MTSS Architecture in Secondary Schools Mark Balestracci M

MTSS Architecture in Secondary Schools Mark Balestracci, M. Ed. and Lindsay Kett, C. A. G. S.

MTSS at Mashpee Middle/High School • Demographics: – Grade(s) Served: 7 -12 – Enrollment: 729 • Selected Populations: – 24% Economically Disadvantaged – 41% High Needs – 20+% Students with Disabilities

MTSS at Mashpee Middle/High School • Why MTSS? – MMHS had a State Rating Level of 3 – Lacked in intervention opportunities/plans – Proficiency Levels were not where we wanted them – Did not have a uniform Progress Monitoring tool(s) – No tiered system for interventions

Is MTSS Just Another Initiative?

Creating a Culture Shift • Approach #1: Let’s start it as a pilot program…SLOW, SLOW. • Approach #2: Rip the Band-Aid Off!! • Always keep the “End Game” or “End Goal” in mind.

Role of the Building Principal in Leading Implementation of MTSS Model Problem-Solving Process Expectation for Data-Based Decision-Making Schedule based on the needs of students first Instructional Intervention and Support Communicating clearly (create common language) • Celebrating and Communicating Success • • •

Principal Role Continued… • Building Consensus • Mindset Shift: – “What do we have” instead of “what don’t we have” – Problem-Solving vs. Problem Admiration – Every Decision is based upon data • “are you happy with your data and would you put your own flesh and blood in every classroom. ” J. Elliott

Strategic Team Building is Key! Take 5 minutes to create a running list… • Question #1: What are the skills/traits you will look for in members of your School-Based Leadership Team? • Question #2: Which individuals do you feel need a seat at the table?

Hierarchical Make-Up of an SBLT Building Principal Leadership Team School Psychologist General Education Teachers All Disciplines Assistant Principal(s) Guidance Director Special Education Teachers Multiple Grade Levels

Have you Ever Been to a Meeting Like This?

Building the Architecture (7 -12) • School-Based Leadership Teams • Who needs a seat at the table? – MMHS Team: • Administrative Team (Principal, Deans, Guidance/CCR Director) • Department Heads (Math, ELA, Science, Social Studies, Foreign Language, Career and Technical Education • School Psychologist • General Classroom Teacher(s) • Special Education Teacher(s)

Role(s) and Function(s) of the SBLT • SBLT Members will… – Be committed to school-wide change; – Be respected by colleagues; – Possess leadership potential; – Demonstrate effective interpersonal skills; and be able to start projects and “get things done. ”

Guiding Questions for the Work of the SBLT • Refer to handout: 10 Guiding Questions for Selecting SBLT Teacher Leaders

I have an SBLT…. What’s Next? Self-Assessment of MTSS Implementation (SAM) – The SAM has six domains • 1) Leadership • 2) Building the Capacity/Infrastructure for Implementation • 3) Communication and Collaboration • 4) Data-Based Problem Solving • 5) Three-Tiered Instructional/Intervention Model • 6) Data-Evaluation

Setting Goals for MTSS Implementation MTSS Training of a School-Based Leadership Team • Phase I: Consensus Phase Objectives: – Provide time and support to build consensus with SBLT (SAM Assessment) – Time can be used both during and outside of the school day • Phase II: Infrastructure Building Phase – Leadership receives appropriate training and skill development to lead MTSS work • Phase III: Implementation Phase – Build master calendar and schedule around the instructional needs of students and optimized collaborative time

SAM Assessment • Building Consensus Amongst the SBLT – Having Courageous/Difficult Conversations • Target the keys area(s) for professional development and training

Planning Phase: (SBLT) Assessing Resources • It’s all about Efficiency in the use of the resources at your disposal – How can we best utilize every role in the building from General Ed, Special Ed, support staff, specialists, etc. • Inventory of resources – What are the focus area(s) for your school? – Where are the areas that you can tweak? – Scheduling Options

Creating a Culture Shift: Evaluating Your School’s Health and Wellness Thoughts to Consider… – 1) Are you happy with your data? – 2) Are students truly engaged in the learning process? – 3) Does the staff share common educational beliefs? – 4) Do you have Note: strategic/targeted interventions available Good Morale and poor data to all students in your does not make for a high school? performing school

Tools to Assess Your School’s Health and Wellness How do I know if my school is ready for MTSS? • Check your data • Are you using all of your resources in the most efficient way possible? • Are your students receiving the most targeted supports/intervention? • How are you monitoring progress and efficacy of your interventions?

More Tools… Staff Beliefs Survey “As you prepare for implementation of MTSS, it is imperative to have a strong grasp on the educational beliefs of your staff. ” - George Batsche

MMHS Beliefs Survey Data • Refer to Handout labeled MMHS Beliefs Survey 2015 -2016 • Six Domains: – 1. – 2. – 3. – 4. – 5. – 6. Leadership Capacity/Infrastructure Communication/Collaboration Data-Based Problem Solving Three-Tiered Model Data and Evaluation

It’s All About the WHY… • Targeted Professional Development and Rollout Plan Develop a Calendar with Targeted Goals • Based Upon the SAM and Beliefs Survey • SBLT creates

On to the Schedule! “The master schedule is to a school what grading policies are to teachers and classrooms. It reveals the true beliefs, attitudes, values, and priorities of the school. The school’s master schedule is like looking at an MRI of the inner workings of a school. It is the window to the soul of the school. ” “The Master Schedule: A Culture Indicator”, (NASSP)

Values Collision What the master schedule contains is as important as how it is constructed: • How do the professionals interact? • How are key decisions made? • How do staff members value input from each other; does it reveal the true beliefs & attitudes of the staff? -NASSP

BETTER SCHEDULES = BETTER SCHOOLS What does your Master Schedule reveal? • • Resource for all staff members Tool to maximize student learning Tool to maximize staff support Flexible & Fluid

Response To Student Data Ask the Question: Is your school(s) ADULT/TEACHER or STUDENT/LEARNING focused?

Adult/Teacher Focus Schedule • Reflects the wants of the staff. • Few or no interventions. • All students are expected to complete courses in the same time frames. • No double block classes • The strongest, most experienced teachers are teaching the top students. • Best students are in the smallest classes. -NASSP

Student/Learning Focus Schedule • Reflects the needs of the students. • Multiple tiered interventions. • Accommodations are built into the schedule for students who need additional support (second scoop). • Strongest teachers are teaching the students with the most need. • Teachers teach both higher level courses & support level courses. • Students most in need are in the smallest classes. -NASSP

MMHS Scheduling Essentials Collaborative Planning Time for Staff SBLT Meeting Time (built-into daily schedule) Include Special Educators included in Departmental PLC’s Built-in Tier II and III Instruction that is fluid – Also providing opportunities for enrichment • Scheduling courses to correlate and allow for fluidity • Data Dashboard for ALL Staff • Moving toward a new Schedule Format (4 x 4 alternating block) • •

Programming Prioritization Activity Categorize the programming strategies below as: • Most Critical • Important But Not Critical • Least Critical Strategies: Student Course Sequences Students Supports and Experiences Teacher/Staff Planning Time Teacher Workload GOAL: to ensure that your school’s students are college and career ready.

A Unified Vision Data Analysis ↕ Student Needs ↕ Scheduling ↕ Graduation Requirements ↕ Program of Studies

Our Results • • • Student Average student growth in grade 8 RTI was at 70% 96% of 8 th grade students achieved adv/prof rating on Algebra 1 PARCC Test Ranked #2 of all schools in Cape Cod, MA on the 2016 PARCC Test Improved in all three testable areas. (math, ELA, Science) No Student grades 7 -10 is pulled out of CORE Instruction Staff • 96% Common Beliefs based on 2 nd Survey • Teachers modeling Quality Tier I instruction • All teacher goals aligned to overarching school/district goal(s) • PD Scheduled for 16 -17 School Year (ALL Focused on MTSS)

Follow Up Questions Contact Information: Mr. Mark Balestracci, M. Ed mbalestracci@mashpee. k 12. ma. us Mark Balestracci @MMHS_Principal Mrs. Lindsay Kett, M. A. , C. A. G. S lkett@mashpee. k 12. ma. us MMHS Counselors @MHSGuidance 1