Introduction Examples of MTSS Implementation Pathway Outline DistrictLevel

Introduction Examples of MTSS Implementation

Pathway Outline • District-Level Problem-Solving Team: San Antonio Independent School District (SAISD) • District/Campus Problem-Solving Team: Ferris ISD • Campus-Level Problem-Solving Team: Celina ISD

District-Level Problem-Solving Team: SAISD

District-Level Problem-Solving Team: SAISD Multi-Tiered System of Supports (MTSS) and Social-Emotional Learning (SEL) Director SAISD 48, 720 Students Asian: 0. 4% White: 2. 4% American Indian: 0. 1% African American: 6. 3% Pacific Islander: 0. 0% Multiracial: 0. 6% English Language Learner: 19. 6% Other: 0% Special Education Services: 11% Economically Disadvantaged: 90. 4% Hispanic/ Latino: 90. 3% Texas Education Agency, 2019

MTSS Commitment: SAISD is committed to “implementing and sustaining a multi-tiered system of support that fosters a problem-solving culture integrating assessment, databased decision-making, and intervention in a continuous cycle designed to maximize the educational opportunities of all students. ” SAISD, 2019, p. 5

MTSS Call to Action: SAISD District Leadership • Student Support • School Improvement • School Leadership • Head Start • Psychological Services • Special Education Programs • Dyslexia/504 • Gifted and Talented Education • MTSS/SEL Elementary School • Administrator • Teacher Middle School • Administrator • Teacher High School • Administrator • Counselor • Teacher Community • San Antonio Alliance • University of Texas at San Antonio SAISD, 2019

District-Level Problem-Solving Team Process: SAISD Researched • District data (review and analysis) • Current SAISD practices • Current research and evidence-based practices Interviewed Urban District Superintendents (Nationwide) • Implementation successes • Lessons learned Identified Quality Products for District MTSS Vision and Plan • Investigated • Discussed • Deliberated • Created SAISD, 2019

Four Essential Principles That Guide the MTSS Framework: SAISD Convergent Assessment Collective Responsibility Concentrated Instruction Certain Access Buffum, Mattos, & Webber, 2012; SAISD, 2019

Implementation of MTSS: SAISD Tier 1 Key Features 1. Universal screeners 2. Data-based decision-making 3. Evidence-based academic core instruction aligned to the Texas Essential Knowledge and Skills (TEKS)/Prekindergarten Guidelines and driven by identified “priority standards” 4. Evidence-based behavior instruction aligned to positive behavioral interventions and supports (PBIS) principles (e. g. , schoolwide and classroom behavior expectations, activity expectations) 5. Differentiation 6. Flexible grouping 7. Progress monitoring Tier 2 Key Features 1. Use of curriculum-based measures 2. Data-based decision-making 3. Intervention plan creation 4. Evidence-based intervention delivery 5. Progress monitoring 1. 2. 3. 4. Tier 3 Key Features Data-based decision-making Intervention plan creation Evidence-based intervention delivery Progress monitoring SAISD, 2019

Implementation of MTSS: SAISD, 2019

District/Campus Problem-Solving Team: Ferris ISD

District/Campus Problem-Solving Team: Ferris ISD District MTSS Team Ferris ISD Pacific Islander: 0. 1% Multiracial: 1. 1% 2, 706 Students Asian: 0. 4% White: 21. 7% American Indian: 1. 6% English Language Learner: 29. 5% African American: 6. 0% Other: 0% Special Education Services: 11. 5% Economically Disadvantaged: 80. 3% Hispanic/Latino: 70. 3% Texas Education Agency, 2019

District/Campus Problem-Solving Team: Ferris ISD A Year-at-a-Glance is provided at the beginning of each school year that outlines action items by month and responsibilities. It is reviewed every other week with campus administrators during their principal professional learning community (PLC) meetings.

District MTSS Framework at Work: Ferris ISD Beginning-of-year (BOY), middle-of-year (MOY), and end-of-year (EOY) meetings are scheduled by the district office. Campus PLCs are expected to be the first problem-solving teams to define, analyze, implement, and review interventions in universal instruction (Tier 1). Fidelity of implementation is checked through the principal PLC meetings that occur biweekly. District/Campus Problem-Solving Team • Campus administrator • Counselor • Special programs coordinator (who works 80% in special education and 20% in curriculum, so the special education knowledge is incorporated) • Director of learning • Learning specialist assigned to the campus • Classroom teacher • Intervention teacher • Bilingual education/English as a second language (ESL) coordinator for duallanguage students • Special education teachers (as needed) • Nurses (as needed)

Roles of the District/Campus Problem-Solving Team: Ferris ISD Data analyst (role assigned in meeting) reviews the academic screening information and the intervention data (i. Read, System 44, Read 180, or Math Intervention). Counselor reports any counseling concerns about SEL or behavior. Behavior/attendance (role assigned in meeting) is reviewed through Skyward, their school data management software.

Explicit MTSS Documents: Ferris ISD

District/Campus Problem-Solving Team: Ferris ISD CAMPUS Feedback based on data District nonnegotiable framework DISTRICT

Campus-Level Problem-Solving Team: Celina ISD Celina Junior High School

Campus-Level Problem-Solving Team: Celina ISD Asian/Pacific Islander: 0. 2% Multiracial: 3. 9% Economically Disadvantaged: 21. 4% 463 Students African American: 2. 9% American Indian: 1. 6% Russell Mc. Daniel Principal Celina Junior High School English Language Learners: 2. 6% Asian: 0. 8% Special Education Services: 21% White: 65. 6% Hispanic/Latino: 24. 9% Texas Education Agency, 2019

Campus-Level Problem-Solving Team: Celina ISD MTSS and a Comprehensive School Counseling Program reinforce the health and well-being of each student.

Campus-Level Problem-Solving Team: Celina ISD Celina Junior High is invested in the development of the whole child.

Tier 1 Problem-Solving Team: Celina ISD PBIS Team PLCs CTT Team

Tier 1 Problem-Solving Team: Celina ISD PBIS Team

Tier 1 Problem-Solving Team: Celina ISD PLCs CTT Team

Tiers 2 and 3 Problem-Solving Team: Celina ISD Intervention Behavior Team This team was developed in 2019– 2020 to move forward with the MTSS model and increase behavior supports and services. Response to Intervention Action Team This team works with the student’s teachers to assist in the implementation of the action plan created by the PLC and the CTT Team for Tier 2 and Tier 3 intervention for students. • Team members: Two teachers per grade level, school counselor, CTT Team • Team members: Two teachers per leader, and assistant principal grade level • Team goals: Conduct student and parent meetings to establish a Tier 2 or Tier 3 plan to improve the student’s behavior • Team goal: Assist in implementing the action plan for Tier 2 and Tier 3 with fidelity

Tiers 2 and 3 Problem-Solving Team: Celina ISD

Tiers 2 and 3 Problem-Solving Team: Celina ISD

Community Collaboration and Support: Celina ISD Project Adam Heart Safe School Certification (2015–present) Partners with Children’s Health to provide virtual care for students Partners with the local police department to provide for families in need during the holiday season Partners with local nonprofits and private care providers to offer low - to no-cost food, clothing, eye exams, and orthodontics

Professional Learning Communities Celina Junior High School

Effective Problem-Solving Teams Master Schedules Matter!

Campus Scheduling Mindset Shift for Campus Scheduling • What is the purpose of our school? • All students have the ability to learn at high levels. • It is our responsibility to ensure that high-level learning happens for all students: We must focus on opportunity to learn vs. ensuring learning. • Job-embedded continuous learning for educators (PLCs) is a key to improved student learning. • Supplemental and intensive interventions have an important purpose.

Campus Scheduling: Elementary Example

Campus Scheduling: Secondary Example Burns, 2008; Prewett et al. , 2012

Campus Scheduling • Typical responses to intervention within MTSS: • “We don’t have time to provide interventions during the school day. ” • “We would love to provide interventions, but our master schedule doesn’t allow it. ” • Questions for thought: • Does your master schedule impede change in regard to student intervention? • Or is your master schedule a tool to help organize time to support students? Griffin & Hattendorf, 2010; Prewett et al. , 2012