MTSS COACH MEETING

May 7, 2015

Mary Jo WegenkeBrian Lloyd

Learning Intentions and Success Criteria

By the end of the morning you will:

Be able to communicate the dates of screening windows for 2015-2016 to your district.

Be able to communicate an overview of a new SLD Guidelines document that is planned for adoption/implementation in the fall of 2015.

Receive an ROUGH draft of the Ingham ISD PD plan for next year.

Learn about MTSS process assessments such as the SWETR-S and District Capacity Assessment.

Review celebrations for this year and barriers for next year.

Set an MTSS Implementation goal for next year.

House Cleaning Just to make sure that we don’t forget, important items for you to know to end this year and begin next year.

Forecast of Early Warning Signs Grant ISD staff are in the process of completing and testing custom reports for this grant that will be targeted to secondary schools, but

elementary schools may also benefit. The grant will help us align our on-track module to the Better Schools evidence-based procedures and standards.

School personnel will drill down to specific early warning indicators to problem solve for both individual students and systems level issues.

We will use diagnostic data from the surveys and early warning signs data, schools will identify a focal point of service to support dropout prevention. We will use survey tools within Illuminate that will allow us to dig deeper into and drill down into student profile, and pair that with survey data. The surveys will measure school climate, culture, and student voice.

Designed to use early warning sign data to determine need to target evidence-based solutions for proactive systems level problem solving. The ISD will provide training, on-site assistance and “mini-grants” to reimburse schools for their time and effort devoted to developing a systemic approach to dropout prevention . Examples of aligned dropout prevention plans include student/staff mentorship programs, academic/behavioral interventions and individualized instructional plans based on students’ needs.

Principles, Guidelines, and Checkpoints of Universal Design for Learning (UDL) There will be a set of 3 full-day PDs targeted to K-6 teachers. The focus of the PD will be designed to allow teachers to ensure that their lesson designs are accessible to all learners. UDL uses

inclusive pedagogical strategies for course instruction, materials, content, and curriculum that benefit students with and without specialized learning needs. Participants will become proficient in the core principles of UDL, and walk away with the knowledge of a framework that can be used to make decisions from the physical layout of their classroom to the online tools that are being used. Content is based on research and materials from the Center for Applied Special Technology, (CAST) http://www.cast.org/udl/index.html

The UDL trainings provide cutting edge low tech and high tech skills to teachers, gives a “how” for differentiation, and it’s gonna be AWESOME!

Listening to You!

Listening

We really are listening!

Coming Attractions for 2015-16…

Agenda

• Screening Windows

• Process Measurement Tools

• Professional Development Topics and Descriptions

• “New” SLD Guidelines

Screening Windows For 2015-2016

AIMSweb/DIBELS benchmark assessment windows for 2015-16, please select a two week window within a building

1.         Fall  - September 14 – October 2, 2015

2.         Winter - January 11 – January 29, 2016

3.         Spring – coming soon, waiting for state assessment information

New Process Measurement Tools

Ingham ISD PD Plan for Next Year

We are distributing a draft of our PD plan for next year.

Please take some time to review the draft. Take the Post-It notes provided and respond to the following points. Place your post-its on the appropriate poster paper.

1. What do you like about the topics?

2. Challenges you see with the topics?

3. What additional topics you would like that are either not address or not sufficiently addressed?

New SLD Guidelines

• A cross representational committee from across the county was formed during the 2013-2014 school year to look into revising our 2010 SLD Guidelines document.

• The PSW identification model was a bridge to RTI in 2008-2010.

• A model is needed that is legally defensible, evidence-based, and supports improving student outcomes.

• Of all identification models that have been researched, only RTI met these criteria. It has less over identification and more accurate identification. This method is also supported by many professional organizations including:

• National Center for Learning Disabilities• RTI Action Network• National Association for School Psychologists• American Institute of Research

• George Batsche recently offered to help edit our Ingham guideline document and will be listed as a consultant.

For Brian, this felt like Mick Jagger offering to sing at daughters’ birthday party.

Layout of Draft Ingham ISD SLD Guidelines

Chapter 1 – Overview of Ingham ISD’s Specific Learning Disabilities Rule

Chapter 2 – The Special Education Evaluation Process

Chapter 3 – Criteria for Determining SLD Eligibility During Initial Evaluation

Chapter 4 – Required Data Sources for Evaluation Activities

Chapter 5 – Exclusionary Factors and Special Topics

Chapter 6 – Determining the Need for Special Education and Next Steps

Chapter 7 – Reevaluation Criteria

References and Appendices

Chapter 1 - Overview

Provides the context for identifying SLD eligibility using student response to RTI within an Multi-Tiered System of Supports

Chapter 2 - The Special Education Evaluation Process

Problem Solving ModelWe were not out to write an RTI How-ToWe are using what we’ve been working on for the past 8-10 years.Problem Solving Meeting: Facilitator's Guide

1. Evidence-based intervention that is targeted to the student’s area of need in addition to the core

2. Reliable data for decision-making

3. Inadequate progress, AND inadequate achievement

4. Exclusionary factors

Chapter 2 – Data Needed at REEDs

Just an example!

Chapter 3 - Criteria for Determining SLD Eligibility During Initial Evaluation

Insufficient Progress

Inadequate Achievement

IMPAIRMENT?

NEED FOR SPECIAL EDUCATION?

Chapter 3 - Criteria for Determining SLD Eligibility During Initial Evaluation

Evidence-based InterventionsEstablishing Insufficient Progress

GAP analysisConsideration of professional judgment

Inadequate Achievement on the Core!

Is there evidence that the student

received appropriate

instruction in the area of concern?

Core instruction provided regularly?

Core instruction delivered

according to design and

methodology by qualified personnel?

Differentiated instruction in the core curriculum

was provided?

To get to "all"we must pay attention to "every“. We must pay attention to the "System", first, and then, we move to small groups and individuals.

--Dave Tilly

Inadequate Achievement

Existing data from a variety of sources, to determine the gap between the student’s current performance and age- or grade-level state standards, at a minimum should include the following:

Performance on state assessment i.e. state’s general assessments

Classroom Assessments/Mastery Assessments

Universal screening

Formative and progress-monitoring assessment

Classroom-based observation(s)

Norm-referenced assessments of academic achievement

Information provided by the student’s parents

Insufficient Progress

Inadequate Achievement

IMPAIRMENT?NEED FOR SPECIAL EDUCATION?

Insufficient Progress

Insufficient response to intensive evidence-based interventions (EBIs) Data from at least 2 EBIs in each area of concern Documentation of problem-solving process is critical Progress monitoring won’t inform eligiblity UNLESS it is in response to an

EBI that is matched to student need.

Progress (Rate of Improvement – ROI) is the same or less than same-age peers

OR

Progress is greater than same-age peers but will not result in reaching the average range of achievement in a reasonable period of time

OR

Progress is greater than same-age peers but the intensity of resources necessary to obtain this rate of progress CANNOT be maintained in general education

Insufficient Progress

A Little Discussion

Most recent draft uses the criteria of ROI above the ROI of a student at the 50th percentile when compared to same grade peers.

How do your teams determine insufficient progress when problem solving for individual students within your school(s)?

How does this differ from your current problem solving procedures?

The guidelines allow for professional judgment with the use of a variety of tools. Data collection and problem solving are critical and must be defined.

Professional Judgment Required

1. Professional judgment is data driven.

2. Professional judgment is a competent application of the expertise, experience, and training of those making the judgment.

3. Professional judgment is student centered and not made based on the needs of the educators and/or parents.

(Kukic, personal communication, April 12, 2014)

What is an EBI…Evidence-based intervention?

Take two minutes and talk with the person next to you about this.

What is an EBI?How would you explain it to a parent/administrator?

What are some sources you use to find an evidence based intervention?

The What Works Clearinghouse

(http://www.w-w-c.org/) established by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education.

CASEL Intervention Program Ratings

http://casel.org/guide/framework/elementary-school-program-ratings/

The 2013 CASEL Guide identifies well-designed, evidence-based social and emotional learning programs with potential for broad dissemination to schools across the United States.

Best Evidence Encyclopedia

Search for a program reviewed on the BEE and find an overview of useful information about the program, including evidence of effectiveness ratings and contact information.

National Center on Intensive Intervention

The Center's approach to intensive interventions is data-based individualization (DBI).

http://www.intensiveintervention.org/chart/instructional-intervention-tools

Evidence Based Interventions

List of strategy resources:

List of strategy resources:

Florida Center for Reading Research

www.fcrr.org

Best Evidence Encyclopedia

www.bestevidence.org

The Center on Instruction

www.centeroninstruction.org

Intervention Central

www.interventioncentral.org

Insufficient Progress

Inadequate Achievement

IMPAIRMENT?

NEED FOR SPECIAL EDUCATION?

Exclusionary Factors

December 2013 29

Defining Exclusionary Factors

• Environmental or economic disadvantage, or cultural factors.

• Lack of appropriate instruction in reading, math or any other areas of SLD being considered.

• Limited English proficiency.

• Other impairments

Chapter 4 - Special Topics

Speech and Language Concerns

Evaluation of Young Children

Private School, Home-school and Immersion School Students

Transfer Students (Both in-state and out-of-state)

English Language Learners and Limited English Proficiency

Chapter 5 Determining the Need for Special Education and Next Steps

Insufficient Progress

InadequateAchievement

IMPAIRMENT?NEED FOR SPECIAL EDUCATION?

Chapter 5 Determining the Need for Special Education and Next Steps

What are the student’s needs that cannot be met through general education?

What accommodations, if any, can be made in the general education program?

What additional specialized instruction, if any, does the student need that is not currently provided through the general education curriculum?

Chapter 6 - Reevaluation Criteria The BIG CHANGE in this chapter is that for a reevaluation,

the process does NOT require the same criteria as for an initial.

WHY?? Because we can’t take Special Education away because it’s working! There is more focus on whether the student continues to need specialized instruction to make adequate progress.

For a reevaluation, we more simply consider the overarching need for continued services. (If a student has caught up with his/her peers, consider exit of eligibility with the appropriate supports).

Roll out and Strategic Plan SE Directors have been updated monthly regarding the new guidelines

Curriculum Directors were updated on January 6, 2015

Both SEDs and CDs received a very similar presentation on March 25, 2015

Dawn Miller presented on March 5/6 to help foster continuation of MTSS Implementation and consideration of the supports needed for SLD Guideline Changes.

We are forming an advisory group to develop a strategic plan for roll out, communication and professional development which includes a GE Teacher, a SE Teacher, a Principal, a School Psych, a Curriculum Director and a SE Director.

School psychologist listserv has been created.

A high school support group is being created to work through more difficult issues at the secondary (especially high school) level.

We want to include: Global plan for all Customized plan for each district based on their current level of MTSS implementation and specific needs Multiple avenues/venues to increase skills of ALL staff.

We Need Your Help To Make This Work

DISCUSS AT YOUR TABLE THE FOLLOWING:

1. Challenges that you anticipate in your district

2. Things you will need from the ISD to support this change in your district

3. Other Suggestions/Comments/Questions

SELECT ONE PERSON TO BE THE RECORDER AND WRITE ON POSTER PAPER.

Let’s take about 10 minutes and consider our successes, goals, and resources (time, people, activities, etc) that might be required for your goal. Use your Success, Goals, and Resources handout to complete this activity. We will go around and everyone will share a success. It is your option to share your goals and resources you will need.

Consider…

What successes did you see this year related to MTSS activity for your school/district?

What are your top one or two MTSS implementation goals for next school year?

What resources will you need next school year to attain your goal?

Celebrations and Goals Activity

HAVE A GREAT REST OF THE YEAR!!!

https://youtu.be/PaHJRLoCyWc