic

PRESS FASTOrton

GillinghamCorrective

ReadingHMH Reading

Diagnostic

PRESS FASTOrton

Gillingham*Corrective

Reading HMH Reading

Diagnostic

PRESS FASTOrton

GillinghamCorrective

Reading HMH Reading

Diagnostic

Fluency

RN placement QRI

HMH Reading Diagnostic

RN placement QRI

HMH Reading Diagnostic

RN placement QRI

Corrective Reading

placement test HMH Reading

Diagnostic

RN placement QRI

Corrective Reading

placement test HMH Reading

Diagnostic

RN placement QRI

Corrective Reading

placement test HMH Reading

Diagnostic

Comprehension

QRI CARS

HMH Reading Diagnostic

QRI CARS

HMH Reading Diagnostic

QRI CARS

HMH Reading Diagnostic

QRI CARS

HMH Reading Diagnostic

QRI CARS

HMH Reading Diagnostic

Sight Words

Frye Sight Words Lists

QRI

Frye Sight Words Lists

QRI Orton

Gillingham

Frye Sight Words Lists

QRI Orton

Gillingham

Frye Sight Words Lists

QRI Orton

Gillingham

Frye Sight Words Lists

QRI Orton

Gillingham

22 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Specific Subject Area Information

Tier 2/Tier 3 Reading Interventions* Designates Tier 3 intervention

K 1 2 3 4 5

Phonemic Awareness

Great Leaps K-2* PRESS FASTJourneys Toolkit PALS Phonemic Awareness Instructional Routine WordsSyllables Rhyme Phoneme Isolation Phoneme Blending Phoneme Segmenting

Great Leaps K-2* PRESS FASTJourneys Toolkit PALSPhoneme Isolation Phoneme Blending Phoneme Segmenting

Great Leaps K-2* PRESS FASTJourneys Toolkit PALS

Great Leaps 3-5* PRESS FASTJourneys Toolkit PALS

Great Leaps 3-5* PRESS FASTJourneys Toolkit PALS

Great Leaps 3-5* PRESS FASTJourneys Toolkit PALS

Phonics/ Decoding

Great Leaps K-2* PRESS FASTJourneys Toolkit PALS Orton Gillingham*Letter Sound Correspondence Blending Sounds in Short Words Segmenting Sounds in Short Words Writing Simple Words Decoding Words in Connected Text

Great Leaps K-2* PRESS FASTJourneys Toolkit PALS Orton Gillingham*Decode Words in Connected Text Decode and Write Words Decode and Write Words with Blends Decode and Write Words with Silent the “e” Decode and Write Words with More than One Syllable

Great Leaps K-2* PRESS FASTJourneys Toolkit Read and Write Irregularly Spelled Words Diagraphs and Consonant Blends Words with More than One Syllable

Great Leaps 3-5* PRESS FASTJourneys ToolkitBase Words and Suffixes #1 Base Words and Suffixes #2

Great Leaps 3-5* PRESS FASTJourneys Toolkit

Great Leaps 3-5* PRESS FASTJourneys Toolkit

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 23

Tier 2/Tier 3 Reading Interventions* Designates Tier 3 intervention

Specific Subject Area Information

K 1 2 3 4 5

Fluency

Great Leaps K-2* PALS PRESS FASTHigh Frequency Words

Great Leaps K-2* PALSRead Live* PRESS FASTReading Text with Appropriate Expression

Great Leaps K-2* PALS Read Live*PRESS FASTPhonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing

Great Leaps 3-5* PALS Read Live*PRESS FASTPhonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing

Great Leaps 3-5* PALS Read Live*PRESSFAST

Great Leaps 3-5* PALS Read Live* PRESSFAST

Vocabulary

PRESS FASTDescribe in General and Specific Language Identify and Sort into Conceptual Categories New Vocabulary

PRESS FASTDescribe in General and Specific Language Identify and Sort into Conceptual Categories New Vocabulary Multiple Meanings Using Context Clues

PRESS FASTCategorize and Describe Features Make Connections Base Words and Affixes Synonyms, Antonyms, Homophones Multiple Meaning Words in Context

PRESS FASTCategorize and Describe Features Make Connections Base Words and Affixes Multiple Meaning Words in Context Shades of Meaning

PRESSFAST

PRESSFAST

Comprehension

Great Leaps K-5* Journeys Toolkit PRESS Identify Story Grammar Answer and Ask Explicit Questions Identify Main Idea Answering Higher Level Questions

Great Leaps K-5* Journeys Toolkit CARS/Stars* PRESS FASTAnswer and Ask Explicit Questions Identify Main Idea Answering Higher Level QuestionsSequence Events in a Story Identify Details to Support Answers

Great Leaps K-5* Journeys Toolkit CARS/Stars* PRESS FASTPALS Sequence Events in a Text Compare and Contrast in One Text #1 Compare and Contrast in One Text #2 Cause and Effect Author’s Purpose Retell and Summarize

Great Leaps 3-5* Journeys Toolkit CARS/Stars* PRESS FASTPALS Cause and Effect Author’s Purpose Compare and Contrast in Two Texts Making Inferences Retell and Summarize

Great Leaps 3-5*Journeys Toolkit CARS/Stars* PRESS FASTPALS S

Great Leaps 3-5* Journeys Toolkit CARS/Stars* PRESS FASTPALS

24 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Specific Subject Area Information

K 1 2 3 4 5

Sight WordsFAST PALS

Great Leaps K-2*

PALS

Great Leaps K-2*

Great Leaps K-5*

Great Leaps K-5*

Great Leaps K-5*

Supplemental

Florida Center for Reading Research

What Works Clearinghouse

Florida Center for Reading Research

What Works Clearinghouse

Words Their Way

Dibels

Florida Center for Reading Research

What Works Clearinghouse

Words Their Way

Dibels

Florida Center for Reading Research

What Works Clearinghouse

Words Their Way

Dibels

Florida Center for Reading Research

What Works Clearinghouse

Words Their Way

Dibels

Florida Center for Reading Research

What Works Clearinghouse

Words Their Way

Dibels

Tier 3 Reading Interventions

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 25

Specific Subject Area Information

Tier 2/Tier 3 Math Interventions* Designates Tier 3 intervention

K 1 2 3 4 5Number and Operation

focusMATH* Kindergarten

Great Number Line Race!

focusMATH* Grade 1 Book B

Great Number Line Race!

Strategic Number Counting

focusMATH* Grade 2 Book A

Strategic Number Counting

Copy Cover Compare

Folding In Technique

Peer tutoring

Self monitoring

focusMATH* Grade 2 Book B

focusMATH* Grade 3 Book B

Errorless Learning

focusMATH* Grade 3 Book A

Problem Solving

focusMATH* Grade 3 Book B

Copy Cover Compare

Folding In Technique

Peer tutoring

Self monitoring

focusMATH* Grade 4 Book A & C

Problem Solving

Errorless Learning

focusMATH* Grade 4 Book A & B

Errorless Learning

focusMATH* Grade 5 Book A & B

Algebra focusMATH* Grade 1 Book A

Copy Cover Compare

Folding In Technique

Peer tutoring

Self monitoring

Self monitoring

Folding In Technique

Peer tutoring

Copy Cover Compare

focusMATH* Grade 3 Book A

Geometry and Measurement

focusMATH* Kindergarten

focusMATH* Grade 2 Book C

focusMATH* Grade 2 Book C

focusMATH* Grade 2 Book C

focusMATH* Grade 2 Book C

Comprehensive CAMS/STAMS*

Quantile Frameworks for Mathematics†

CAMS/STAMS*

Quantile Frameworks for Mathematics†

CAMS/STAMS*

Quantile Frameworks for Mathematics†

CAMS/STAMS*

Quantile Frameworks for Mathematics†

CAMS/STAMS*

Quantile Frameworks for Mathematics†

CAMS/STAMS*

Quantile Frameworks for Mathematics†

† Quantile Frameworks for Mathematics is available for grades K-12.

26 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Appendix

Lear

ning

Sta

ndar

ds C

hart

St. F

ranc

is Ar

ea S

choo

lsCu

rric

ulum

& In

stru

ctio

n41

15 A

mba

ssad

or B

oule

vard

NW

, St.

Fran

cis,

MN

550

7076

3-75

3-70

40 •

ww

w.is

d15.

org

Wha

t do

we

wan

t our

stud

ents

to le

arn?

Gra

de:

Subj

ect:

Trim

este

r:Te

am M

embe

rs:

Iden

tify

and

desc

ribe

st

anda

rdEx

ampl

e of

Rig

orPr

ereq

uisit

e Sk

ills

Whe

n Ta

ught

Com

mon

Sum

mat

ive

Ass

essm

ent

Exte

nsio

n St

anda

rds

Wha

t is t

he e

ssen

tial

stan

dard

to b

e le

arne

d?

Des

crib

e in

stud

ent f

riend

ly

lang

uage

.

Wha

t doe

s pro

ficie

nt

stud

ent w

ork

look

like

? Pr

ovid

e an

exa

mpl

e or

de

scrip

tion.

Wha

t prio

r kno

wle

dge,

skill

s, or

voc

abul

ary

are

need

ed fo

r a st

uden

t to

mas

ter t

his s

tand

ard?

Whe

n w

ill th

is st

anda

rd b

e ta

ught

?W

hat a

sses

smen

t will

we

use

to m

easu

re st

uden

t m

aste

ry?

Wha

t will

we

do w

hen

stud

ents

hav

e al

read

y le

arne

d th

is st

anda

rd?

Ada

pted

from

Gre

gory

, Kau

feld

t, M

atto

s, 20

16SAMPLE

Click here to link to the Essential Learning Benchmark Chart as a PDFClick here to link to the Essential Learning Benchmark Chart in Google Docs

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 27

Appendix

Standards Priority Reflection CycleAnnually PLCs should review the Minnesota State Standards using the Priority Reflection Cycle.

Implement MTSS Instructional Cycle

Recommend priority changes if needed.

Identify Standard

Evaluate for:• Endurance• Leverage• Readiness for further study• Vertical alignment• Horizontal alignment

28 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

Appendix

Universal Screening Calendar and Assessments Matrix 2019-20Universal Screening: is conducted three times throughout the school year for all current students and new students to the district. The dates for universal screening as well as the assessments used for universal screening are as follows:

Grades K-5

Season Assessment Window Including Data Entry

Fall September 4-October 4

Winter January 13-February 7

Spring April 27-May 22

Grades 6-12

Season Assessment Window Including Data Entry

Fall September 4-October 4

Winter February 3-28

Spring April 27-May 22

St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota 29

Appendix

Universal Screening Calendar and Assessments Matrix 2019-20 The following tables identify the various universal screening assessments that are given during each universal screening period, for each grade/level.

• Grades K-5• Grades 6-12

Grades K-5 Fall • Winter • SpringKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

earlyReading earlyReading FASTtrack Reading

FASTtrack Reading FASTtrack

ReadingFASTtrack

Reading CBMreading CBMreading

earlyMath earlyMath aMath aMath aMath aMath

CBMmath Automaticity

CBMmath Automaticity

CBMmath CAP

CBMmath CAP

Grades 6-12 Fall • Winter • SpringGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

FASTtrack Reading

FASTtrack Reading

FASTtrack Reading

FASTtrack Reading

FASTtrack Reading

FASTtrack Reading

(identified students)

FASTtrack Reading

(identified students)

aMath aMath aMath aMath* aMath* (identified students)

CBMmath CAP

CBMmath CAP

CBMmath CAP

CBMmath CAP

(identified students)

CBMmath CAP

(identified students)

* 9th and 10th grade students will take the aMath assessment during the trimesters they are taking math courses.

30 St. Francis Area Schools MTSS Handbook 2019-20 | Revised August 2019 | St. Francis, Minnesota

References

Buffum, A., Mattos, M., Weber, C. Simplifying Response to Intervention Four Essential Principles. Solution Tree Press, Bloomington, IN, 2012.

Burns, M., & Gibbons, K. Implementing Response-to-Intervention in Elementary and Secondary Schools. Routledge, New York, NY, 2008.

Burns, M., Riley-TIllman, T., & VanDerHeyden, A. RTI Applications Academic and Behavioral Interventions Vol. 1. The Guilford Press, New York, NY, 2012.

Critical Components of MTSS: http://education.state.mn.us/MDE/EdExc/StandImplToolkit/Exploration/CriticalCompMTSS/index.html.

Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.

Gregory, G., Kaufeldt, M. Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.