Kansas MultiTiered System of Support

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Kansas Multi-Tiered System of Support
KSDE Leadership 2007
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NCLB

• Evidence-based curriculum and instruction
• Accountability and data-based decision making
• High quality teachers and professional
  development
• Information, resources and support for parent
  partnerships

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IDEA 2004

• Evidence-based curriculum and instruction
• Early screening and tiered interventions
• Accountability and data-based decision making
• Focus on prevention
• RtI as an alternative approach
• High quality teachers and professional
  development
• Information, resources and support for parent
  partnerships
• Early and meaningful involvement in decision
  making

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www.nasdse.org
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Kansas Extension of RtI
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Kansas Extension of RtI
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Kansas ConnectionDont get lost in in the
translation!
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Commissioner Posnys Priority

• Helping all students meet or exceed academic
  standards
• Intervening early
• Providing visionary leaders
• Ensuring caring and effective teachers
• Designing a system to meet the needs of the 21st
  century

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In Kansas, MTSS 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.

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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 MTSSALL

• High quality academic and behavioral supports to
  all students
• Implement evidence-based curriculum and
  instruction with differentiation
• Universal screening and progress monitoring
• Problem-Solving Process used when system level
  adjustments are necessary

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Kansas MTSSSOME and FEW

• Supplemental and targeted skill intervention
• Small group or individual supports
• Frequent data-based monitoring for intervention
• design/redesign
• Individual Problem-Solving Process (SIT) used to
• customize plans for very small groups
  or individual
• students not demonstrating adequate
  progress
• Problem-Solving Process used to make system level
  adjustments when groups of students not
  demonstrating adequate progress

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The Problem-Solving Process
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Fluidity of the model
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Kansas MTSSWhen Team suspects an Exceptionality

• SITeam refines individualized plan which is
  carried forward into evaluation process
• Evaluation team determines what additional data,
  if any, are necessary to determine the students
  educational needs and whether or not the student
  is a student with an exceptionality.
• Parents informed of due process rights and
  consent obtained for initial evaluation
• Procedural safeguards concerning evaluation and
  eligibility determinations apply

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Shift in Thinking Change in How Our System
Responds
Adapted from Dan Reschly, 2006
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Getting From Here to There..
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Your role in Kansas MTSS

• Have deep discussions at the district level about
  MTSS within the context of school improvement.
• Professional development

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Setting the stage

• Content (academic behavior)
• Differentiated Curriculum
• Assessment System

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Communities of Practice

• Communities of practice are groups of people who
  share a concern or a passion for something they
  do and learn how to do it better as they interact
  regularly. (Etienne Wenger)

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Expectations..for doers by doersno lookie-looers
?

• Come prepared
• Be willing to share and participate
• Be willing to change practices
• Action Planning

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Year 1Meeting 1

• Establish common understanding
• Read chapters 4 5 from NASDSE RtI book (Core
  Principles and Essential Components)

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Year 1Meeting 2

• Continue to develop common understanding
• Read chapters 5 7 from NASDSE RtI book
  (Essential Components and Policy Considerations)
• Facilitated discussion related to the role of the
  school psychologist at each Tier.

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Year 1Meeting 3

• Continue to develop common understanding
• Critical Consumer activity
• Broke into small groups and reviewed various
  definitions of RtI
• Key issues relevant to implementation and the
  role of the school psychologist from each
  publication were identified for further study

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Year 2Meeting 1

• Re-establish connections
• Welcome new members
• Review of previous year
• Establish purpose for upcoming year
• Why a Community of Practice
• Expectations for participation
• Establish common beliefs and agreements about RtI
• Action Plan

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Year 2Meeting 2

• Continue developing common understanding
• Reviewed proposed Kansas Regulations
• Shared current practices

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Year 2Meeting 3

• Continued to review draft regulations as well as
  IDEIA 2004
• Special GuestDan Reschly, Ph.D.

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Year 2Meeting 4

• Book Study
• Learning Disabilities From Identification to
  Intervention (Fletcher, J.M., Lyon, G. R., Fuchs,
  L.S., Barnes, M. A.)

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What is needed to get started?

• A topic
• A group of people
• A place to meet
• A commitment