M T S S / R T IR e s p o n s e

t o I n t e r v e n t i o n :S c h o o l

L e a d e r s h i p T e a m s2 0 1 7

D I V I S I O N O F E X C E P T I O N A L S T U D E N T E D U C A T I O N A N D S T U D E N T S U P P O R T S

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1. Be present

2. Be an active participant

3. Honor time limits

4. Assume good will

5. Be open (Vegas Rules)

NORMS

OBJECTIVESAt the end of this presentation the participants will be

able to:

1. Understand the Four Functions of the SST Process.

2. Understand the role of the Administrator in the

Problem Solving Process.

3. How to build a team around continuous Problem

Solving.

4. How to use data to identify the needs of your school

across all tiers.

5. How to navigate through the Problem Solving

Process. 3

Opening Moves

➢On the sheet of paper provided, write the corresponding

number assigned to your job role:

❖1=If you are an administrator

❖2= If you are a general education teacher

❖3= If you are a special education teacher

❖4=If you are a support staff (counselor, instructional coach, etc.)

➢Next to your rating, write what word comes to mind

when you hear the term, MTSS/RtI.

FUNCTIONS OF SST

1. Child Find for Exceptional Student Education

2. Response to Intervention (RtI)

3. Consultation❖Crisis intervention❖Post-crisis support❖Retention

4. Section 504 Evaluation and Support Planning

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Function 1:SST For Child Find

The SST is the team that…

processes and reviews all pertinent information relevant

to a student concern by a parent/school staff

NOTE: Obvious handicapping conditions require an

immediate referral for an evaluation

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FUNCTION 1:SST FOR CHILD FIND

❖Parent Request for Comprehensive Evaluation of a Public or

Private School Student:

➢ Consent for evaluation must be obtained within 30

calendar days of parental request (complete FM 7087

Receipt of Private Evaluation or Documentation(s))

➢ School provides evaluation within 60 calendar days

timeline

➢ SST fulfills both the Tier III problem solving function and

Child Find function simultaneously

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FUNCTION 2:MTSS/RTI

Function 2 of the SST process is solely about MTSS/RtI. MTSS/RtI is a multi-tiered approach of providing high quality instruction and matching instruction/intervention to the needs of all students.

The key components of MTSS/RtI are:

❖Delivering evidence based instruction/intervention.

❖Developing an infrastructure for a school-wide intervention system.

❖ Implementing an integrated data collection/assessment system to filter struggling students and to make data driven decisions at each Tier.

❖Active involvement from the school-based leadership team.

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FUNCTION 3:CONSULTATION

Student Crisis:

❖Immediately following a crisis episode, a trained

mental health professional must determine risk.

❖After the immediate crisis the SST team must

convene to determine appropriate support

services.

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FUNCTION 3:CONSULTATION

Post Crisis Student Support:

❖For those students who have been hospitalized for

stabilization (voluntary or involuntary), SST consultation is

required upon their return to school.

❖SST will identify appropriate interventions for student and

determine if a referral for evaluation is appropriate.

❖Additional data may be collected after the consultation for

those students referred for an immediate evaluation.

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FUNCTION 3:CONSULTATION

Grade Retention

❖Student Progression Plan requires SST Retention meeting for students being considered for possible retention.

❖Team members include administrator, parent, and teacher.

❖Team reviews targeted students progress data to determine if retention is needed.

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FUNCTION 4:SECTION 504

❖SST coordinator receives all 504 requests

❖SST considers the information for possible referral

for 504 eligibility meeting

❖School conducts 504 meetings for temporary

eligibility

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What’s your Function?Log on to kahoot.it to take a quiz

Activity

JOT THOUGHTS

What are some challenges that you face

with the implementation of MTSS/RtI in

your building?

DID YOU KNOW?• M-DCPS has 21,236 students in grades K-8 that are below

proficiency level in Reading.

• Indiana bases the number of prisons built, in part, on the number of second graders not reading on grade level.

• In California, if students do not meet the 4th grade level state standard they will plan to budget building another jail cell.California will soon spend more on its prisons than on its public universities.

• 2/3 of students who cannot read proficiently by the end of 4th

grade, will end up in jail or on welfare

• The Department of Justice states “the link between academic failure, delinquency, violence, and crime is welded into reading failure.”

Stephen D. Krashen; Every Person a ReaderU.S. Department of Education

THE PURPOSE OF MTSS/RTI

MTSS/RtI provides a framework that integrates assessments, instruction, intervention and progress monitoring across all areas (i.e. academics, behavior). The goal is to:

➢ Ensure that ALL students receive effective core instruction in the general education classroom.

➢ Identify students who are not making adequate academic or behavioral progress early, and provide them with immediate and effective intervention.

➢ Validly identify students with a disability and provide them with high-quality exceptional student education services.

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WHY INTERVENTION?

Any elementary student who exhibits a

substantial deficiency in reading based

upon locally determined assessments,

statewide assessments, or through teacher

observations must be given intensive

reading instruction immediately following

the identification of the reading deficiency.

Section 1008.25, F.S.,

M-DCPS STUDENT PROGRESSION PLAN (SPP)2016-2017

(PAGE 19-20)

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KAHOOT!

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Activity

Participants log-in to Kahoot.it

Challenge This!

BUILDING THE INFRASTRUCTURE

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PROBLEM SOLVING TEAM MEETING

https://youtu.be/KrapFXnZIDE

AS AN ADMINISTRATOR…

As the MTSS/RtI facilitator, you must ensure

monitoring and management of the process as well

as identifying core and supplemental members as

needed based on the function of the meeting.

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AS AN ADMINISTRATOR…

Develop the infrastructure:

➢Are systems in place?

• Data systems are active (collection & analysis)

• Roles & responsibilities

• Infrastructure across all Tiers

➢Start the funneling process:

▪ WHO NEEDS MORE?

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If there’s a problem, YO, I’ll solve it!!

➢What data sources do you utilize to identify students who need more?

➢Who are your non-negotiable team members involved in the problem solving process?

➢What resources do you have in your building that have been successful?

➢What does Tier 2 and Tier 3 supports look like in your building (academic and behavior)?

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Activity

COMPOSITION OF MTSS/RTICORE MEMBERS

• Administrator/Designee

• Target Area Specialist

• Teacher

• Counselor

• Psychologist

• Social Worker

• Supplemental Members: Speech and

Language Pathologist (SLP)

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WHO NEEDS MORE?

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HOW TO PROBLEM SOLVE…

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Data, Data, Data

AIMING FOR PROBLEM SOLVING

Tier 1 Tier 2 Tier 3

Instruction

&

Intervention

Monitor

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Academic:

Wonders

Behavior:

School Wide Behavior

Plan

Academic

I-Ready Diagnostic 3x

Behavior:

Scams, attendance

School Based

Leadership team Data

Analysis

Academic:

WonderWorks

Behavior:

Behavioral Contracts,

Check In/Out

Academic:

i-Ready Growth

Monitor

Behavior:

Early Warning

Systems

School Based

Leadership team Data

Analysis

Preview Meeting

Academic:

Instructional match

based on students’

skill deficit

Behavior:

FAB/BIP

Academic:

Curriculum Based

Measurement (CBM)

Behavior:

BIP

School Support

Team (SST)

DATA MAY INCLUDE BUT NOT LIMITED TO

Academic Data Behavioral Data• SAT Data

• FSA Data

• i-Ready Data

• Retainees

• Grades

• STAR Data

• Reading Plus

• Historical Data

• Additional Academic Data

• Attendance

• Tardies

• Class Dojo

• Conduct /Effort

• Retention list

• Referrals

• Scams

• Anecdotal

• Counseling

• Historical Data

• Personal Situations

• Early Warning Systems (EWS)

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TIERED BEHAVIOR DATA SUBSETS

Tier 1 Universal Tier 2 Supplemental Tier 3 Individual

• Discipline referrals• Out-of-school and in-

school suspensions• Requests for assistance• Faculty, student, family

surveys• Direct observations• School climate surveys

• Discipline referrals• Out-of-school and

in-school suspensions

• Requests for assistance

• Direct observations• Daily progress

reports• Teacher nomination

process

• Discipline referrals• Out-of-school and in-

school suspensions• Faculty, student,

family surveys• Direct behavior

observation forms• Behavior rating

scales• FAB forms and

processes• Individualized

measures of student outcomes

S C H O O L BA S E D L EA D E RS H I P T EA M

( S B LT )

P R O B L E M S O L V I N G M E E T I N G

PROBLEM SOLVING SCENARIO #1

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GUIDING QUESTIONS

• What Tier does this scenario fall in?

• Who are the non-negotiable team members you need to

address this concern?

• What data would you need to help problem solve this issue?

• What is the problem and Why is this occurring?

• What are some strategies you can put in place?

• Did it work?

PROBLEM SOLVING SCENARIO #2

GUIDING QUESTIONS

• What Tier does this scenario fall in?

• Who are the non-negotiable team members you need to

address this concern?

• What data would you need to help problem solve this issue?

• What is the problem and Why is this occurring?

• What are some strategies you can put in place?

• Did it work?

PROBLEM SOLVING SCENARIO WITH YOUR SBLT

PROBLEM SOLVING SCENARIO #3

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Aggregate school data for middle school

from the ‘16-’17 academic year’s M-DCPS

Youth Risk Behavior Survey, reflects that the

percentage of students who reported being

bullied incrementally increased over the last

three school years.

PROBLEM SOLVING SCENARIO #4

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• Hoover High School currently has 1,000 students enrolled and isstruggling with high rates of absenteeism, tardies, and has alsobeen cited by the district office as they were found to be overreferring students engaging in minor infractions (e.g. not wearingthe correct uniform, not bringing their ID to school, lack ofmaterials, talking back to teachers).

• The school’s attendance rate is currently 78%.• In the past two months there have been over 800 referrals written

and out of those referrals it was found that 100 were for majorinfractions (e.g. fighting, stealing, and offensive language towardsstaff). The data on the school’s At-Youth Risk Survey shows that 50% of their student population is at risk for engaging in riskbehaviors.

PROBLEM SOLVING SCENARIO #5

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Alfred enrolled in six grade August, 2015. On the third day of school, the school site wrote a SCAM. Alfred averaged two infractions per week with the behaviors escalating to over ten infractions within the month, as documented by the SCAM forms. For some infractions, Alfred's parent were asked to pick him up from school and keep him home for a couple days.

PROBLEM SOLVING SCENARIO #6

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Jane transferred to MDCPS from another state as asecond grader in the middle of the first nine weeksfrom another state. No standardized test resultswere available. Jane was administered i-Readydiagnostic assessment and her scores revealedsignificant deficits. Based on the MDCPS curriculumdecision tree for reading intervention guidelines,Jane would be considered at-risk and in need ofTier 2 interventions.

PROBLEM SOLVING SCENARIO # 7

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There is a 1st grade teacher that has referred 9 outof 16 students for severe behavioral disruptions tothe counselor.

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Looking Beyond the Surface

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File download Manager

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Total number of rising Kindergartens in need of Intervention: ________

How many intervention groups will you need? ________

PROBLEM SOLVING USING YOUR DATA

➢Analyze your data to identify which students are in need of intervention.

➢How many students have been identified per grade level?

➢How many intervention groups will you have per grade level?

➢How will interventions be delivered? (i.e., personnel, schedule)

➢What materials/resources will be needed to effectively deliver the

intervention?

➢Which staff members will need PD on the delivery of

instruction/intervention?

PLANNING FOR SUCCESS

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Once you have identified instructional groups, how do you:

1. Ensure fidelity of instruction/intervention

2. Collect ongoing progress monitoring data

3. Plan for data analysis (group vs. individual)

4. Revise instructional groups to meet the needs of the learner

5. Provide support for the delivery of instruction/intervention

3-2-1

3 Things you learned today…

2 Things you will implement…

1 Thing for which you need further

clarification…

RESOURCES

• MDCPS RtI website: http://rti.dadeschools.net

• FCRR – www.fcrr.org

• National Center on RtI – www.rti4success.org

• Florida RtI – www.florida-rti.org/

• National Reading Panel –

www.nationalreadingpanel.org

• Positive Behavior Support-http://pbs.dadeschools.net

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