MULTI-TIERED SYSTEM OF SUPPORTS

Presented byMichaelle Pope, Executive Director, Student Support Initiatives

Adrienne T. Dixson, Specialist, Response to InterventionClark Dorman, Florida PS/RtI Project Leader

Kevin Stockslager, Florida PS/RtI Project EvaluatorNicole Mancini, Director, Head Start/Early Intervention

Mary Claire Mucenic, Director, Student Services Daniel Shapiro, Director, Elementary School Counseling

February 23, 2016

BEST Practice #2Embedded

High Quality RtI Process

Sense of UrgencyEvery Student Succeeds Act (ESSA)

Florida Statute 1008.25, Public School Student Progression Plan

Florida Administrative Code 6A-6.053, K-12 Comprehensive Research-Based Reading Plan

Florida Administrative Code 6A-6.0331, General Education Intervention Procedures, Evaluation, Determination of Eligibility, Reevaluation and the Provision of Exceptional Student Education Services

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Sense of UrgencyDisability Rights

FloridaState Complaint

June 19, 2014

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Sense of Urgency

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Disability Rights Florida State Complaint

• Failure to meet Child Find obligation (Violation of IDEA)

• Staff resistant to RtI Process • Information to staff in order to complete necessary

data collection or implement research-based strategies

• Students are left in observation and intervention stage for long periods of time

• Excessive delays in RtI Process• Delays in Parent Consent for evaluation

Sense of UrgencySBBC Mediation Agreement

15 Required Action Items • Principal Memo• List of RtI Contacts• Administrative Training Schedule• Professional Development Sign-in Sheets• Additional RtI Professional Development Schedule• Brainshark for Classroom Teachers • Brainshark ESE Procedure Safeguards• Presentation to ESE Advisory• Brainsharks (2) Parent Requested Evaluations (Parents and Teachers)• One Page Parent Requested Evaluation Sheet• Brainshark 20-Day Rule Initial Consent • Brainshark RtI for Parents posted on Website• Provide Disability Rights of Florida MTSS/RtI Links• All School Principals Identify Tier 3 Students, submit to Disability Rights of Florida • Disability Rights of Florida Provide State with Copy of Agreement

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Florida Multi-Tiered System of Supports

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Multi-Tiered System of SupportsA Multi-Tiered System of Supports (MTSS) is a term used to

describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic

and behavioral instruction and intervention.

The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to

ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate

the performance of ALL students to achieve and/or exceed proficiency.

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Evaluate•Response to Instruction & Intervention (RtI)

Problem Analysis•Validating problem•Identify variables that contribute to problem•Develop plan

Define the Problem•Defining problem/directly measuring behavior

Implement Plan•Implement as intended•Progress monitor•Modify as necessary

Problem-Solving Process

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Response to Intervention

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Progress Monitoring and Assessment

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1. Effective, actively involved, and resolute leadership2. Alignment of policies and procedures across classroom, grade,

building, and district3. Ongoing efficient facilitation and accurate use of a problem-

solving process 4. Strong, positive, and ongoing collaborative partnerships with all

stakeholders5. Comprehensive, efficient, and user-friendly data-systems6. Sufficient availability of coaching7. Ongoing data-driven professional development8. Communicating outcomes with stakeholders and celebrating

success frequently

Critical Elements

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Program evaluation should both inform

how MTSS is implemented and provide information on the practices that

relate to improvements in student academic, behavioral,

and social-emotional outcomes.

Program Evaluation

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MTSS and RTI MTSS RTI

Interventions Academic, Behavioral, Social and Emotional

Academic

Target Audience All students Students in danger of failing or becoming designated as special education students

ReceiveResources & Support

All students, teachers and support staff Students in the target audience

Collaboration Even greater focus on collaboration between school leaders and educators.

General and special educators work together on Tier 2 and Tier 3 support

Focus High quality core program delivery, Intervention, remediation

Intervention and remediation

Problems Addressed Both student level and system level problems

Student level problems

Intervention Universe Interventions centered in the school, community and in the home.

Interventions centered within the school

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The application of evidence-based strategies

and systems to assist schools to increase academic performance, increase

safety, decrease problem behavior and establish positive school cultures.

RtI:B

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Recognition that behavioral skills are learned and must be taught –

Modifying the environmental conditions so that problem behavior is less relevant

and occurs less frequently

Teaching appropriate skills to replace the problem behavior so that the new skill is

more efficient than the problem behavior in getting a desired outcome

Reinforcing the new appropriate skill so that it will be repeated

Changing the responses of others to problem behavior events so that the problem

behavior will no longer be effective for the student to get the desired outcomes

RtI:B

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Three Tiered Instruction/Intervention Model

ALL

SOME

FEW

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FOCUS 1

Consensus Building/

Leadership

FOCUS 2

Infrastructure

FOCUS 3

Implementation

FOCUS 4

Quality Assurance

M T S SMulti-Tiered System of Supports

Framework

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FOCUS 1

RtI:ARtI:B

FOCUS 2

BASIS

FOCUS 3

SEL Deliberate Focus Pre-K – 3rd Grade

FOCUS 4

Guidance

M T S SMulti-Tiered System of Supports

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MTSS District Leadership Team

• Interdisciplinary team of district departments & state• Alignment across divisions and departments • 3 Year Strategic Blueprint• Communication & Collaboration • Critical Support to Schools • Professional Development• Technical Assistance • Resources • Parent Engagement• Quality Assurance

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Data and Evaluation

Data-BasedProblem Solving

ProcessThree Tiered Instruction & Intervention

Model

Capacity Building/

Infrastructure

Communication & CollaborationLeadership

NEEDS ASSESSMENT THROUGH SAM

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.59% .27%

.34%

.02% .18% .41%

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Early Wins

• 98% of all school leaders participated in MTSS/RtI Training

• 100% of all district schools have identified an RtI Contact and BASIS Liaisons

• 80% of all district schools are utilizing BASIS for Tier documentation

• 10,000+ CPS referrals have been initiated, BASIS usage in the first quarter has surpassed all usage for 2013-2014 SY

• Administrator assigned to oversee MTSS/RtI Initiative• Increase in district support for MTSS/RtI Initiative

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State

Leaders as Coaches as Leaders …Alignment & Integration

Leaders Coach(District)

(Principals & Coaches)

(Teachers)

Leaders Inform

(State)

District

Building

Classroom

Student

Leaders Coach

Leaders Coach

Leaders Coach

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(Parents & Students)

Coaching for Change: A Model for Building Capacity

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• Problem-Solving

• Team Facilitation/Collaboration

• Effective Interpersonal

Communication skills

• Using Multiple Data

• Disseminating Content Knowledge

• Providing adult/staff training and

technical assistance

• Supporting leadership team and

staff capacity

Zone Learning (Z-PAC)

Student Progression Personalized

Learning

Social Emotional Learning

MTSS/RtI

ParentCommunity

Engagement

All LevelsPre-K-Adult

Physical

Family

Safe & Nurturing

Cognitive

Social Emotional

Approach to Learning

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Social Emotional Learning

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28SOCIAL EMOTIONAL LEARNING

Core Competencies of SEL

MTSS: Family and Community

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MTSS Evaluation OutcomesPositively impact student outcomes by implementing a multi-tiered system of supports (MTSS) with coaching supports.

• Improved academic and behavior outcomes• Improved core instruction• Increase in reading and math achievement • Decrease in ESE referrals• Decrease in student retention• Decrease in office discipline referrals• Decrease in out of school suspension, expulsion, and

school-related arrests• Increase in student attendance

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Self-Assessment of Multi-Tiered System of Supports (SAM)o Self-assessment of school’s implementation of MTSS

Critical Component Checklist (CCC) Implementation of Fidelityo Permanent product review of school-based teams’

engagement in the problem-solving process Observation Checklist Implementation of Fidelity

o Direct observation of school-based teams engaging in the problem solving process

School-wide Positive Behavior Plan (SPBP)o Permanent product outlining the school’s plan to implement a

comprehensive Tier 1 behavior curriculum

Quality Assurance & Evaluation Measure

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MTSS BEST Practices – Scale Up Integrate practices to reduce duplication, increase effective use of personnel and provide greater support for instruction. Focus:

• Common language• Leadership skills to support MTSS• Evidence-based coaching strategies• Family and Community Engagement (FACE)• Aligning PK-12 MTSS • Evaluation model to demonstrate outcomes• Common understanding around an integrated data-based

problem-solving process• Integrating technology • Universal Design for Learning

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• Establish school-based leadership teams

• Address every Tier of instruction and intervention

• Provide high-quality instruction and evidence-based academic & behavioral interventions at all tiers

• Systemically progress monitor with fidelity at all tiers

• Document through BASIS 3.0, School Improvement Plan, and School-wide Positive Behavior Plan

• Inform and engage parents

RtI BEST Practices – Scale Up

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Diversity, Prevention & InterventionContact 754-321-1655

Types of Support• Direct Support

• Technical Assistance and Resources

• Collaboration and Consultation

• Provide National, State, and District Models and Exemplars

Resources and Support

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Resources and SupportMTSS/RtI Website

www.browardprevention.org

MTSS/RtI Wiki Spacehttp://mtss.pds-hrd.wikispaces.net/

The Life Excelerator LEAPshttps://www.goleaps.com/

Florida’s MTSS Technical Assistancewww.florida-rti.org/

http://flpbs.fmhi.usf.edu/www.pbis.world.com

RtI Action Networkhttp://www.rtinetwork.org/

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Needs and Next Steps • Additional MTSS/RtI coaching and support to schools

• District-wide Universal Screening and Progress Monitoring Tools

• Expand Integrated data system

• A data-based decision-making/monitoring system

• Expand professional learning opportunities

• Ongoing internal collaboration and leadership

• Student, family, and community engagement and empowerment

• Finalize long-term strategy plans

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The School Board of Broward County, Florida

Dr. Rosalind Osgood, Chair Abby M. Freedman, Vice Chair

Robin Bartleman Heather P. Brinkworth

Donna P. Korn Patricia Good

Laurie Rich LevinsonAnn Murray Nora Rupert

Robert W. RuncieSuperintendent of Schools

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