Bridging the AYP Gap Using MTSS

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Bridging the AYP Gap Using MTSS An Every Ed
Responsibility
Gillian Chapman gillianchapman_at_smsd.org Deb
Haltom debhaltom_at_smsd.org Steve
Kukic stevek_at_sopriswest.com
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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

3

• There is no use trying, said Alice
• one cant believe impossible things.
• I dare say you havent had much
• practice, said the Queen.
• When I was your age, I always did
• it for half an hour a day. Why, sometimes
• Ive believed as many as six impossible
• things before breakfast.

Lewis Carroll
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ODYSSEY, Pepsi to Applea Journey of Adventure,
Ideas, and the Future
The Best way to predict the future is to invent
it.
John Sculley, 1987
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For an idea to stick, for it to be useful and
lasting, its got to make the audience

• Pay attention
• Understand and remember it
• Agree/Believe
• Care
• Be able to act on it

Made to Stick Why Some Ideas Survive and Others
Die, by Chip Heath and Dan Heath, Random House,
New York, 2007.
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What an idea must make people do matches up
nicely to the framework

• Pay attention UNEXPECTED
• Understand and remember it CONCRETE
• Agree/Believe CREDIBLE
• Care EMOTIONAL
• Be able to act on it STORY

Made to Stick Why Some Ideas Survive and Others
Die, by Chip Heath and Dan Heath, Random House,
New York, 2007.
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RtI is about Special Ed
RtI is about General Ed
RtI is About Every Ed!
Judy Elliott, 2008
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How do you spell AYP?
R t I !
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Wisdom

• In theory, there is no difference between theory
  and practice in practice, there is.
• Yogi Berra

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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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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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Kansas MTSS Service Delivery Model
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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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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and Empowerment
• C1 District leadership
• C2 School leadership
• C3 Creating an Empowering Culture
• Assessment
• C1 Comprehensive Assessment System
• C2 Assessments are Valid and Reliable
• C3 Adequate Capacity for Assessment System
• C4 Decision Making Rules are Clear

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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Curriculum
• C1 Curriculum is Evidence Based Across All Tiers
• C2 Curriculum Addresses Essential Components
  Across All Tiers
• C3 All Curriculum is Implemented with Fidelity
• Instruction
• C1 All Instructional Practices are Evidence
  Based
• C2 Instructional practices are Implmented with
  Fidelity
• C3 Schedule Allows for Protected Reading
  Instruction
• C4 Flexible Grouping Allows for Appropriate
  Academic Instruction

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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Data-Based Decision Making
• C1 Structures for Data-Based Decision Making
• C2 System Level Data-Based Decision Making
• C3 Small Group Level Data-Based Decision Making
• C4 Individual Student Data-Based Decision Making
• Assessment
• C1 Comprehensive Assessment System
• C2 Assessments are Valid and Reliable
• C3 Adequate Capacity for Assessment System
• C4 Decision Making Rules are Clear

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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Integration and Sustainability
• C1 Policies and Resources are Aligned
• C2 System is Self-Correcting and Achieves
  Positive Outcomes for Students
• C3 Staff has Ongoing Support

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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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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and Empowerment

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• Focus on Results
• Interpersonal Skills
• Effective Leadership

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• The combination of
• Who the leader (teacher) is
• What the leader (teacher) does
• determines success.
• Character Competence Trustworthiness

From Covey and many others
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The Four Imperatives of Great Leaders
Franklin Covey Co., 2007
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The Four Imperatives of Great Leaders

• Inspire trust among direct reports, superiors,
  and peers
• Align systems and work processes so they
  facilitate rather than hinder achievement
• Clarify purposes by articulating why goals are
  established and how individual work contributes
  to those goals
• Unleash the unique talents and contributions of
  people on their teams

Franklin Covey Co., 2007
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• Leadership is about vision. But leadership is
  equally about creating a climate where the truth
  is heard and the brutal facts confronted.

Jim Collins in Good to Great
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(No Transcript)
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WANTED
ODYSSEY, Pepsi to AppleA Journey of Adventure,
Ideas, and the Future
Impresario to orchestrate a workshop of
wizards.
John Sculley, 1987
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Leadership combines management know-how with
values and ethics. Leadership practice, as a
result, is always concerned with both what is
effective and what is good what works and what
makes sense doing things right and doing right
things.
Sergiovanni, 1990
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Tend the CHAOS, Dont Manage it!
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• Purity of mission has
• the power to ignite passion
• and commitment.

Collins, 2005
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A Remarkable Convergence
Powerful Factors that are deeply
compatibleindeed synergistic.

• Moral purpose
• Understanding change
• Developing relationships
• Knowledge building
• Coherence making

Fullan, 2001
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• Change leaders work on changing the context,
  helping create new settings conductive to
  learning and sharing that learning.

Fullan, 2001
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A highly effective school leader can have a
dramatic influence on the overall academic
achievement of students.
Marzano, Waters, McNulty, 2005
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Leadership is like Herding Cats.
Warren Bennis
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Credibility Through Responsible Transparency
The Transparency Edge

• Nine Behaviors
• Being overwhelmingly honest
• Gathering intelligence
• Being Composed
• Letting your guard down
• Keeping promises
• Properly handling mistakes
• Delivering bad news well
• Avoiding destructive comments
• Showing others that you care

PaganoPagano, 2004
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The Principle of
Power Investment
The distribution of power among others in an
effort to get more power in return.
Sergiovanni, 1990
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EmpowermentThe exchange of one kind of power
for another-
for power to.
The exchange of power over
Sergiovanni, 1990
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REAL LEARNING DOES NOT HAPPEN UNTIL STUDENTS ARE
BROUGHT INTO RELATIONSHIP WITH THE TEACHER, WITH
EACH OTHER, AND WITH THE SUBJECT. WE CANNOT LEARN
DEEPLY AND WELL UNTIL A COMMUNITY OF LEARNING IS
CREATED IN THE CLASSROOM.
PARKER PALMER, 1993
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15 Top Take-Home Lesson from Great Groups

• Greatness starts with superb people.
• Every Great Group has a strong leader.
• Great groups and great leaders create each other.
• The leaders of Great Groups love talent and know
  where to find it.
• Great Groups are full of talented people who can
  work together.
• Great Groups think they are on a mission from
  God.
• Every Great Group is an island with a bridge to
  the mainland.
• Great Groups see themselves as winning underdogs.
• Great Groups always have an enemy.
• People in Great Groups have blinders on.
• Great groups are optimistic, not realistic.
• In Great groups the right person has the right
  job.
• The leaders give people what they need and free
  them from the rest.
• Great Groups ship.
• Great work is its own reward. Great Groups are
  engaged in solving hard, meaningful problems.
  

Warren Bennis Patricia Biederman, 1997
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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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MTSS - Big Ideas
Model of Support
Intervene Early
Evidence-Based Practices
District Team
Building Team
Core Beliefs
Use Problem-Solving Process for Decision Making
Data-Based Decision Making
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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and Empowerment
• Assessment

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The Big BIG Idea of RtI

• Decide what is important for students to know
• Teach what is important for students to know
• Keep track of how students are doing
• Make changes according to the results you collect

Dave Tilly, Heartland AEA 2005
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Assessment

• High Stakes Testing
• -To determine system effectiveness
• Screening for all children
• To determine who is at risk
• Progress monitoring
• To determine if instruction is effective
• Formal and informal
• Diagnosis
• -To determine eligibility for special
  services

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Assessment Literacy

• We include assessment literacy (not literacy
  assessment) in our training with school and
  district teams. Assessment literacy is a high
  yield strategy that increases the collective
  capacity of educators
• To gather/access student performance data
• To critically analyze (disaggregate, interpret)
  such data
• To develop action plans for improvement
• To discuss and debate the meaning of data in
  public fora

Fullan, 2003
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Focus on continual improvement and results
requires educators to change traditional
practices and revise prevalent assumptions.
Educators must begin to embrace data as a useful
indicator of progress. They must stop
disregarding or excusing unfavorable data and
honestly confront the sometimes-brutal facts.
They must stop using averages to analyze student
performance and begin to focus on the success of
each student.
DuFour, 2004
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• Rick Stiggins differentiates between formative
  and summative assessment by clarifying that the
  former is assessment for learning while the
  latter is assessment of learning.

Stiggins, 2002 in DuFour, et al., 2004
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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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• 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 measureable 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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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and Empowerment
• Assessment
• Curriculum

52

• Ideologies die hard.

Cristo, 2008
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Hows it working for you?

• What basals and core textbooks are we using?
• Whats a basal?
• What interventions are we using?
• How well linked are our core and intervention
  materials?
• What is the effect of our mix of core and
  intervention materials on student achievement?

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A validated instructional program is a replicable
program that has data on student outcomes to
support its claims of effectiveness. Programs
are valid only for the target population of
students on which they are validated.
Hofmeister, 2000
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The Use it, Like it ScaleHorsfall, 1988

• Does the teacher use it?
• Does the teacher like it?
• Does the teacher find it effective?

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The problem starts at the secondary level, not
with the originator or developer of the idea, but
with the people who are attracted by it, who
adopt it, who cling to it until their last nail
breaks, and who invariably lack the overview,
flexibility, imagination, and, most importantly,
sense of humor, to maintain it in the spirit in
which it was hatched. Ideas are made by masters,
dogma by disciples, and the Buddha is always
killed on the road.
Robbins, 1980
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Evidence-Based PracticesKey Features

• Curriculum materials must address all five
  essential components of reading
• District curriculum must be aligned to the state
  standards
• District curriculum must be taught with fidelity
• Instruction must be evidenced-based at all levels

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Evidence-Based Practices What

• Core Curriculum
• Open Court
• Time allocation
• Kindergarten 70 min. daily
• Grades 1-3 90 min. 30 min. workshop daily
• Grades 4-6 60 min. 30 min. workshop
• 30 min. LA daily
• Interventions

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PA Phonemic Awareness P Phonics FL
Fluency VO Vocabulary CO Comprehension
MTSS Reading Materials
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PA Phonemic Awareness P Phonics FL
Fluency VO Vocabulary CO Comprehension
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PA Phonemic Awareness P Phonics FL
Fluency VO Vocabulary CO Comprehension
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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

• Leadership and Empowerment
• Assessment
• Curriculum
• Instruction

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Historic Improvement Isnt About Reform

• but something much simpler
• a tough, honest, self-examination of the
  prevailing culture and practices of public
  schools, and a dramatic turn toward a singular
  and straightforward focus on
  instruction.

Schmoker, 2006
64

• Teaching had 6 to 10 times a much impact on
  achievement as all other factors combined.

Mortimore Sammons, 1987
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Two things that constitute a truly historic
opportunity for better schools

• Instruction itself has the largest influence on
  achievement (a fact still dimly acknowledged).
• Most (though not all) instruction, despite our
  best intentions, is not effective but could
  improve significantly and swiftly through
  ordinary and accessible arrangements among
  teachers and administrators.

Schmoker, 2006
66

• The core argument is that we know two things that
  constitute a truly historic opportunity for
  better schools
• Instruction itself has the largest influence on
  achievement (a fact still dimly acknowledged)
• Most (though not all) instruction, despite our
  best intentions, is not effective but could
  improve significantly and swiftly through
  ordinary and accessible arrangements among
  teachers and administrators.

Schmoker, 2006
67

• One might conclude from this that I believe
  teaching to be a science. It is certainly true
  that research provides us with guidance as to the
  nature of effective teaching, and yet I strongly
  believe that there is not (nor will there ever
  be) a formula for effective teaching.

Marzano, 2007
68

• Effective Teaching is a dynamic mixture of
  expertise in a vast array of instructional
  strategies combined with a profound understanding
  of the individual students in class and their
  needs at particular points in time.

Berliner, 1986
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PIRSIGS PEARL
CLASSICAL
ROMANTIC
ROMASSICAL
Classical Precision with Romantic Style
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• Science without Passion is uninspiring.
• Passion without Science is self centered.
• Science with passion is the key to student success

Kukic, 2008
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Curriculum
Instruction
Assessment
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I was not completely sold on this at the
beginning, but I am now Tish Davis,
Benninghoven Reading Teacher
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KANSASMulti-Tier System of Supports
(MTSS)Innovation Configuration Matrix (ICM)

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

74
Facts do not cease to exist because they are
ignored. --Aldous Huxley
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Resistance is futile
When you have DATA!
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• There are no answers,
• only cross references.

Ken Howell
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Traditional Approaches to Entitlementvs.Response
to InterventionClark Dorman
J
J
Typical Instruction
L
Intervention
L
Consider Entitlement
Traditional
J
J
Typical Instruction
L
No Entitlement
Supplemental Intervention
L
J
Need
Intensive Intervention
Entitlement
Response to Intervention
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Why Develop a Standard Protocol?

• Freedom is the greatest when the ground rules
  are clear. Chalk out the playing field and say,
  Within those lines, make any decisions you
  need.
• Dick Brown,
• Transition Management Advisor

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Standard Protocol Chalk Lines

• Outlines Systematic Process
• Provides Step-by-Step Directions
• Forms Guide Processes
• Training Focused on Protocol Components

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Whats the Shift All About?Individual Student
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• The MTSS framework has allowed us to replace a
  sometimes random and reactive approach to a much
  more systematic and strategic methodology for
  addressing the needs of all our students.  The
  model organizes our collective efforts and is
  very easy for all staff members to understand.
• -Kathleen Murphy, Roesland Principal

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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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Implementation Appears Most Successful When

• Carefully selected practitioners receive
  coordinated training, coaching, and frequent
  performance assessments
• Organizations provide the infrastructure
  necessary for timely training, skillful
  supervision and coaching, and regular process and
  outcome evaluations
• Communities and consumers are fully involved in
  the selection and evaluation of programs and
  practices
• State and federal funding avenues, policies, and
  regulations create a hospitable environment for
  implementation and program operations

Fixsen, et al., 2005
84

• Stakeholder involvement and buy-in throughout all
  stages of the implementation process
• -Nothing about us without us!

Fixsen, et al., 2005
85
Factors That Seem to Influence Sustainability of
High-quality Implementation

• Teachers acceptance and commitment to the
  program
• Unambiguous buy-in on the part of all staff at
  the school
• Feelings of professionalism and
  self-determination among teachers
• Programs are perceived by teachers as practical,
  useful, and beneficial to students.
• Administrative support and leadership

Denton, Vaughn Fletcher, 2003
86

• It seems likely that the desired outcomes of
  sustainable high fidelity practices will best be
  achieved when strong core implementation
  components are well-supported by strong
  organizational structures and cultures in an
  enabling mix of external influences.

Fixsen, et al., 2005
87
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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When you are being run out of town, make it
look like a parade.
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Commit!Its a great life---if you dont weaken.

• Louisa Moats, 2007

90

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

Academics
Social Competence

• More intense supplemental targeted skill
  interventions
• Customized interventions
• Frequent progress monitoring to guide
  intervention design

FEW SOME ALL

• Supplemental targeted function-based
  interventions
• Small groups or individual support
• Frequent progress monitoring to guide
  intervention design

• Supplemental targeted skill interventions
• Small groups
• 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

91
MTSS Staff Development Components

• Universal Screening
• Fidelity of Instruction and Assessment
• Progress Monitoring
• Data-based Decision Making
• Program Evaluation

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RESULTS SO FAR

• Improved achievement for all
• Increased collaborative opportunities for
  teachers and families
• Decreased unnecessary referrals for special
  education evaluations
• Lessened the disproportionate numbers in special
  education
• Increased teacher efficacy
• Improved accountability

93
Always remember, it is easier to get forgiveness
than permissionor

• Proceed until apprehended!

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• Rough Waters
• Identified Problem
• Expert leaders leading in isolation and in
  context
• Size Matters
• Philosophy
• Disteachia

• Smooth Sailing
• Positive dissonance
• Curriculum
• Expectation and reputation for high achievement
• Abundance Mentality
• Vision
• Patience

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Truly, it IS a matter of WILL and not skill!
98
Those who expect moments of change to be
comfortable and free of conflict have not learned
their history. -Joan Wallach Scott
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What are your chalk lines?
What is your core?
How much instructional time?
What if you are not at proficiency?
How do you know?
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• Requires shift in focus from students in groups
• ELL
• Special Ed
• General Ed
• to
• EVERY ED