MultiTiered System of Support

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Multi-Tiered System of Support
Implementation in the Shawnee Mission School
District Jodi Henderson, MTSS Facilitator jodihend
erson_at_smsd.org
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SMSD MTSS Critical Features
Problem-Solving Process
Data-Based Decision Making
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
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Academic

• 2008-09 Plan
• Remaining elementary schools will comprise Cohort
  C
• Apache - Belinder
• Bluejacket Flint - Briarwood
• Broken Arrow - Brookwood
• Corinth - Crestview
• Diemer - East Antioch
• McAuliffe - Mill Creek
• Nieman - Prairie
• Rising Star - Rushton
• Santa Fe Trail - Tomahawk
• Trailwood - Westwood View
• Staff development for all
• Building facilitated activities
• Inservice options
• Afterschool courses
• Onsite coaching

• Current Status
• 5 schools participating since 2005-08 Cohort A
• Bonjour - Moody
• Roesland - Highlands
• Benninghoven
• 9 schools participating since 2007-08 Cohort B
• Brookridge - Pawnee
• Comanche - Rosehill
• Ray Marsh - Shawanoe
• Merriam Park - Sunflower
• Overland Park
• Academic foci to date
• reading
• universal screening
• progress monitoring
• problem solving

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Social Competencies

• Current Status
• 2 schools currently receiving district coaching
  and KSPBIS training/support
• Hocker Grove
• Westridge
• 4 elementary schools who received
  training/support from Juniper Gardens
• Oak Park - Overland Park
• Rosehill
• Rushton
• Some schools have had BIST training

• 2008-09 Plan
• 3 additional schools to receive KSPBIS supported
  training
• Shawnee Mission West
• McAuliffe Elementary
• Sunflower Elementary
• Schools not in the West Area will receive support
  from area identified coach.
• Schools implementing BIST may incorporate the
  practices into Schoolwide PBS

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SMSD MTSS Model

• Blending Standard Protocol Problem Solving
• Reading
• 3 Tier Model
• Math
• Currently being studied
• Behavior
• Kansas Institute for Positive Behavior Support
  Model
• 3 Tiers

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SMSD MTSS Critical Features
District Team
Building Team
Core Beliefs
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SMSD Strategic Plan for Student Success

• Core Beliefs
• Every student learns and continually achieves to
  high and challenging standards.
• Education includes both social and academic
  competencies.
• The teacher is the most important influence on
  student achievement.
• Everyone has an individual, collaborative, and
  collective responsibility for each student.
• Everyone in the educational community continually
  reflects and learns in an empowering culture.
• Change is inevitable and necessary our response
  is intentional.

Mission Statement The educational community will
relentlessly empower each student to succeed
through an intentional multi-tiered system of
support
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FEW SOME ALL
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District MTSS Committee

• Dr. Gillian Chapman Associate Superintendent for
  Ed. Services
• Betsy Degen Director, Curriculum and
  Instruction
• Bob Winkler Director, Assessment and Research
• Deborah Haltom Director, Special Education
  Services
• Jackie Mense Coordinator, Staff Development
• Carol Hailey Reading Resource Specialist
• Darcy Swan Reading Resource Specialist
• Deborah Schluben Math Resource Specialist
• Jennifer Bolend Math Resource Specialist
• Dave Butler School Psychologist
• Jodi Henderson MTSS/RtI Facilitator
• Molli Armstrong-White MTSS/SWPBS Facilitator
• Alicia Dean Title I Resource Specialist
• Judy Bennett Grant Facilitator
• Dr. Dawn Miller Innovative Projects Facilitator

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SMSD MTSS Critical Features
Problem-Solving Process
District Team
Building Team
Core Beliefs
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Problem-Solving Process
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SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
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Intervening Early

• Students needing additional assistance are
  identified early
• Age
• Time of year
• District screening with DIBELS
• K-6
• Fall / Winter / Spring
• District screening with MAP
• 3-6
• Fall / Spring (Winter optional)
• After data collection, schools can begin to
  determine how to intervene and with whom.

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07-08 Standard Protocol Reading Screening
Progress Monitoring
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SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
Model of Support
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• Focus Students not at benchmark with marked
  difficulty
• Time 60 min./ 5 times per week
• Grouping Smaller groups lt3
• Program Intensified and possibly customized
  targeted skill interventions
• Kaleidoscope, Early Intervention in Reading,
  Passport
• May be an intensified and customized use of
  standard protocol
• interventions
• Assessment Weekly DIBELS

Academic

• Focus Students not at benchmark
• Time 30 min./ 3-5 times per week (during
  workshop time)
• Grouping Small groups lt 5
• Program Supplemental targeted skill
  interventions
• K-PALS, PALS, Open Court Interventions, Cars
  Stars, Read Naturally
• Assessment 2x month DIBELS

• Focus All students
• Time K 70 min. of core
• 1-3 90 min. of core 30 min. workshop
• 4-6 60 min. of core 30 min. workshop 30
  min. LA
• Program Evidence-based core curriculum
  instruction Open Court Reading - including
  workshop
• Assessment
• DIBELS K-6 Fall/Winter/Spring
• MAP 3-6 Fall/Spring

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Social Competencies
Focus Students with marked behavior
difficulties. gt5 Office referrals or SIT
referral Grouping Individual or small
group Program Individualized plan (GEI or BIP)
developed from FBA Assessment Direct
observation of measurable outcomes and office
referrals
Focus Students needing additional behavior
support 2-5 Office referrals or SIT
referral Grouping Small group or
individual Program Function-based
interventions/supports Daily check-in/check-out A
ssessment Teacher/student ratings and office
referrals
Focus All students All settings Program 3-5
defined, positively stated, and explicitly taught
expectations Continuum of consequences for
appropriate behaviors Continuum of consequences
for problematic behaviors Assessment SWIS
Schoolwide Information System KANDIS Kansas
Discipline System
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Master Schedule

• Schedule to meet student needs
• Review data and determine model
• Maximize available resources
• Allocate time for core and intervention
• Identify non-negotiables
• Schedule grade level team time
• Schedule time for data review

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SMSD MTSS Critical Features
Problem-Solving Process
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
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07-08 Standard Protocol Intervention Framework
Grades K-6
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PA Phonemic Awareness P Phonics FL
Fluency VO Vocabulary CO Comprehension
MTSS Reading Intervention Programs
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SMSD MTSS Critical Features
Problem-Solving Process
Data-Based Decision Making
Intervene Early
District Team
Building Team
Core Beliefs
Evidence-Based Practices
Model of Support
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07-08 Standard Protocol Effectiveness of
Intervention Decision Criteria
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Data-Based Decision Making What
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Data-Based Decision Making What
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Data-Based Decision Making What
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Intervention KPALS Progress Monitoring
Reflection Think about how this student is
responding during KPALS. Consider areas that
might be targeted for change that you believe
would positively impact this childs literacy
improvement.

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Kindergarten Pie
Warming Up
Phonemic Awareness
Reading Responding
Alphabetic Knowledge
Reading Pre/Decodable
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4th 6th Grade Pie
Word Knowledge
Language Arts
Background Preview
Reading Responding
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(No Transcript)
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Standard Protocol Progress Monitoring Review
Goal To make educational decisions based
on progress monitoring data
Strengths/Concerns Identified
Problem Validation

Progress Evaluation
Set Aimline Monitor Progress
Determine Specific Needs
Match Intervention to Needs
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Goals

• To evaluate the adequacy of student progress.
• Determine whether to keep or change the
  intervention.
• If a change is warranted, what could and should
  be changed?

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Whats next? A LOT!!

• Refinement, Communication, Support
• Fidelity Assessment Instruction
• Merger with Individual Student Problem Solving
  Structures
• Evaluating Implementation
• Evaluation Reevaluation of Programs

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Whats next cont

• Tier 3 Special Education Services
• District Level Data Review
• Merge Academic and Behavior Systems Parent
  Involvement
• Coordinated Staff Development
• Integrated Data Management Systems