Transcript Document

MTSS: WHAT DOES IT LOOK
LIKE IN SECONDARY
SCHOOLS?
Janet Stephenson
The Goal of Having a Multi-Tiered System
of Support in Middle School is to…
A. Identify kids who are at risk.
B. Make sure students are on track for
graduation – college and career ready.
C. Use data to find out our school’s
weaknesses and how to best use resources.
D. Help students who struggle in math and
reading.
E. All of the above
Developing a District-Wide
Early Warning System
• The best predictor of future failure is current failure and
disengagement
• At-risk and off-track students are identified through
analyzing a combination of engagement and academic
data.
• Many students experience course failures as a result of
disengagement (e.g., excessive absenteeism, lack of
productivity, inattention)
Middle School
Early Warning Systems
• Identify all students who miss more than 20% of the available
instructional time
and/or
• Identify students through engagement scales or behavior
indicators
• Identify all students who fail their math course
• Identify all students who fail their English course
• Flag students who display both engagement and academic
failure as high risk
Extreme Off Track
2-3 Years Behind
No chance for graduation in a
traditional school setting
Disengagement
Risk Factors:
1. Disengagement
•20% absenteeism
2. Behind in Credits
•Particularly Core
Course Failures
3. GPA less than 2.0
4. Failed FCAT
High Off Track
3 or more risk factors
Off Track
2 of 4 risk factors indicated
Students entering with 20%
absenteeism and/or 2 or more
F’s in 8th Grade
At Risk for Off Track
1 of 4 risk factors indicated
On Track
No risk factors indicated
Hendry County Schools
At-Risk Eighth Graders
• Those who attend school less than 80% of
the time (78% became drop outs)
• Those who receive a failing grade in math
and/or English (77% became drop outs)
• Did not have strong predictive power:
– Gender, race, age, test scores
Attendance: The Canary in the Coal Mine
School
More than 9 Absences – students not in
school 80% of the time
Central
9
Clearlake
4
Cocoa Beach Jr/Sr
2
DeLaura
2
Edgewood
2
Hoover
7
Jackson
7
Jefferson
4
Johnson
12
Kennedy
5
Madison
9
McNair
3
Southwest
5
Spacecoast
1
Stone
7
Westshore
0
Total
79
Of these 79
students 78 %
could potentially
become high school
drop outs.
61 drop outs.
The bottom line…
• Addressing academic and engagement
issues earlier rather than later is more
successful and more cost effective
• Preventing disengagement and/or academic
failure is more effective than reacting to
them once they occur
Integrated, Multi-Tiered
Prevention/Intervention Supports
•
It is not enough to simply identify at-risk students,
leadership teams must follow identification with effective and
appropriate intervention
•
Schools need to provide prevention supports which act to
prevent students from becoming disengaged or developing
skill deficits
•
Schools need to develop a continuum of intervention
supports which are readily accessible as soon as a student is
indicated as at-risk or off-track
•
Creating a comprehensive prevention/intervention program
which addresses academic, behavioral, and socialpsychological disengagement and academic skill deficits as
indicated by data is critical
Supports for ALL
(Core, Universal Instruction- Tier 1)
Academics
• All students
• Evidence‐based core
curriculum & instruction
• Assessment system and
data‐based decision
making
Behavior
• All students, All settings
• Positive behavioral
expectations explicitly
taught and reinforced
• Consistent approach to
discipline
• Assessment system and
data‐based decision
making
First Steps
• The most important first step in successfully
implementing MTSS/RTI and increasing learning is
ensuring the quality of full class instruction.
• The least expensive way to increase learning at your
school is to improve full class instruction.
• The change that will affect the most number of
students at your school is to improve full class
instruction.
Improving Tier 1
• Syllabus
• Pre test – prerequisite assessment
• Common Assessments – analyzing and using
the data
• Differentiation of content, process, product
• Proactively seeking out data of incoming
students
• Vertical alignment between 6th & 7th grade
• Vertical alignment between 8th & 9th grade
Supports for SOME
(Supplemental Instruction – Tier 2)
Academics
• Supplemental targeted
skill interventions
• Small groups
• Frequent progress
monitoring to guide
intervention design
Behavior
• Supplemental targeted
skill interventions
• Small groups
• Frequent progress
monitoring to guide
intervention design
Helping Students who Are Off Track
• Tier 2
– Credit Retrieval
– Reading Intervention Class
– Math Intervention Class
– Learning strategies
– AVID
– Academic Tutoring
– No Zero Zone
Support for FEW
(Intensive, Individualized Instruction – Tier 3)
Academics
• More intense targeted
skill interventions
• Customized
interventions
• Frequent progress
monitoring to guide
intervention design
Behavior
• Student centered
planning
• Customized function based
interventions
• Frequent progress
monitoring to guide
intervention design
Infrastructure of a
Multi-Tiered System of Supports
Think about…could we…
• Direct a significant amount of resources to critical transition
years (6th and 9th) to prevent academic and behavioral problems
• Provide opportunities for mentoring, advisement, and academic
support within the master schedule for all students
• Include classes which provide instruction in organization, study
skills, note-taking, problem solving, and communication in the
school’s master schedule
• Intensify instruction by providing additional time and personnel or
smaller class sizes for classes which typically result in high rates
of course failures
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