Kansas MULTI-Tier System of Supports (MTSS)

1. Kansas MULTI-Tier System of Supports (MTSS) Considerations for Administrators of Special Education Susan Sipe & Crystal Davis, Kansas MTSS Core Team November 16, 2009 IDL for MTSS Facilitators

2. Outcomes for Today

4. A Multi-Tier System of Supports: Why Consider Changing?

5. Not Just Another Initiative Adapted from Dan Reschly, 2002

6. What is MTSS?

7. How does this translate? Title I Principal ELL SLP OT SPED Director

8. Self-Correcting Feedback Loop

9. M T S S

10. MTSS Framework • Leadership • Identified Teams • Buy-In/Consensus • Communication • Professional Development • Empowering Culture • Professional Development • Initial Training • Support for Implementation • Monitoring for Fidelity • Providing ongoing Support • Empowering Culture • Involving all Staff • Involving Parents • Informing All

11. MTSS Framework • Assessment • Screening • Diagnostic • Progress Monitoring • Outcomes • Curriculum • Core • Supplemental • Intensive • Instruction • Core • Supplemental • Intensive

12. MTSS Framework • All, Some & Few • Describes instruction – not a place!

13. MTSS Framework • All (Core) • Core Curriculum & Instruction • Screening Assessment • Some (Supplemental) • Protocol Based Curriculum & Instruction • Diagnostic Assessment • Progress Monitoring Assessment • Problem Solving Teams • Few (Intensive) • Intensive, Customized Curriculum & Instruction • Diagnostic Assessment • Progress Monitoring Assessment • Problem Solving Teams

14. Examine Your Beliefs DO YOU SUPPORT. . .

15. MTSS

16. N O N - N E G O T I A B L E S Strong Leadership Data-based decision making Communication/Collaboration Evidence-based Instruction MTSS

19. IDEA 2004 Fed Regs § 300.208 Permissive use of funds. (a) Uses. Notwithstanding §§ 300.202, 300.203(a), and 300.162(b),funds provided to an LEA under Part B of the Act may be used for the following activities: (1) Services and aids that also benefit nondisabled children. For the costs of special education and related services,and supplementary aids and services, provided in a regular class or other education-related setting to a child witha disability in accordance with the IEP of the child, even if one or more nondisabled children benefit from theseservices.

20. KEY POINTS • Location • General Education Classroom • Other education-related setting as is appropriate for each student • Library • Pod • Resource Room • Speech Room • Other school environments • Instruction • Directly connected to IEP • Research-based group size recommendations • Elementary • Tier II maximum 3-5 students • Tier III maximum 1-3 students • Secondary • Tier II group size depending on age level and materials being used • Tier III maximum 3-5 students

21. In General Education Classroom • A special education teacher with expertise in teaching reading is providing support for 3 identified students during core reading instruction. She and the classroom teacher plan and deliver reading instruction to all students (Tier I). Funding Impact: None Duration Limitation: None • A special education paraeducator is supporting 2 identified students in the areas of task completion and rule following. Two non-identified students could benefit from adult support as well. The special education paraeducator supports non-identified students with the same skill deficits at the same time she is providing services to identified students. Funding Impact: None Duration Limitation: None

22. In General Education Classroom • An occupational therapist (OT) provides services to two identified students relating to fine motor grasp. After working with identified students and allowing them to practice their skills, the OT observes non-identified students who may need adjustments to pencil grasp, etc. and supports them as well. Funding Impact: None Duration Limitation: None • A speech pathologist provides support to an indentified student in the area of phonemic awareness. Two other students in the classroom need the same level of instruction as the identified student. The speech pathologist provides instruction for the group of three (Tier II). Funding Impact: None Duration Limitation: None Group size: maximum of 5

23. In Other Education-Related Settings • A special education teacher instructs 2 ninth-grade identified students in a resource room working on a goal of comprehension. According to diagnostic assessments, two non-identified students demonstrate a need for support in comprehension and they join the group of two students (Tier II). Funding Impact: None Duration Limitation: None Group size: dependent on age and materials used (secondary) • A special education teacher has planned and is co-teaching with the general education teacher during the 90 minute reading block. They have divided the students into groups. The sped teacher takes a group of gen ed and sped students to the pod for direct instruction in fluency as indicated on identified students’ IEPs(Tier I). Funding Impact: None Duration Limitation: None Location does not matter. What is the intent of the instruction?

24. In Other Education-Related Settings • All students in this example are receiving core reading instruction in the gen ed classroom. A special education teacher is providing instruction to 2of the fourth grade identified students in a resource room. The targeted intervention is direct and explicit and includes one or more of the components of reading. One non-identified student with the same needs is being instructed in the small group with identified students (Tier III). Funding Impact: None Duration Limitation: None Group size: maximum of 3 • Two identified students demonstrate a need for instruction in fluency. They are distracted by the activity in the general education classroom and receive their instruction in a quiet location with a special education paraeducator. Two non-identified students join the group for instruction in fluency after assessment data indicated a need (Tier II). Funding Impact: None Duration Limitation: None Group size: maximum of 5 (elementary) dependent on age and materials used (secondary)

25. Co-Teaching KS REIMBURSEMENT GUIDE p. 40 FOR SCHOOL YEAR 2009-2010 TO BE AUDITED IN 2010-2011 Reimbursement is authorized for collaborative co-teaching models. In these types of delivery models, one or more identified students with exceptionality receive services from the special teacher in a general education setting. Planning and instruction are the shared responsibility of both the special teacher and the regular education teacher who work collaboratively as a team. The names of students listed on the caseload of the special teacher should be found in the MIS child count data submitted by the district. The IEPs of these students must reflect the amount of service provided by the special teacher. Whenever a special teacher is teaching non-identified students in a group that includes identified students with exceptionalities, the focus of instruction is on the goals in the IEPs of the identified students. Reimbursement is not allowed for a special teacher who is the teacher of a general education class.

26. Co-Teaching • A speech language pathologist has three identified students whose goals relate to phonemic awareness. She and the classroom teacher plan and deliver phonemic awareness instruction during core reading to all students (co-teaching & Tier I). Funding Impact: None Duration Limitation: None • A special education teacher has two third grade students with goals for reading fluency. According to assessment data, 50% of students in their class are not at benchmark for oral reading fluency. The special education teacher and classroom teacher plan, and collaborate, and deliver fluency instruction as class-wide intervention during core reading time (co-teaching & Tier I). Funding Impact: None Duration Limitation: None

27. Child Find/GEI KS REIMBURSEMENT GUIDE pgs. 15-16 2. General Reimbursement Issues a. Child Find Activities Child Find, according to Kansas regulation 91-40-07, allows for the participation of special education staff in activities to identify, locate, and evaluate all children with exceptionalities that may be in need of special education services. As a result, KSDE provides reimbursement of special teachers and paraeducators involved in Child Find activities as specified below. .

28. Child Find/GEI KS REIMBURSEMENT GUIDE pgs. 15-16 General Education Intervention: For school age children, screening procedures also include General Education Interventions (GEI) as a means of locating children with exceptionalities. Special education personnel may participate in the general education interventions (GEI) process in a variety of ways, including activities such as: • participating in problem-solving activities; • consultation with other educators; • collecting and analyzing student data; • modeling of and coaching around instructional strategies; • providing intensive, direct instruction to students.

29. Where is GEI in all this? • Kansas Special Education Process Handbook, Ch. 2 pgs 4-6 • Kansas Regulations 91-40-7 (c) • Kansas Approaches to GEI • School-wide method utilizing MTSS • Individual student problem solving model • Combination of both

30. MTSS GEI/SIT

31. Questions for Building Leadership Teamsabout GEI/SIT • Will SIT responsibilities be assumed by grade level/ PLCs/ Instructional teams through MTSS inviting other specialists as necessary to address individual student needs? • Will we continue to have a separate SIT to address students not progressing adequately in the tiers?

33. Elem. Group size: 1-3 Sec. Group size: 3-5 Elem. Group size: 3-5 Sec. Group size: based on ages and materials used

34. Intent of Instruction for Mixed Groups of Students For groups of identified AND non-identified students • Instruction for non-identified student(s) must match the instruction being provided to identified students in accordance with IEP(s). • Any instruction must be derived from the IEP which could result in incidental benefit for a non-identified student. • FAPE is the driver of the instruction taking place in the group of identified and non-identified students.

35. Elem. Group size: 1-3 Sec. Group size: 3-5 Elem. Group size: 3-5 Sec. Group size: based on ages and materials used

37. Child Find/GEI • 4th grade student is having difficulty articulating a specific sound. A student intervention plan is written for the student to get direct instruction/intervention from speech language pathologist for 5 minutes, 2 times/day for 3 weeks. • Funding Impact: None/Part of GEI • Duration Limitation: Up to 18 weeks as long as documentation requirements are met • Student is participating in core reading instruction and has completed two different Tier II interventions without making adequate progress. Student is moved to Tier III intervention with one other identified student in the resource room with sped teacher providing instruction. • Funding Impact: None/Part of GEI • Duration Limitation: None

38. Child Find/GEI • 3th grade student is having difficulty with addition and subtraction facts. A student intervention plan is written for the student to get interventions from a special education paraeducator three times a week for 20 minutes. The gen ed teacher places two identified students in the group for additional math practice although the students have no math goals. • Funding Impact: None/Part of GEI • Duration Limitation: Up to 18 weeks as long as documentation requirements are met • Student is having difficulties attending in class and seems to need frequent physical activity. A student improvement plan is written and the student joins an identified student in sensory activities for 20 minutes, 3 days/week under the guidance of the occupational therapist. • Funding Impact: None/Part of GEI • Duration Limitation: None

39. Allowable Expendituresfor IDEA and ARRA Funds See Attachment B

40. Challenges & Solutions for SPED Staff

41. Challenges & Solutions for SPED Staff

42. Challenges & Solutions for SPED Staff

43. Challenges & Solutions for SPED Staff

44. MTSS Materials & Supports • MTSS Documents • Innovation Configuration Matrix (ICM) • Research Base • Academic Structuring Guide • Academic Implementation Guides • Positive Behavior Supports Blueprints • Training Support • Educational Agencies Across Kansas

45. Resources Kansas MTSS Website www.kansasmtss.org Regional Service Centers Book Studies in a Bag www.projectspot.org pgray@ksde.org cdavis@keystonelearning.org ssipe@kansasmtss.org

46. NEXT CONFERENCE CALL Friday, DECEMBER 11, 2009 December 11 conference call will address YOUR local scenarios, situations, and questions relating to use of sped staff in a MTSS. Please send to ssipe@kansasmtss.org by DECEMBER 4 so we can prepare for the conference call.

47. CEIS CONFERENCE CALL January 15, 2010 9:00 – 10:30 a.m. The January 15th Conference Call will focus on Coordinated Early Intervening Services: procedures, timelines and necessary documentation.