Not a special ed initiative, not a general ed initiative, MTSS is an every ed initiative

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Not a special ed initiative, not a general ed
initiative, MTSS is an every ed initiative!

• Steve Kukic
• Sopris West
• stevek_at_sopriswest.com

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Director
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THE THREE CONSTANTS

• CHANGE
• PRINCIPLES
• CHOICE

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Change is good.
You go first!
Judy Elliott, 2004
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Policy is not based on research. Policy is based
on values. Research challenges us to question
tests us to change.
Barbara Keogh, 1992
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Utah Definition of Inclusion

• Inclusion is a shared value which promotes a
  single system of education dedicated to ensuring
  that all students are empowered to become caring,
  competent, and contributing citizens in an
  integrated, changing, and diverse society.

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No child left behind
No teacher left unsupported!
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Five Essential Components of Reading
Instructionin Reading First

• Phonemic Awareness
• Systematic Explicit Phonics
• Vocabulary Development
• Oral Reading Fluency
• Comprehension Strategy Instruction

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IDEA 2004 Re-authorization
HR 1350 The Improving Educational Results for
Children with Disabilities Act S 1248 The
Individuals with Disabilities Education
Improvement Act PL 108-466 The Individuals
with Disabilities Education Improvement Act

• IEP
• Discipline
• Research
• Early intervening services
• LD identification-RtI
• Numerous formal ties to NCLB we are ALL at the
  table!

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THE THREE CONSTANTS

• CHANGE
• PRINCIPLES
• CHOICE

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The Truth Part 1

• Every organization is perfectly aligned for the
  results it gets.

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The Truth Part 2

• Every person is perfectly aligned for the results
  he/she gets.

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SEE
DO
GET
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Covey, 2004
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Raise the Bar Close the GapWITH A VENGEANCE!
A deliberate strategy
Fullan, 2003
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If it works, Dont break it.
Kukic, 1993
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The Findings

• Districts had the courage to acknowledge poor
  performance and the will to seek solutions.
• Districts put in place a systemwide approach to
  improving instructionone that articulated
  curricular content and provided instructional
  supports.
• Districts instilled visions that focused on
  student learning and guided instructional
  improvement.
• Districts made decisions based on data, not
  instinct.
• Districts adopted new approaches to professional
  development that involved a coherent and
  district-organized set of strategies to improve
  instruction.
• Districts redefined leadership roles.
• Districts committed to sustaining reform over the
  long haul.

Beyond Islands of Excellence, Learning First
Alliance, 2003
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Not a special ed initiative, not a general ed
initiative, MTSS is an EVERY ED initiative!
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THE THREE CONSTANTS

• CHANGE
• PRINCIPLES
• CHOICE

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• It is our choices, Harry, that show what we truly
  are,
• far more than our abilities.
• Professor Albus Dumbledore
• Headmaster, Hogwarts School of Magic

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RtI Questions for Discussion

• How would outcomes and practice be affected if we
  made educational decisions based on student
  outcome data vs. tradition?
• What would happen if we focused our school reform
  efforts on the needs of students at risk rather
  than on the needs of students who dont need
  effective instruction to learn proficiently?
• How important is the context of school structure
  for intervention success?
• What should be the balance between academic and
  behavioral intervention?
• Whats your action plan for RtI?

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Context is everything! Donnalyn Anton, LAUSD,
2007
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Kansas MTSS Service Delivery Model
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions All, Some,
AND Few as the consistent focus One child at a
time, instructional decisions based on progress
monitoring data Systems change with coherence to
Close The Achievement Gap
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement
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Bonding

• Bonding depends upon everyone being bound to a
  set of shared purposes, ideas, and ideals that
  reflect their needs, interests, and beliefs.

Sergiovanni, 2000
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions
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Early Intervention Changes Reading Outcomes
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4
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Reading grade level (GE)
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1
1 2 3 4
Grade level corresponding to age
Reading First Assessment Committee 2000, based on
Torgesen data
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A Tiered Approach to Literacy in LBUSD
Individualized Interventions 5-10 of
students INTENSIVE
10-15 of Students STRATEGIC
75-85 of students CORE
Intensity of needs
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Kansas MultiTier System of Supports
Kansas MTSSMTSS is 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.Core
BeliefsEvery child learns and achieves to high
standardsLearning includes academic and social
competencies Every member of the education
community continues to grow, learn and
reflectEvery leader at all levels is responsible
for every studentChange is intentional, coherent
and dynamic
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Kansas Multi-Tiered System of Support (MTSS)

• Student centered planning
• Customized function-based interventions
• Frequent progress monitoring to guide
  intervention design

Academics
Behavior

• 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
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Kansas MTSS Service Delivery Model
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions All, Some,
AND Few as the consistent focus
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• We can, whenever we choose, successfully teach
  all children whose schooling is of interest to
  us. We already know more than we need to do that.
  Whether or not we do it must finally depend on
  how we feel about the fact that we havent so far.

Ron Edmonds, 1982 in DeFour et al., 2004
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions All, Some,
AND Few as the consistent focus One child at a
time, instructional decisions based on progress
monitoring data
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• The difference between a formative and summative
  assessment has also been described as the
  difference between a physical
  and an autopsy.
• Professional Learning Communities prefer
  physicals to autopsies.

DuFour, et al., 2004
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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions All, Some,
AND Few as the consistent focus One child at a
time, instructional decisions based on progress
monitoring data Systems change with coherence to
Close The Achievement Gap
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Change Model
Consensus
Infrastructure
Implementation
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Bridging the AYP Gap Using MTSS An Every Ed
Responsibility
Present Level of Achievement
MTSS Components
MTSS Components
Success for ALL Students
AYP Bridge
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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and
• Empowerment
• Assessment
• Curriculum
• Instruction
• Data-Based Decision Making
• Integration and Sustainability

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RtI websites

• www.edin08.org
• www.ncld.org
• www.rtinetwork.org
• www.nasdse.org
• www.rti4success.org
• www.cde.state.co.us
• http//www.ade.state.az.us/schooleffectiveness
• www.illinoisaspire.org
• www.interventioncentral.org
• www.easycbm.org
• www.kansasmtss.org
• www.progressmonitoring.org
• www.fcrr.org http//reading.uoregon.edu
• www.centeroninstruction.org

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A Call to ActionThe relentless pursuit of
excellenceThriving on CHAOS!

•  
• C
• H
• A
• O
• S

Collaboration with one purpose, to improve
achievement Hierarchy of tiered, effective,
academic and behavioral interventions All, Some,
AND Few as the consistent focus One child at a
time, instructional decisions based on progress
monitoring data Systems change with coherence to
Close The Achievement Gap
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THRIVING ON CHAOS!

• Teaching to student success
• High expectations
• Realization of the potential of RtI
• Improvement based on data
• Validation of curricula based on student success
• Effective interventions implemented with fidelity

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Lessons, Expectations, and Opportunities from
the MTSS Revolution
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Lessons

• You must have people with great charisma and
  courage to start a revolution.
• It appears we need a mandate to really get
  moving.
• We will try to make science even when there isnt
  any.
• NEVER underestimate the power a strategic action.
• NEVER underestimate the power of a small group of
  people.

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Expectations

• No Child Left Behind (NCLB) has brought all of us
  to the table of high expectations for all, some,
  and few students.
• Past progress demands future successes.

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Opportunities

• RtI is a vehicle to bring the system together.
• With NCLB and IDEA 2004 in place, special
  education must take its place at the single table
  of reform to fully develop a single system of
  education.
• It is a question of will and not skill!

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From All students can learn, to All students
will learn!
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Resistance is futile
When you have DATA!
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The MTSS Dream
In the context of MTSS, RESISTANCE IS FUTILE for
All, Some, Few IF we work together!