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Iredell-Statesville Schools

Multi-Tiered System of Support Handbook

2017-2018

Updated June 2017

Table of Contents Iredell-Statesville Schools Multi-tiered System of Support Handbook

Page Chapter

Overview of Multi-tiered System of Support 3 Iredell-Statesville Schools MTSS 5 Critical Components of MTSS Implementation 6 Definition of MTSS 7 I-SS Multi-tiered System of Support Flowchart 8 I-SS Academic and Behavior Documentation Checklist 10 Documentation Purpose and Intended Use 15 Digital Documentation (www.rtistored.com) 16 MTSS School Team Membership 18 MTSS School Coordinator Responsibilities

Tier 1 Differentiated Core Instruction 19 Review of Tier 1 Documentation Requirements 21 Definition of Tier 1 Differentiated Core Instruction 22 Differentiation Defined 23 Tier 1 District Core Expectations 26 Tier 1 Flowchart Academic and Behavior 27 Tier 1 and Classroom Walkthrough Integration (CWT) 35 Tier 1 Sample Grade/Department Plans

Tier 2-1 Supplemental Support

43 Review of Tier 2 Documentation Requirements 46 Definition of Tier 2 Supplemental Support 47 Tier 2 Flowchart Academic and Behavior 48 Academic Diagnostic Flowcharts 50 Behavior Tier 2 Standard Protocol 51 Secondary Tier 2 Intervention System 52 Tier 2 Sample Student Support Plans

Tier 3-2-1 Intensive Support 67 Review of Tier 3 Documentation Requirements 70 Definition of Tier 3 Intensive Support 71 Tier 3 Flowchart Academic and Behavior 72 Tier 3 Sample Student Support Plans

Resource Appendix 76 Universal Screenings 77 Early Warning System (EWS) 78 I-SS MTSS Online Learning Modules 79 Referral Review Problem Solving Guide (Academic) 81 Referral Review Problem Solving Guide (Behavior) 83 Internalizing Behavior Referral Form 84 Basic 5 Behavior Resources

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http://www.rtistored.com/

Overview of

MTSS

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6 Critical Components of MTSS Implementation

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MTSS Body of Evidence – Checklist Academic (A) & Behavior (B)

Tier 1 –

● Grade & Teacher reports/charts from Universal Screenings & Assessments ● Reading 3D Screening – grade level data (A) ● IReady Screening- grade/subject level data (A) ● District Assessments – grade/subject level data (A) ● CA’s – grade/subject level data (A) ● NC Checkins- Grade/Class (A) ● ODR – grade level discipline data (B) ● EWS- grade, attendance, and course performance (A/B)

● School-Wide Matrix (B) ● School-Wide Reinforcement System (B) ● Office Managed vs. Classroom Managed Behavior document (B) ● PLC/Department Plans (RIOT) – (A/B)

Tier 2 Review by PLC Chair: _______________________________________________________ Date: ________________________ Tier 2-1 –

● Tier 2-1 Problem-Solving Parent Letter, signed and dated (A/B) ● Dated CICO Parent Consent Letter (B) ● CICO Target Goal Worksheet (B) ● Signed & Dated CICO Agreement (B) ● Internalizing Behavior Referral Form (B)- group/individual (if applicable) ● Vision & Hearing Screening and Date (A/B) ● Environmental Inventory (A/B) ● Student Tier 2 Support Plan (A) ● Individual Student Reports/Charts from Universal Screenings & Assessments

● School Net Report to include: Demographic Report, BA’s, CA’s (A/B) ● Screening Reports: Reading 3D, AIMSweb, and/or IReady Report(s) (A) ● EVAAS Student History and Projection Reports (A) ● For ESL Students – include: ACCESS Test Results and/or WAPT Results (all 4 areas) ● PowerSchool Report: ODR, OSS, ISS, Incident Type Breakdown (B)

● Progress Monitoring Chart(s) (may include): (A/B) ● Reading 3D Progress Monitoring Chart(s) – Reading (A) ● Core Phonics Survey – Initial Assessment & Progress Monitoring (A) ● Spelling Inventory (Primary, Elementary, or Upper) (A) ● Self-Monitoring Student Charts (for CPS or Fluency) (A) ● iReady Progress Monitoring Chart(s) – Reading/Math (A) ● IStation Progress Monitoring Chart – Reading (A) ● Target Gx/Indiv PM Data Log (if internalizing behavior or in a group) (B) ● Individual CICO Student Data Log (B) ● Class Pass Data Log (B) ● Check & Connect Data Log (B) ● ABC Checklist– completed daily by the teacher for cycle 2 of Tier 2 (B)

● Minimum of 2 Cycles to fidelity – 3 data points/assessments per cycle (A) ● Minimum of 2 Cycles to fidelity – 15 days/3 weeks of daily data per cycle (B)

Tier 2 Review by IF (academic) and/or Counselor (behavior): _________________________________________________ ______________________________________________________________________________ Date: ___________________________________

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Invitation to Develop Tier 3-2-1 Plan

● Parent______________________________________________________________ Date_____________ ● Psych_______________________________________________________________ Date_____________ ● EC Specialist_______________________________________________________ Date_____________ ● EC Teacher_________________________________________________________ Date_____________

Tier 3-2-1- (Invite BEST Team Member ONLY when student shows little to no progress in Behavior in cycle 1 of Tier 3-2-1 and you are beginning cycle 2 of Tier 3-2-1)

● Tier 3-2-1 Problem-Solving Parent Letter, signed and dated (A/B) ● Language Checklist- SLP will review and complete S/L screening, if deemed necessary (A/B) ● Student Tier 3 Intensive Plan (RIOT) (A) ● Behavior Escalation Worksheet- (B) (only if safety is a concern) ● Functional Behavioral Assessment (FBA) – FACTS Parts A & B (B) ● Behavior Intervention Plan (BIP)– Competing Pathways (B) ● Progress Monitoring Charts included for every area of concern from Tier 2-1– may include:

● Reading Mastery (A) ● Corrective Reading (include initial assessment & PM chart) (A) ● Language Live! (include baseline & PM chart) (A) ● Read 180 (A) ● Discovery Education (include baseline & PM chart) (A) ● TransMath (include baseline & PM chart) (A) ● Moving with Math (A) ● MClass Reading 3D/AIMSweb Progress Monitoring Charts (A) ● iReady Progress Monitoring Chart(s) – Reading/Math (A) ● IStation Progress Monitoring Chart – Reading (A)

● BIP Progress Monitoring Charts- may include: ● Interval Data Sheet (B) ● ABC Checklists (B) ● Individual CICO Student Data Log (B) ● Class Pass Data Log (B) ● Check & Connect Data Log (B) ● Target Gx/Indiv PM Data Log (if internalizing behavior) (B) ● BIP Fidelity of Implementation Survey (B)


Referral Review by EC Specialist and/or Behavior Specialist: __________________________________________________ ___________________________________________________________________________________ Date: ______________________________ If referring for EC Evaluation

● Data and Documentation for referrals need to be in RtI: Stored! ● IF or Counselor MUST contact the EC or Behavior Specialist for data review.

Psych_______________________________________________________________________ Date______________ EC Specialist_______________________________________________________________ Date______________ EC Teacher________________________________________________________________ Date______________

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Purpose & Intended Use MTSS Body of Evidence

Academic (A) & Behavior (B)

Checklist Item: Purpose & Intended Use:

Tier 1

Grade & Teacher Reports (A/B)

○ Reading 3D ○ IReady ○ District Assessments ○ Common Assessments ○ NC Checkins ○ ODR ○ EWS

Purpose: This documentation is necessary for the teacher and outside support (including, but not limited to: Principal, IF, AP, MTSS Problem Solving Team, PLC, EC Specialist, School Psychologist, District Support Personnel) to assess the effectiveness of core instruction. Intended Use: Teachers, support, and/or problem solving members should use the core documentation evaluate if core instruction is effective enough to maintain high growth for students. If core instruction is in question, this need should be addressed before or concurrent with adding strategic support.

School-wide Matrix (B) Purpose: This documentation outlines the behavioral expectations for all students & staff- what we teach, model, practice & reinforce students for demonstrating. Intended Use: Use the schoolwide matrix to train staff members, students, and community of universal expectations of the school. Refer back to this matrix when making decisions around adding student support. This matrix must be taught, retaught, and followed for a truly affect core.

School-wide Reinforcement System (B)

Purpose: This documentation outlines how each school plans to positively reinforce positive behaviors demonstrated from outlined matrix. Intended Use: The reinforcement system should be consistently used by all staff in the building so students clearly understand both positive and negative consequences in the building.

Office Managed vs Classroom Managed Behavior Doc (B)

Purpose: This documentation outlines which behaviors need to be handled by the teacher in the classroom & which are expected to be handled by administration. Intended Use: Administration and teachers should use this documentation to create consistency around behavior management throughout the building. Classroom managed behaviors sent to the office should be returned to the classroom for teachers to take action.

Tier 1 PLC/Department Plan (A/B)

Purpose: Tier 1 Plans are developed collaboratively by Leadership and PLCs/Departments. These plans problem-solve and monitor core instruction and/or expectations.

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Intended Use: Collaboratively leadership teams and PLCs/Departments need to analyze their core instruction data, identify an area of need, develop an action plan to grow the core need, implement the plan, and monitor its effectiveness. These plans should be created at the beginning of the school year, monitored at the middle of the school year, and addressed at the end of the school year.

Tier 2-1

Problem-Solving Letter (A/B) Purpose: To inform parents/families about additional supports being provided to their child and open the door for communication around problem-solving for the whole child. Intended Use: This letter should be sent home immediately upon moving a child to tier 2 for additional strategic support for academics and/or behavior.

Dated CICO Parent Consent Letter (B)

Purpose: To communicate the need(s) for strategic behavior interventions to parents/families. Intended Use: CICO Parent Consent is a passive consent form that should be sent home before the student begins CICO.

CICO Target Goal Worksheet (B)

Purpose: This document identifies student strengths as well as challenges & helps make data based decisions (ODRs) to identify CICO target goals & how they relate to core/tier 1 Intended Use: Teachers and counselor should use the target goal worksheet to identify student strengths and challenges and identify CICO target goal. This worksheet should help problem-solvers see how the data drives the targeted goal and how the goal relates to tier 1, core instruction.

Signed & Dated CICO Agreement (B)

Purpose: This document outlines responsibilities for students, teachers, & Counselors/CICO Advisors. It also serves as documentation for what incentive the student is willing to work for & who the student will check in with if their advisor is absent. Intended Use: For advisors, teachers & students to refer to if there is any discrepancy with roles & responsibilities during CICO implementation.

Internalizing Behavior Referral Form (B)

Purpose: This serves to help counselors determine what skills will be the focus of group or individual sessions. Intended Use: This referral form is to be completed by teachers or parents. They check off

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observable behaviors that are symptoms of internalizing behaviors of concern.

Vision/Hearing Screening (A/B)

Purpose: To provide evidence that vision & hearing have been examined and are not impeding learning. Intended Use: Nurse and SLP should complete vision and hearing screenings to eliminate exclusionary factors impeding student learning. If a student fails vision and/or hearing, the nurse and/or SLP should work with the teacher and family on next steps.

Environmental Inventory (A/B)

Purpose: This inventory allows leadership team members to quickly assess the following areas in a classroom: physical space, attention, time, behavior management, & routines. Intended Use: Any member of leadership team can complete an Environmental Inventory for teachers who are moving students to tier two. After completing the inventory, the observer should provide the teacher with specific feedback on the teacher’s core instruction. One Environmental Inventory is required per classroom & can be used to re-asses after improvements for change have been made.

Tier 2 Student Support Plan (A) Purpose: The Tier 2 Support Plan is created to reflect problem solving around students’ targeted need. The plan should outline the student’s need (driven by data), plan for strategic support, data-evaluation rule, and progress monitoring. Intended Use: Teachers should create students’ Tier 2 Support Plan once a student is moved to tier 2. Teachers should update the plan monthly with progress monitoring data and use data-evaluation rules to determine if the plan is effective and making a positive and adequate impact on students achievement.

Individual Student Reports (A/B)

Purpose: This data creates a comprehensive history and compelling rationale for students’ needs for tier 2 strategic support. Intended Use: Teachers along with PLCs should analyze this data to determine which interventions will be implemented.

Progress Monitoring Charts (A/B)

Purpose: To represent students’ progress as a result of the strategic instruction that was provided. Intended Use: Intervention facilitator should progress monitor tier 2 students a minimum of every 10-20 days. These data points should be collected and represented in any easy to use format. The PLC should use this data to determine if A)

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the intervention group is making adequate progress and B) if the students within the intervention group are making adequate progress. The results of this data collection should be summarized on students’ Tier 2 Student Support Plan.

Tier 3-2-1

Tier 3-2-1 Problem-Solving Parent Letter, signed and dated (A/B)

Purpose: This letter is used to invite parents/families to a problem-solving meeting, discussing needs and ideas around additional supports necessary for their child. Intended Use: Problem-Solving Team should meet to schedule Tier 3 meetings. The team should compete the letter and send the invitation home with the student. The meeting dates should give parents and/or guardians sufficient time to make plans to be able to attend. The team should meet on the assigned day and time to discuss needs and next steps for the student.

Language Checklist (A/B) Purpose: The language checklist serves as a preliminary speech concern screen for primary aged students. This screen will help Speech and Language Pathologists will use this screen to determine if a full speech screen is necessary. Intended Use: Primary teachers should complete the Language Checklist and notify assigned school’s speech teacher. The speech teacher should review the language checklist and determine if a full speech screen is needed. If there are risks indicated on the language checklist the speech teacher should proceed with a full speech screen.

Tier 3 Student Support Plan (A) Purpose: The Tier 3 Support Plan is created to reflect problem solving around students’ intensive need. The plan should outline the student’s need (driven by data), plan for strategic support, data-evaluation rule, and progress monitoring. Intended Use: Problem solving teams should create students’ Tier 3 Support Plan once a student is moved to tier 3 and the problem solving meeting was held. Teachers should update the plan monthly with progress monitoring data and use data-evaluation rules to determine if the plan is effective and making a positive and adequate impact on students achievement.

Behavior Escalation Worksheet- (B) (only if safety is a concern)

Purpose: To identify the student’s specific behavioral cues that are a part of the escalation cycle & outlines how staff members are to respond at each level. It also gives guidance on when administration should be called for support. Intended Use: Counselor should work with students’ teachers to create the behavior escalation plan and make sure all members of the problem-solving and service team know and understand the plan. When a student’s behavior begins to escalate, teachers should follow the plan to the best of their ability.

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Functional Behavioral Assessment (FBA) – FACTS Parts A & B (B)

Purpose: This document asks teams to identify the student’s daily routine and to identify under what circumstances the problem behavior is most likely to occur. It helps teams determine what is the most significant problem behavior if there are multiple & provides antecedent and consequence data to help determine what strategies should be included on the BIP. Intended Use: The counselor and problem solving team should work together to complete student’s FBA. Once the team has analyzed the data and the FBA is completed problem solving teams should use the FBA to create a BIP to help provide support for students with problem behavior.

Behavior Intervention Plan (BIP)– Competing Pathways (B)

Purpose: This plan is the team’s hypothesis for the behavior pathway- it identifies what setting events & antecedent strategies trigger the problem behavior and how the consequence maintains the problem behavior. It asks teams to identify acceptable alternative behaviors & the desired behavior the team is working towards. Strategies are outlined for all staff to follow when interacting with that student. Intended Use: The counselor and problem solving team should create the student’s BIP based on the data collected through the FBA process. When the BIP is created the teachers should follow the academic and/or behavior plan outlined in the behavior intervention plan (BIP).

Progress Monitoring Charts (A/B)

Purpose: To represent students’ progress as a result of the intensive instruction that was provided. Intended Use: Intervention facilitator should progress monitor tier 3 students a minimum of every 5-10 days. These data points should be collected and represented in any easy to use format. The problem solving team should use this data to determine if A) the intervention group is making adequate progress and B) if the students within the intervention group are making adequate progress. The results of this data collection should be summarized on students’ Tier 3 Student Support Plan.

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Digital Documentation Access to all documentation forms will be found at www.rtistored.com

Tier 1 – Forms or Data found on www.rtistored.com ● Data

○ ODR – grade level discipline data (B) ○ EWS- grade, attendance, and course performance (A/B)

● Forms ○ PLC/Department Plans (RIOT)

Additional Tier 1 Documentation needs to be saved and uploaded to www.rtistored.com Tier 2-1 - Forms or Data found on www.rtistored.com

● Tier 2-1 Problem-Solving Parent Letter, signed and dated (A/B) ● Dated CICO Parent Consent Letter (B) ● CICO Target Goal Worksheet (B) ● Signed & Dated CICO Agreement (B) ● Internalizing Behavior Referral Form (B)- group/individual (if applicable) ● Vision & Hearing Screening and Date (A/B) ● Environmental Inventory (A/B) ● Student Tier 2 Support Plan (RIOT) (A) ● Individual Student Reports/Charts from Universal Screenings & Assessments ● Option to use Online Progress Monitoring Chart(s) (A/B)

Additional Tier 2-1 Documentation needs to be saved and uploaded to www.rtistored.com

Tier 3-2-1- Forms or Data found on www.rtistored.com

● Tier 3-2-1 Problem-Solving Parent Letter, signed and dated (A/B) ● Language Checklist- Speech referral pending (A/B) ● Student Tier 3 Intensive Plan (RIOT) (A) ● Behavior Escalation Worksheet- (B) (only if safety is a concern) ● Functional Behavioral Assessment (FBA) – FACTS Parts A and B (B) ● Behavior Intervention Plan (BIP)– Competing Pathways (B) ● Option to use Online Progress Monitoring Chart(s) (A/B)

Additional Tier 3-2-1 Documentation needs to be saved and uploaded to www.rtistored.com Online learning modules for RtI:Stored can be found on the district website: www.iss.k12.nc.us

-Continuous Improvement -MTSS

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http://www.iss.k12.nc.us/

MTSS School Goal/Data Team

Admin

Instructional Facilitator Counselor

EC Specialist School Psychologist

Grade Level Reps Differentiation Specialist

ELL Support

Behavior Coordinator

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Membership of PLC-MTSS Problem Solving Team

• MTSS Coordinator (Instructional Facilitator and Counselor) • Administrator • PLC/Grade Level Members Invited to participate in the MTSS Team meetings: • Intervention Specialist • Literacy/Reading Specialist (if applicable) • Parent/Guardian • School Psychologist • EC Specialist • Differentiation Specialist (if applicable)

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MTSS Coordinator Responsibilities

Requirements: ● Builds positive relationships with others ● Possesses obvious organizational skills and completes tasks on-time ● Communicates clearly, accurately, and on-time with Leadership Team, teachers, and parents ● Possesses ability to analyze data and problem-solve Responsibilities: Professional Development

● Responsible for attending district professional development and coordinating implementation plan at the school level to build understanding of MTSS

● Coordinating and Coaching teachers in fidelity of MTSS to build teacher capacity and sustainable school model

Communication ● Arrange and/or provide school-wide trainings on MTSS framework & routines and documentation ● Schedules and communicates MTSS School Team meetings in a timely manner with appropriate

personnel and parent(s) ● Attends grade level/team/department meetings to coordinate MTSS framework and routine

Processes

● Oversees/meets the requirements of the I-SS matrix dates ● Conducts/coordinates MTSS School and PLC Team meetings ● Coordinates data collection from PLC or deapartments prior to MTSS meeting ● Coordinates appropriate data collection to ensure all documentation is complete prior to MTSS

Problem-Solving Meeting ● Meets with teachers individually or in teams to help interpret data ● Coordinates data analysis with teams including individual problem solving for students ● Help collaborative teams design and monitor differentiated core instruction, strategic tier 2-1

interventions, and tier 3-2-1 intensive support. Documentation (www.rtistored.com)

● Ensures fidelity of MTSS Problem-Solving Process for students in MTSS (tier 2-1 or tier 3-2-1) ● Facilitate parental notification as needed according to documentation ● Notifies support services of students nearing referrals to create comprehensive problem solving team

before PLC or parent refers students for EC Evaluation

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Tier 1 Differentiated

Core Instruction

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Review of MTSS Body of Evidence – Tier 1 Checklist Academic (A) & Behavior (B)

Tier 1 –

● Grade & Teacher reports/charts from Universal Screenings & Assessments ● Reading 3D Screening – grade level data (A) ● IReady Screening- grade/subject level data (A) ● District Assessments – grade/subject level data (A) ● CA’s – grade/subject level data (A) ● NC Checkins- Grade/Class (A) ● ODR – grade level discipline data (B) ● EWS- grade, attendance, and course performance (A/B)

● School-Wide Matrix (B) ● School-Wide Reinforcement System (B) ● Office Managed vs. Classroom Managed Behavior document (B) ● PLC/Department Plans (RIOT) – (A/B)

Tier 2 Review by PLC Chair: _______________________________________________________ Date: ________________________

MTSS Review of Evidence – Academic Referral Review

(Use this data analysis outline to review fidelity of problem solving)

Tier 1 – o Required Review Document Checklist items are uploaded? _______ yes _______ no o Do the grade and teacher universal screening reports indicate a strong core? _______ yes _______ no

o 80% of students are at grade level targets OR o 80% of students are showing adequate growth toward grade level targets

o Core evidence can include: o Reading 3D Reports o AIMs Web Reports o District Assessment Reports o I-Ready o Moby Max o I-Station

MTSS Review of Evidence – Behavior Referral Review


Tier 1 – o Required Review Document Checklist items are uploaded? _______ yes _______ no

o Tier 1 School Wide Matrix- document uploaded/posted in common areas of school & all classrooms o School Wide Reinforcement System is in place? o Office vs. Classroom Managed Behavior Document is being followed? (evidence in ODRs)

o Do the grade and teacher ODR report indicate a strong core? _______ yes _______ no o 80% of students are at grade level targets

Quality Check by PLC MTSS Rep: _______________________________________________________ Date: ________________________

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Tier 1 Differentiated Core Instruction Tier 1 is: Differentiated core instruction for all students in all content areas, including behavior.

Examples of Tier 1 Academics: Instruction- instructional methods are you using to teach content to the students

Examples (can include, but not limited): ● Gradual Release of Responsibility (I do, We do, You do) ● Direct Instruction ● C-R-A (Concrete Representational Abstract) ● Total Participation ● Balanced Literacy ● Keys to Comprehension Routine ● Number Talks ● Teach-Reteach-Enrich ● Explicit Language ● Writers/Readers Workshop

Curriculum- the content that you teach students and expect them to learn

Examples (can include, but not limited): ● Iredell-Statesville Schools Curriculum (State Standards) ● Letterland ● Engage NY ● Ready ● Georgia Math Units

Environment- the atmosphere in which students learn

Examples (can include, but not limited): ● Varied Grouping (Whole group, small group, focused group, stations) ● Capturing Kids Hearts, Leader in Me, PBIS, IB ● Collaborative Grouping ● Positive redirection ● School/Class behavior matrix ● 90 minute/120 minute content block ● Intervention period available ● Multiple Teachers/Team Teaching/Inclusion

Examples of Tier 1 Behavior: Instruction- instructional methods are you using to teach content to the students

Examples (can include, but not limited): ● Positively reinforce behaviors demonstrated from Matrix ● Refer to Matrix when correcting behaviors & prompt students as needed with reminders of what expected behaviors

are & also refer when providing positive reinforcement/praise Curriculum- the content that you teach students and expect them to learn

Examples (can include, but not limited): ● Tier 1 School Wide Matrix (behaviors outlined for all settings of school) ● Office vs. Classroom Behavior Management ● School Wide Reinforcement System

Environment- the atmosphere in which students learn

Examples (can include, but not limited): ● Explicit language & instruction of Tier 1 behavior expectations ● Teach, model, practice ALL behaviors with class at the beginning of year & after each break (more as needed) & allow

students to practice behaviors ● Matrix is posted in every area of school & in ALL classrooms ● Method & schedules for explicit teaching & period review of behavior expectations ● Opportunities to practice behavioral expectations ● Methods & strategies for maintaining 4:1 positive to negative interaction ratio ● Expectations outlined for student attendance ● Staff actively supervising students at all times (including transitions/unstructured)

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What Is Differentiated Instruction? By: Carol Ann Tomlinson (2000)

Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:

● Content – what the student needs to learn or how the student will get access to the information; ● Process – activities in which the student engages in order to make sense of or master the content; ● Products – culminating projects that ask the student to rehearse, apply, and extend what was learned in a unit; and ● Learning environment – the way the classroom works and feels.

Content Examples of differentiating content at the elementary level include the following:

1. Using reading materials at varying readability levels; 2. Putting text materials on tape; 3. Using spelling or vocabulary lists at readiness levels of students; 4. Presenting ideas through both auditory and visual means; 5. Using reading buddies; and 6. Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of

advanced learners. Process Examples of differentiating process or activities include the following:

1. Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;

2. Providing interest assignment options that encourage students to explore subsets of the class topic of particular interest to them;

3. Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;

4. Offering manipulatives or other hands-on supports for students who need them; and 5. Varying the length of time a student may take to complete a task in order to provide additional support for a

struggling learner or to encourage an advanced learner to pursue a topic in greater depth. Products Examples of differentiating products include the following:

1. Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);

2. Using rubrics that match and extend students' varied skills levels; 3. Allowing students to work alone or in small groups on their products; and 4. Encouraging students to create their own product assignments as long as the assignments contain required

elements. Learning environment Examples of differentiating learning environment include:

1. Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;

2. Providing materials that reflect a variety of cultures and home settings; 3. Setting out clear guidelines for independent work that matches individual needs; 4. Developing routines that allow students to get help when teachers are busy with other students and cannot help

them immediately; and 5. Helping students understand that some learners need to move around to learn, while others do better sitting quietly

(Tomlinson, 1995, 1999; Winebrenner, 1992, 1996). References Excerpted from: Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. http://www.readingrockets.org/article/263/?theme=print © Copyright 2008. All rights reserved. Reading Rockets is funded by a grant from the U.S. Department of Education, Office of Special Education Programs. Reading Rockets® is a registered trademark of WETA.

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http://www.readingrockets.org/article/263#process

http://www.readingrockets.org/article/263#products

http://www.readingrockets.org/article/263#learning

http://www.readingrockets.org/article/263#content

ISS District Core/Tier 1 Expectations (Revised 5.18.17) Because we are continuously improving processes and expectations based on data, the date will be updated if the document is updated.

K-2 Academic

AREA Curriculum Instruction Environment Data Evaluation

Reading Instruction should address components of a balanced literacy model Phonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension, & Writing

■ Letterland ■ ISS Curriculum

Guides (CCSS; to increase teacher content knowledge and to guide instructional planning)

■ Differentiated/scaffolded core instruction based on student data and needs

■ All EC students will receive core instruction in addition to specifically designed instruction outlined by their IEP

■ Reading Foundations strategies

■ Key Comprehension Routine

■ Gradual Release ■ Guided Reading ■ Technology

integration

■ Varied Grouping Structures

○ Whole Group (routines, procedures, mini-lesson, overview, etc.)

○ Small Group Instruction (purposeful, intentional, based on data)

○ Individual practice (when teacher is confident students understand skill/concept)

■ Minimum 90 min. block

■ Reading 3D gr. K-3 ■ District Benchmark

Assessments (1st-2nd)

■ Common Formative Assessments

■ Classroom Formative Assessments

■ KEA (K-3 Formative Assessment only in K at this time)

■ CWT (implementation data)

■ PLCs meet weekly to analyze data, problem solve, and plan

Math Instruction should address all components of Number Sense: Form of a Number, Base 10, Equality, Numeration, Quantity/ Magnitude, Algebraic and Geometric Thinking, Proportional Reasoning

ISS Curriculum Guides (CCSS; to increase teacher content knowledge and to guide instructional planning)

■ Differentiated/ scaffolded core instruction based on student data and needs


■ Math Foundations strategies (implemented by those who complete the course)


○ Teacher leaders implement as model classrooms

■ Gradual Release ■ CRA Model ■ Number Talks ■ Technology

integration






■ District Benchmark Assessments



■ KEA (K-3 Formative Assessment only in K at this time)

■ Number Sense Diagnostic (Draft) Pilot Assessment


■ K-3 Assessment Suite from NCDPI (math screener/diagnostic)


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3-5 Academic


Reading Instruction should address components of a balanced literacy model Phonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension, & Writing

■ ISS Curriculum Guides (CCSS; to increase teacher content knowledge and to guide instructional planning)



■ Reading Foundations strategies



■ Gradual Release ■ Guided Reading ■ Technology

integration







■ NC Check-in - 5th grade



■ iReady Reading Diagnostic gr. 4 & 5




Math Instruction should address all components of Number Sense: Form of a Number, Base 10, Equality, Numeration, Quantity/ Magnitude, Algebraic and Geometric Thinking, Proportional Reasoning

■ ISS Curriculum Guides (CCSS; to increase teacher content knowledge and to guide instructional planning)



■ Math Foundations strategies



■ Gradual Release ■ CRA Model ■ Number Talks ■ Technology

integration







■ POCs/NC Check-ins (4th & 5th Grade)



■ iReady Math Diagnostic gr. 4 & 5



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K-8 Behavior

Behavior

School Wide Matrix ■ 3-5 positively stated

behaviors that all students are expected to carry out

■ Matrix is posted in every area of school & in ALL classrooms

■ Behaviors are outlined & posted in ALL settings of the school including: classrooms, hall, restroom, cafeteria, gym, playground, bus/bus stop

■ Staff teach, model, practice all behaviors with class at the beginning of year, after each break & more as needed & allow students to practice behaviors

■ Behaviors integrated into academic lessons

■ Staff refer to Matrix when correcting behaviors & prompt students as needed with reminders of what expected behaviors are & also refer when providing positive reinforcement/praise

■ Staff actively supervise students at all times, including transitions- identify traffic patterns

Office vs. Classroom Managed Behavior

Document ■ School-generated

document that outlines what behaviors should be handled within the classroom (by teachers) & which behaviors are directly handled by admin/office/ODR

■ Behaviors explicitly identified & strategies to handle within classroom are included for classroom managed behaviors

■ Staff address all classroom managed behaviors consistently

School Wide Reinforcement System

■ Process for teachers to follow with reinforcement is documented & all staff trained

■ Students earn incentives for demonstrating behaviors outlined on matrix (individual & class wide reinforcers)

■ Incentives given regularly: for example: raffle, recognition, monthly, etc.

■ Staff actively supervise students & provide specific praise

Data Evaluation ■ School wide ODR data

is analyzed yearly & all 3 documents are updated according to needs outlined by ODR data

■ Student outcome data

<need to add secondary core expectations>

25

I-SS Elementary Classroom Walkthrough Operational Definitions Document - 2016-2017 DRAFT 2.8.17

I-SS Item I-SS Operational Definition

1. Current learning targets and criteria for success are visible and students can communicate what they’re learning. ❏ Yes ❏ No

● Clear learning targets break standards down into “chunks” of learning that students can reach in 1-2 lessons.

● Criteria for success (could be “I wills” or other steps to mastering the target) provide reminders to help students know what they have to do to be successful.

● Only current targets being focused on need to be posted. It is not necessary to post all targets for the year or semester on the wall at one time.

● Learning target is the PLAN for PDSA, while Criteria for Success can be DO strategies if written specifically.

● What is to be learned (during the time you’re in the room) is evident to

students.

● This item refers not to what’s written on the wall or on the board, but what’s actually being taught during the 4-6 minutes you are in the room.

● If it will not disrupt the classroom, it is appropriate to ask a student (or two), “What are you learning about?”

2 . PDSA cycle(s) is current and authentically used to drive instruction. ❏ Whole group ❏ Small group ❏ Individual

● To determine the authenticity: The PDSA should speak to an ongoing conversation about learning between teacher and students rather than compliance. Ask the students about their PDSA process- are they involved? Strategies are specific and in student-friendly terms

● To determine if the PDSA cycle is current: The PDSA should involve current learning targets. Those conducting the walk should “seek first to understand” the cycle time in the classroom. It may also be helpful to look at the archive – this is often the best predictor of this item. It is appropriate to ask students about the classroom process and the strategies they’re using to learn.

● Whole group - Students are working toward common learning target, using

the same strategies, and data collection & reflection happen in the same PDSA.

● Small group - Students are working in small groups and the PDSA is focused on the needs and work of their small group.

● Individual - Students are engaged in their own PDSAs, based on their own data and differentiated strategies.

3. Teacher lesson design leads students to be able to apply learning to higher levels of critical thinking. ❏ Yes ❏ No

Look for: Using Bloom’s Taxonomy of Thinking Skills and activities that move students

● from lower- to higher-order thinking

● from knowledge (information gathering)

● to comprehension (confirming)

● to application (making use of knowledge)

● to analysis (taking information apart)

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● to evaluation (judging the outcome)

● to synthesis (putting information together) and creative generation

4. There is evidence the teacher is responding to the different learning needs in the classroom. ❏ Yes ❏ No

● Teachers are interacting with students to receive formative assessment data and use that information to adjust instruction

● Teachers provide real time feedback to students during the learning process ● Instructional plan is varied, based on student needs (group rotations, tiered

assignments, choice, etc.) ● During the 4-6 minutes you are in the room, any evidence of differentiation that is learning based and is purposeful/intentional should be noted. An EC classroom is not automatically evidence of differentiation. ● Allowing random student preference is not an example of differentiation, ex. “I don’t care which you do first.” It is important to note that differentiation is not a set of strategies but is instead a way of thinking about the teaching and learning process. It focuses on how we will teach so that all students have access to, and support and guidance in, mastering the state curriculum, not who will learn what. There is evidence that the teacher is intentionally/purposefully making the content, process, product or learning environment different for specific students or groups of students based on the learning needs of those students. These are some ways teachers may be differentiating instruction to meet their students’ needs: ● Process: How the student learns what is being taught. Example: Some students need to interact with the material in a hands-on manner, some might prefer to read a book or interact with material on the computer. ● Product: How the student shows what he or she has learned. Example: Students can write a paper or they can present information orally. ● Content: What is being taught. Teachers differentiate the actual content being presented to students. Example: Some students may be learning single-digit multiplication facts, while others are learning to multiply two- or three-digit numbers. Evidence of compacting. ● Environment-“the way the classroom works and feels.” Teachers take steps to purposefully accommodate the needs of students by culturally responsive teaching, utilization of student inventories and interest surveys, balancing levels of support and challenge (“Fair isn’t always equal”), pre-assessments and increased formative assessment that are utilized for in class flexible grouping and ways to vary group formation to meet instructional needs ● Unable to determine - If you see something that “could be” differentiation but you do not know the intent, you would mark unable to determine.

5. Classroom environment supports learning. ❏ Yes ❏ No

● Student centered – Student-centered classrooms have: spaces that encourage collaborative talk, "celebrations" of student work and achievement, active student learners, pacing that matches student needs, meaningful student tasks ● Teacher is engaged with students- Interaction between teacher and students; attentiveness to the students ● Respectful interaction – Respectful classrooms create environments where: Teacher and students feel safe together, interested in their work and supportive of one another’s success. Teacher and students seek and find an appropriate balance of teacher control and student autonomy. ● Classroom is organized and prepared for learning- Teacher does not have to

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search for materials during lesson. Everything is readily available. Teacher arranges the physical environment to promote individual and group learning. ● Routines and procedures are evident - Clear and consistent routines/procedures are used in the classroom to maximize student time on task and minimize classroom management issues. Evidence may include posting of routines/procedures, observing routines/ procedures in action, students being able to explain to you various routines/procedures, etc.

6. Gradual Release Model of Instruction ❏ I do (teacher modeling) ❏ We do (guided practice with

real time feedback) ❏ You do (independent

practice)

Strategies are taught explicitly through modeling and think aloud, guided practice is provided, and scaffolds are gradually released as students become independent users of the strategies (Keys to Literacy)

● I do - teacher models and students observe ● We do - teacher models, students practice, teacher gives real time,

corrective feedback to guide students to mastery. Ensure that mastery is achieved before asking students to practice independently.

● You do - Once they’ve shown mastery, students practice independently. 7. Grouping Format. ❏ Whole Group ❏ Small Group(s) ❏ Focused Group (working with

teacher) ❏ Independent Work

● This item is about how students are grouped for working and learning, not about how the students are sitting, how the room is arranged, or on whether or not the assignment they’re working on is the same.

● Whole group – The whole class is working together

● Small groups – Small groups of students are working together

● Individually - Students are working individually

● Focused group – While the rest of the class may be working individually or as a whole group, one group has been “pulled out” to work with the teacher or to work together

Key Comprehension Routine 8. Elements of routine students are engaged in: ❏ Oral language practice ❏ Text structure ❏ Categorizing ❏ Main idea skills ❏ Top-Down Topic Web ❏ Two-Column Notes ❏ Summarizing ❏ Question Generation

Teacher models the routine until students can use it with independence. Scaffolding continues for students until they are independent. Students use the routine in all subject areas to help understand and comprehend content.

● Oral language practice - how to use oral language and a rich language environment in the classroom to improve listening comprehension, a necessary precursor for reading comprehension; oracy, discussion, sharing/processing learning or thoughts prior to writing, etc.

● Text structure - ○ Sentence level - how to analyze text for read aloud and reading that

contains complex sentences and how to build syntactic awareness ○ Paragraph level - how to use knowledge of paragraph structure to

support comprehension ○ Multi-paragraph & chapter levels - building awareness of the

difference between narrative and informational structures ● Categorizing - expanding basic categorizing into main idea skills and

identifying main ideas during read aloud and reading; “Label the Bucket” activity (give categories and students sort or students sort and develop categories by finding main idea of set)

● Main idea skills - categorizing information and vocabulary, identifying main ideas at the paragraph level, and identifying central ideas in lengthier text

● Top-Down Topic Webs - a graphic organizer that represents the major topics

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and big ideas of any content that is read, said, or done ● Two-Column Notes - a note taking format that supports active reading and

listening; main idea in left column and details on right; can be scaffolded to support different levels of student input

● Summarizing - students comprehend and synthesize the main ideas from any content that is read, said, or done

● Question Generation - students create and answer questions along a continuum of thinking using Bloom’s Taxonomy based on content that is read, said, or done

Math 9. Evidence of conceptual, scaffolded teaching of math ❏ Concrete presentation of

material ❏ Representational

presentation of material ❏ Abstract presentation of

material

*Could be evident in teacher presentation of material or student work.

● Concrete- The teacher is modeling the mathematical concept with concrete materials (e.g., red and yellow chips, cubes, base-ten blocks, pattern blocks, fraction bars, geometric figures, algebra tiles, Hands On Equations, measuring devices, etc) and/or the students are using the manipulative objects or a touchable visual or a physical representation to display and solve math problems. This is the “doing” stage using concrete objects to model problems.

● Representational- The teacher is transforming the concrete models into a representational (semi-concrete) level, which may involve drawing pictures or using pictorial representations. The students could be using circles, dots, tallies, drawings, tables, graphs, stamps, etc. to represent the math. The teacher and/or students could also be involved in a discussion of the math to make sense of the concept (connecting the concrete objects to the abstract symbols). This is the “seeing” stage using representations of the objects to model problems.

● Abstract- The teacher is modeling the mathematics concept at a symbolic level, using only numbers, notations, and mathematical symbols to represent the mathematics. The students are using symbols (numbers/mathematical symbols) to solve the problems. This is the “symbolic” stage using abstract symbols to model problems.

10. Number Talks ❏ Purposeful computation

problem ❏ Teacher recording student

response ❏ Teacher asking open-ended

questions ❏ Computing mentally (no

paper or pencil) ❏ Students are reasoning &

proving solutions ❏ Positive interaction &

responses ❏ Use of math tools (ex.

Rekenrek, tens frame, subitizing cards)

A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide. http://www.mathsolutions.com/documents/NumberTalks_SParrish.pdf ❏ Purposeful computation problem - problem that leads students to use

strategies that have already been introduced through core math instruction ❏ Teacher recording student response - usually on whiteboard or chart paper ❏ Teacher asking open-ended questions - not questions that can be answered

“yes” or “no” or do the thinking for students; questions that move students to the higher levels of Bloom’s Computing mentally (no paper or pencil) - students aren’t writing

❏ Students are reasoning & proving solutions - students are developing thinking strategies that help them be efficient and effective in expressing how they solved the problem

❏ Positive interaction & responses - total participation; inviting culture; safe learning environment; respect of everyone’s responses

❏ Use of math tools (ex. Rekenrek, tens frame, subitizing cards) - purposeful use of manipulatives that build number sense that can efficiently be used in this quick mental response setting (i.e. base ten blocks are good for the concrete stage of instruction, but not for building number sense fluency)

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http://www.mathsolutions.com/documents/NumberTalks_SParrish.pdf

Balanced Literacy 11. Students are engaged in: ❏ Letterland phonics

instruction ❏ Guided Reading ❏ Read aloud ❏ Self-selected reading ❏ Vocabulary/word work ❏ Writing

● Letterland - ● Guided Reading – Teacher-facilitated small group reading selections (from a

variety of sources) at the student’s instructional level. Students are learning & practicing reading strategies, with the teacher’s guidance. Instruction is specific to each group’s needs. The teacher listens to each student read and formatively assesses to determine focus for instruction for each student. Students not a part of the teacher-facilitated group might be participating in small group/stations/center activities (lit. circles, technology, research projects, DEPs, buddy reads, or continuing work from their guided reading group) all based on student assessment.

● Read Aloud -

● Self-selected Reading -

● Vocabulary- Students are working on vocabulary or teacher is teaching

specific vocabulary.

● Writing – Students are writing based on evidence from what they’ve read. They may be explaining their thinking on a math problem, researching a topic and taking notes, or reflecting in a journal, etc.. Look for writing in ALL subject areas as a means of synthesizing learning (my thoughts, what the text says, and conclusions I make when putting the two together), and communicating understanding of concepts; could include arguments, informative/explanatory texts, and narratives; may also include stages of planning, revising, editing, and publishing.

31

I-SS Secondary Classroom Walkthrough Operational Definitions Document - 2016-2017 DRAFT 3.20.17

I-SS Item I-SS Operational Definition

1. Current learning targets and criteria for success are visible and students can communicate what they’re learning.

❏ Yes ❏ No

● Clear learning targets break standards down into “chunks” of learning that students can reach in 1-2 lessons.

● Criteria for success (could be “I wills” or other steps to mastering the target) provide reminders to help students know what they have to do to be successful.

● Only current targets being focused on need to be posted. It is not necessary to post all targets for the year or semester on the wall at one time.

● Learning target is the PLAN for PDSA, while Criteria for Success can be DO strategies if written specifically.

● What is to be learned (during the time you’re in the room) is evident to students.

● This item refers not to what’s written on the wall or on the board, but what’s actually being taught during the 4-6 minutes you are in the room.

● If it will not disrupt the classroom, it is appropriate to ask a student (or two), “What are you learning about?”

2 . PDSA cycle(s) is current and authentically used to drive instruction.

❏ Yes ❏ No ❏ Whole group ❏ Small group ❏ Individual

● To determine the authenticity: The PDSA should speak to an ongoing conversation about learning between teacher and students rather than compliance. Ask the students about their PDSA process- are they involved? Strategies are specific and in student-friendly terms

● To determine if the PDSA cycle is current: The PDSA should involve current learning targets. Those conducting the walk should “seek first to understand” the cycle time in the classroom. It may also be helpful to look at the archive – this is often the best predictor of this item. It is appropriate to ask students about the classroom process and the strategies they’re using to learn.

● Yes - refer to criteria above ● No - refer to criteria above ● Whole group - Students are working toward common learning target, using

the same strategies, and data collection & reflection happen in the same PDSA.

● Small group - Students are working in small groups and the PDSA is focused on the needs and work of their small group.

● Individual - Students are engaged in their own PDSAs, based on their own data and differentiated strategies.

3. Teacher lesson design leads students to be able to apply learning to higher levels of critical thinking.

❏ Yes ❏ No

Look for: Using Bloom’s Taxonomy of Thinking Skills and activities that move students

● from lower- to higher-order thinking

● from knowledge (information gathering)

● to comprehension (confirming)

● to application (making use of knowledge)

● to analysis (taking information apart)

● to evaluation (judging the outcome)

● to synthesis (putting information together) and creative generation

4. There is evidence the teacher is responding to the different learning needs in the classroom.

❏ Yes

● Teachers are interacting with students to receive formative assessment data and use that information to adjust instruction

● Teachers provide real time feedback to students during the learning process

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❏ No

● Instructional plan is varied, based on student needs (group rotations, tiered assignments, choice, etc.)

● During the 4-6 minutes you are in the room, any evidence of differentiation that is learning-based and is purposeful/intentional should be noted. An EC classroom is not automatically evidence of differentiation.

● Allowing random student preference is not an example of differentiation, ex. “I don’t care which you do first.” It is important to note that differentiation is not a set of strategies but is instead a way of thinking about the teaching and learning process. It focuses on how we will teach so that all students have access to (and support and guidance in) mastering the state curriculum, not who will learn what. There is evidence that the teacher is intentionally/purposefully making the content, process, product or pace different for specific students or groups of students based on the learning needs of those students.

5. Classroom environment supports learning.

❏ Yes ❏ No

● Student centered – Student-centered classrooms have: spaces that encourage collaborative talk, "celebrations" of student work and achievement, active student learners, pacing that matches student needs, meaningful student tasks

● Teacher is engaged with students- Interaction between teacher and students; attentiveness to the students

● Respectful interaction – Respectful classrooms create environments where: Teacher and students feel safe together, interested in their work and supportive of one another’s success. Teacher and students seek and find an appropriate balance of teacher control and student autonomy.

● Classroom is organized and prepared for learning- Teacher does not have to search for materials during lesson. Everything is readily available. Teacher arranges the physical environment to promote individual and group learning.

● Routines and procedures are evident - Clear and consistent routines/procedures are used in the classroom to maximize student time on task and minimize classroom management issues. Evidence may include posting of routines/procedures, observing routines/ procedures in action, students being able to explain to you various routines/procedures, etc.

Engagement PASSIVE is not a negative term; PASSIVE means that the student is receiving information in one of these ways, but the

distinction is that the student isn’t actively doing something or using the information. #6 & #7 are meant to provide data for these simple questions: how does the teacher know what the child knows and understands? How is the teacher checking

the child’s understanding as he/she sees, hears, or receives the information? What’s being done with the learning target/objective for the lesson?

6. What PASSIVE student actions are occuring?

❏ Reading silently ❏ Listening to information ❏ Seeing information ❏ Seeing and Listening to

information

● Reading silently - student is reading material silently (no talking, no paired reading, etc.)

● Listening to information - teacher is providing information (via lecture, audio recording, etc.) that students are listening to.

● Seeing information - teacher is showing information to students and asking students to look at something.

● Seeing and Listening to information - teacher is providing audible information (lecture, recording, video, website, etc.) and visual information ( images, scenes, drawings, or information that is written on the board). Copying notes from the board, taking notes to record/capture information that is being shared

7. What ACTIVE student actions are occuring?

❏ Discussing or Presenting ❏ Applying or Doing the concept

● Discussing or Presenting – students are discussing the information/content/concept in pairs, as a small group, as a class, jigsaw, gallery walk, etc. If students are presenting, they are sharing what they’ve learned with peers (pairs, small groups, recorded/online presentations for viewing asynchronously, whole group, jigsaw, gallery walk, etc.)

33

● Applying or Doing the concept – students are taking the information they have seen/heard/read and are summarizing, synthesizing, creating, practicing, trying, using the information/skill.

Personalization 8. Differentiation of:

❏ Pacing ❏ Process(how the learner gains

access/understanding ❏ Content ❏ Product

● Authentic differentiation cannot occur without student-level data. Teachers can differentiate:

● Pacing: The student is given the time he/she needs to demonstrate mastery. ● Process: How the student learns what is being taught. Example: Some

students need to interact with the material in a hands-on manner, some might prefer to read a book or interact with material on the computer.

● Product: How the student shows what he or she has learned. Example: Students can create a product or they can present information on a website/blog/vlog.

● Content: All students are learning the standards/objectives required, but the teacher differentiates the actual content being presented to students. Example: Some students may be learning about the parts of a cell, while others are researching the validity of alternative medicine in fighting cancer cells.

Technology 9. How is technology being utilized in the classroom?

❏ Student creation/product ❏ Watching videos ❏ Research ❏ Interactive Lessons ❏ By teacher only ❏ Online program ❏ Other utilization of

technology

Look for evidence that technology is being used intentionally to support the learning target/objective.

● Student creation/product - the student has used technology to create something that shows understanding of the content. Student creations/products could be blogs, vlogs, websites, research essays, brochures in Pages, filmed “Public Service Announcements,” etc.

● Watching videos - the student is viewing content/concepts that are connected to the learning objectives.

● Research - the student is finding/reading/analyzing information on a topic that is related to the learning objectives, in order to comprehend, summarize, synthesize, etc. information about the standard/objective/target.

● Interactive Lessons - the student is doing a lesson in an online or software program that adapts or reacts to the correctness of the student’s answers/responses. (MobyMax, Language Live!, No Red Ink, etc.)

● By teacher only - the teacher may be guiding the students through information that the teacher has created online or found. The teacher may be showing students what to expect when the students login to a website or begin a module. The teacher may be modeling what they expect to see students doing with the device (annotating text, leaving comments on a shared Google doc, etc.)

● Online program - The student is learning information and entering information. Although the program may “move on” to the next part of the lesson once a student has entered information or done something, the teacher has to evaluate the student’s work to determine if the student has learned information. (SAS Curriculum Pathways, Discovery Education’s free teacher lessons, etc.)

● Other utilization of technology - Select this option when the evidences above don’t fit what you’re seeing. You can use the “Additional Comments” at the end of the walkthrough to let the teacher know what you saw and provide coaching or compliments about his/her usage of technology

34

Sample Tier 1 PLC/Department Plans

35

Tier 2 Supplemental

Support

42

Review of MTSS Body of Evidence – Tier 2-1 Checklist Academic (A) & Behavior (B)

Tier 2-1 –

● Tier 2-1 Problem-Solving Parent Letter, signed and dated (A/B) ● Dated CICO Parent Consent Letter (B) ● CICO Target Goal Worksheet (B) ● Signed & Dated CICO Agreement (B) ● Internalizing Behavior Referral Form (B)- group/individual (if applicable) ● Vision & Hearing Screening and Date (A/B) ● Environmental Inventory (A/B) ● Student Tier 2 Support Plan (RIOT) (A) ● Individual Student Reports/Charts from Universal Screenings & Assessments

● School Net Report to include: Demographic Report, BA’s, CA’s (A/B) ● Screening Reports: Reading 3D, AIMSweb, and/or IReady Report(s) (A) ● EVAAS Student History and Projection Reports (A) ● For ESL Students – include: ACCESS Test Results and/or WAPT Results (all 4 areas) ● PowerSchool Report: ODR, OSS, ISS, Incident Type Breakdown (B)

● Progress Monitoring Chart(s) (may include): (A/B) ● Reading 3D Progress Monitoring Chart(s) – Reading (A) ● Core Phonics Survey – Initial Assessment & Progress Monitoring (A) ● Spelling Inventory (Primary, Elementary, or Upper) (A) ● Self-Monitoring Student Charts (for CPS or Fluency) (A) ● iReady Progress Monitoring Chart(s) – Reading/Math (A) ● IStation Progress Monitoring Chart – Reading (A) ● Target Gx/Indiv PM Data Log (if internalizing behavior or in a group) (B) ● Individual CICO Student Data Log (B) ● Class Pass Data Log (B) ● Check & Connect Data Log (B) ● ABC Checklist– completed daily by the teacher for cycle 2 of Tier 2 (B)


Tier 2 Review by IF (academic) and/or Counselor (behavior): _________________________________________________ ______________________________________________________________________________ Date: ___________________________________

43

MTSS Review of Evidence – Academic Problem Solving Review Form

(Use this data analysis outline to review fidelity of problem solving) Tier 2-1 –

o Evidence of parent notification made regarding tier 2-1 plan? _______ yes _______ no o Form of communication: ____________________________________________________

o Required Review Document Checklist items are uploaded? _______ yes _______ no

o What data supports the need for tier 2-1 targeted interventions?

o Literacy: __________________________________________________________________________________ o Math: _____________________________________________________________________________________ o Writing: __________________________________________________________________________________

o What was identified as the student’s anchor deficit?


o What interventions were identified and implemented to address the student’s anchor deficit?


o Was there a minimum of 2 cycles of 3 data points for tier 2-1? _______ yes _______ no

o How many cycles of tier 2-1 were implemented? _______________ o Summarize the outcome of each tier 2-1 cycle:

o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 7: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 8: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 9: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 10: _____________________________________________ Modifications to plan? _______ yes _______ no

o Did the student pass vision and hearing screening? _______ yes _______ no

continued on next page →

o Summarize any important information collected from the Environmental Inventory:

Quality Check by IF/MTSS Team: __________________________________________________________ Date: _______________________

44

MTSS Review of Evidence – Behavior Problem-Solving Review Form


Tier 2-1 – o Evidence of parent notification made regarding tier 2-1 plan? _______ yes _______ no

o Form of communication: Tier 2-1 Parent Letter? Phone call? CICO Parent Letter? Email? Conference/meeting?

o Required Review Document Checklist items are uploaded? _______ yes _______ no o CICO Target Goal Worksheet o CICO Agreement o Environmental Inventory


o EXTERNALIZING Behavior criteria: K – 5 = 3 or more ODR in 30 days, 6 – 12 = 3 or more ODR in 30 days, ALL – more than 2 suspensions in 90 days

o INTERNALIZING Behavior criteria: teacher, student, parent completes Internalizing Behavior Referral form & turns into Counselor

o What interventions were identified and implemented to address the student’s function of behavior?

o CICO o Class Pass o Check & Connect o Zones of Regulation o Target social skill (group or individual sessions)

o Was there a minimum of 2 cycles of 15 days/3 weeks of daily data per cycle for tier 2-1? _______ yes _______ no


o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no



Quality Check by Counselor/MTSS Team: _______________________________________________________ Date: _______________________

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MTSS Tier 2 Defined

Tier 2 is Supplemental Instruction

Supplemental support is designed to supplement, not supplant, Core. The focus of Supplemental support is on meeting the standards established in Core; however, it typically involves additional skill-focused, evidence-based instruction in a small group setting that is connected to Core. A standard protocol approach is usually applied during Supplemental. In a standard protocol approach, data from a comprehensive data-evaluation system, including screening data, is used to identify groups of students who share an academic and/or behavioral need and those students receive the same instructional strategies. Documentation of Supplemental support includes two components: www.rtistored.com

● Documentation of the Environment, Curriculum, and Instruction is defined by the District MTSS Team and/or

School Leadership Team (e.g., Intervention Matrix) ● Documentation of the Learners requiring Supplemental Instruction and Data-Evaluation is defined by the School

Leadership Team and/or Grade Level Teams Documentation of the environment, curriculum, and instruction is defined by the District MTSS Team and/or School Leadership Team and includes consideration of the following elements:

1. Environment ● Physical factors

○ Group arrangement, access to resources, and visual support ● School-wide, classroom, and small group behavioral expectations, rules, and routines

○ Expectations for attendance during supplemental support ○ Methods and strategies for maintaining 4:1 positive to negative or corrective teacher to student

interactions ○ Methods for providing feedback (affirming, corrective/instructive) feedback to students regarding

targeted behavioral skill development ● Instructional environment

○ Master schedule includes allotments for resources (time and personnel) to provide Supplemental support, and the following

○ Frequency of instruction (e.g., daily, weekly, 16-week session) ○ Time allotted for instruction (per session; length of unit/program) ○ Group size

2. Curriculum (academic and behavior)

● Materials/resources utilized ● Skills/standards addressed and alignment to Core ● Describe scope and sequence of delivery ● Capacity for differentiation of materials

3. Instruction (academic and behavior)

● Design of instruction (including opportunities/need for explicit instruction and differentiation) ● Student engagement/responses (describe methods for securing student engagement, eliciting frequent

student responses) ● Methods for individual and group feedback (e.g., praise, encouragement, correction) ● Opportunities for scaffolding (e.g., teaching background knowledge, pre-teaching critical vocabulary) ● Description of practice (including deliberate practice, retrieval practice, distributed practice)

46


Academic Diagnostic Flowcharts

48

Behavior Tier 2 Standard Protocol

Externalizing Standard Protocol Using ODR data, a student meets criteria for Tier 2-1 behavior support when they have 3 or more ODRs in a 30-day period &/or more than 2 suspensions in a 90-day period. 2-1 Intervention Options: based on hypothesized function of behavior

○ CICO- (evidence based intervention if function of behavior is suspected to be attention seeking)

○ Class Pass- (evidence based intervention if function of behavior is suspected to be avoidance)

○ Check & Connect- (Secondary- evidence based intervention for students at risk with academic, behavior & attendance)

○ Mentoring ○ Target Social Skills Small Group ○ Target Skill Based Individual Sessions

Internalizing Standard Protocol A student meets criteria for Tier 2-1 behavior support when

○ A student meets criteria for Tier 2-1 behavior support when a staff &/or parent turn in completed Internalizing Behavior Referral Form to counselor

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Secondary Tier 2 Standard Protocol

{coming soon}

(I-SS Secondary Leadership and Curriculum Development Leaders will work toward developing a secondary intervention system flowchart)

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Sample Tier 2 Student Plans ELA- Elementary

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Math-

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Behavior

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Tier 3- Intensive Support

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Review of Tier 3-2-1 Documentation Requirements

Invitation to Develop Tier 3-2-1 Plan o Psych_______________________________________________________________ Date_____________ o EC Specialist_______________________________________________________ Date_____________ o EC Teacher_________________________________________________________ Date_____________

Tier 3-2-1- Refer to Guiding Questions (Invite BEST Team Member ONLY when student shows little to no progress in Behavior in cycle 1 of Tier 3-2-1 and you are beginning cycle 2 of Tier 3-2-1)

o Tier 3-2-1 Problem-Solving Parent Letter, signed and dated (A/B) o Language Checklist- Speech referral pending (A/B) o RIOT –Review, Interview, Observe, Test– paperwork for Tier 3-2-1 (A) o Behavior Escalation Worksheet- (B) (only if safety is a concern) o Functional Behavioral Assessment (FBA) – FACTS Parts A and B (B) o Behavior Intervention Plan (BIP)– Competing Pathways (B) o Progress Monitoring Charts included for every area of concern from Tier 2-1 (A/B) o Progress Monitoring Charts– may include:

o Reading Mastery (A) o Corrective Reading (include initial assessment & PM chart) (A) o Language Live! (include baseline & PM chart) (A) o Read 180 (A) o Discovery Education (include baseline & PM chart) (A) o VMath/TransMath (include baseline & PM chart) (A) o Moving with Math (A) o Ticket to Read (include baseline & PM chart) (A) o Moby Max (include baseline & PM charts) (A) o MClass Reading 3D/AIMSweb Progress Monitoring Charts (A) o iReady Progress Monitoring Chart(s) – Reading/Math (A) o IStation Progress Monitoring Chart – Reading (A) o FrontRow Progress Monitoring Charts – Math (A)

o BIP Progress Monitoring Charts- may include: ▪ Interval Data Sheet (B) ▪ ABC Checklists (B) ▪ Individual CICO Student Data Logs (B) ▪ Student Assessment Likert Scale (if internalizing behavior) (B) ▪ BIP Fidelity of Implementation Survey (B)

o Minimum of 3 Cycles – 3 data points/assessments per cycle (A) o Minimum of 2 Cycles – 15 days/3 weeks of daily data per cycle (B)

Quality Check by EC Specialist and/or Behavior Specialist: __________________________________________________ ___________________________________________________________________________________ Date: ______________________________ If referring for EC Evaluation

o Data and Documentation for referrals needs to be in RtI: Stored! o IF or Counselor MUST contact the EC or Behavior Specialist for data review. o Speech teacher must complete speech screening

Psych_______________________________________________________________________ Date______________ EC Specialist_______________________________________________________________ Date______________ EC Teacher________________________________________________________________ Date______________

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MTSS Review of Evidence – Academics

Referral Review (Use this data analysis outline to review fidelity of problem solving)

Tier 3-2-1-

o Tier 3-2-1 Problem Solving Meeting included the following: Member: Role: Results:


o What data supports the need for tier 3-2-1 targeted interventions?






o Was there a minimum of 3 cycles of 3 data points for tier 3-2-1? _______ yes _______ no

o How many cycles of tier 3-2-1 were implemented? _______________ o Summarize the outcome of each tier 3-2-1 cycle:

o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 7: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 8: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 9: _______________________________________________ Modifications to plan? _______ yes _______ no

o Did the student pass language screening? _______ yes _______ no

Quality Check by IF & EC Specialist _____________________________________________________________ Date: ___________________________

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MTSS Review of Evidence – Behavior Referral Review

(Use this data analysis outline to review fidelity of problem solving) Tier 3-2-1-



o What data supports the need for tier 3-2-1 targeted interventions? o EXTERNALIZING

o Student continues to get ODRs/ISS/OSS (see PowerSchool incident report)- increase in ODRs/increase in target behavior frequency

o Student does not respond/make progress during 2 cycles of Tier 2-1 interventions (see progress monitoring data)

o Tier 3 for externalizing behaviors is FBA/BIP

o INTERNALIZING o Student not responding to intervention after 2 cycles or 6-8 sessions/contacts progress monitoring data

to show need for moving to Tier 3 (see Target Gx/Individual PM Data Log) o Tier 3 for internalizing behaviors is to make a referral to an outside agency (ex: DSS, outpatient provider,

hospitalization)

o What was identified as the student’s function of behavior? __________________________________________________________________

o What interventions were identified and implemented to address the student’s function on BIP? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

o Was there a minimum of cycles of 15 days/3 weeks of daily data per cycle for tier 3-2-1? _______ yes _______ no o How many cycles of tier 3-2-1 were implemented? _______________ o Summarize the outcome of each tier 3-2-1 cycle:

o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no


Quality Check by Counselor & EC Specialist __________________________________________________ Date: ___________________________

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Definition of Tier 3 Intensive Support

Tier 3 Intensive support describes the expectations, instructional routines, and materials utilized with students requiring the most intensive level of support in a building. This is in addition to Core and Supplemental supports, and is intended to accelerate a student’s rate of learning to result in a lessening/closing of gaps between the student’s performance and grade level expectations. Planning Intensive support involves a team of professionals that include those knowledgeable about the student, the individual needs of the student, and resources available to assist the acceleration of student learning (may include specialists, administrators, and student; must include student’s parent/guardian and teachers); this team is known as the Individual Problem-Solving Team. Intensive support individualizes a student’s instruction in order to accelerate learning and close gaps.

● Documentation of intensive support includes two components: www.rtistored.com 1. Documentation of the Environment, Curriculum, and Instruction is defined by the District MTSS Team and/or

School Leadership Team. 2. Documentation of problem solving for students requiring intensive support by the Individual Problem-Solving

Team.

1. Documentation of the environment, curriculum, and instruction is defined by the District MTSS Team and/or School Leadership Team and includes consideration of the same elements as tier 2.

2. Documentation of problem solving for students requiring intensive support by the Individual Problem-Solving Team. Review/compile the following information:

a. Learner History ● Attendance (include tardies and early dismissals where applicable ● Transience ● Grades ● Past test scores ● Family involvement ● Response to instruction and intervention ● Office discipline referrals, classroom behavior data, social contracts ● Instructional time lost due to discipline incidents

b. Problem Identification ● Identify area(s) of need based on multiple data sources ● Ascertain the gap between where the student is and where they should be (i.e., baseline data) ● Obtain evidence that this is the right problem to work on

c. Problem Analysis ● Team creates hypothesis regarding why the problem is occurring ● Review evidence of specialized data gathering to answer the question why (i.e., observations,

diagnostic assessments, interviews, reviewing records, etc.) ● Determine root cause of student gaps (e.g., skill, performance, function) ● Define precise problem statement (i.e., what + why)

d. Plan Implementation

● Develop SMART (Specific, Measurable, Attainable, Relevant, Time-Bound) goal ● Plan description (what, who will deliver, when, where, how often) ● Define method of monitoring progress ● Define method of monitoring fidelity ● Establish review date

e. Plan Evaluation ● Determine plan for regular data analysis and team response based on intensity of needs ● Recommended next steps

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Tier 3-2-1 Sample Student Support Plans Behavior Tier 3

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*Note: Tier 3 Academic Student Support Plans are continued from tier 2 plan with more intensive services layered on to the strategic tier 2 services.

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Tier 3 Student Support Plan- BIP-Completing Pathways

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Appendix Resources

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Universal Screeners & Assessments

Beginning of the Year (BOY) Grades Assessment Reading K Reading 3D LNF – FSF - TRC; K-3 Formative Assessment 1 Reading 3D NWF – PSF - TRC

2 Reading 3D NWF- DORF- Retell- TRC 3 Reading 3D DORF- Retell- TRC 4-8 I-Ready Diagnostic K-12 BA’s K-12 CA’s 5-7 North Carolina Check-ins 4-12 EVAAS- EOG/EOC History and Projections

Math K-3 NCDPI K-3 Assessment Suite K-12 BA’s

K-12 CA’s 4-8 I-Ready Diagnostic 4-12 EVAAS- EOG/EOC History and Projections 4-6 North Carolina Check-ins

Middle of the Year (MOY) Grades Assessment Reading K Reading 3D LNF-FSF-PSF-NWF-TRC; K-3 Formative Assessment 1 Reading 3D NWF – DORF - TRC

2 Reading 3D NWF- DORF- Retell- TRC 3 Reading 3D DORF- Retell- TRC 4-8 I-Ready Diagnostic K-12 BA’s K-12 CA’s 5-7 North Carolina Check-ins 4-12 EVAAS- EOG/EOC History and Projections

Math K-12 BA’s, K-12 CA’s

K-3 NCDPI K-3 Assessment Suite 4-8 I-Ready Diagnostic 4-12 EVAAS- EOG/EOC History and Projections 4-6 North Carolina Check-ins

End of the Year (EOY) Grades Assessment Reading K Reading 3D LNF-PSF-NWF-TRC; K-3 Formative Assessment 1 Reading 3D NWF – DORF - TRC

2 Reading 3D NWF- DORF- Retell- TRC 3 Reading 3D DORF- Retell- TRC 4-8 I-Ready Diagnostic K-12 BA’s K-12 CA’s 5-7 North Carolina Check-ins EOG/EOC Previous Year’s score

Math K-12 BA’s, K-12 CA’s

K-3 NCDPI K-3 Assessment Suite 4-8 I-Ready Diagnostic 4-12 EVAAS- EOG/EOC 4-6 North Carolina Check-ins

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Iredell-Statesville Schools Early Warning System (EWS)

www.rtistored.com

What is an EWS? States, districts, and schools use research-based indicators to identify students at-risk of failing to meet key educational milestones such as reading at grade level, on-time graduation, or college readiness and college persistence. By identifying students early, educators can target interventions and supports to help students to achieve readiness and success. About the EWS Tool: The Early Warning System (EWS) Tool was developed by Iredell-Statesville Schools in collaboration with ILEADR and national research from National High School Center at the American Institutes for Research & Matrix Knowledge Group, to allow teachers to identify students showing early warning signs of risk for dropping out of high school. The tool calculates research-based early warning indicators that are predictive of whether students graduate or dropout of high school. The early warning indicators include course failures, attendance, and behavioral incidents. The tool is designed to be used throughout the school year on a regular basis – after the first 20 or 30 days of the school year and after each grading period – teachers can identify at-risk students, create individualized learning plans, and monitor the response to these interventions. Who is it for? The Early Warning tool was designed for teachers as a secondary (grades 6-8) warning system, but has been adapted for grades K-12. In grades K-2 students will only be flagged for attendance and/or office discipline incidents. In grades 3-12, students can be flagged if they reach certain indicators for course fails, attendance, and office discipline incidents.

Where do I access I-SS EWS tool?

> www.rtistored.com > Enter the EWS Platform with the link up top OR by clicking a ! flag beside a student’s name

What do I do if one of my students is flagged?

> Investigate why the student is flagged using the data on the EWS platform. Seek additional data if needed. > Accept or deny the student’s risk referral > Move the student to tier 1 at risk if the student needs additional support to be successful

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I-SS MTSS Online Learning Modules www.iss.k12.nc.us

Continuous Improvement, MTSS

Module 1: 6 Critical Components of MTSS NC educators are transitioning to more online and blended learning opportunities for professional development. The MTSS Module 1 was created to help school teams gain the necessary skills and build capacity to implement a Multi-Tiered System of Support (MTSS) with fidelity. Through this module, you will: -Establish readiness to build a multi-tiered system of support in your school -Develop best practices for guiding School MTSS Teams to Analyze and Define Core Instruction -Prepare to guide School MTSS Teams to develop Core Implementation Plans Module 2: Building a Strong Core Coming soon: Interactive learning module that helps school teams build a strong core. PD resources are available for download. Module 3: Building an Intervention System Coming soon: Interactive learning module that helps school teams build a strong intervention system. PD resources are available for download. Module 4: Using RtI: Stored! Coming soon: Interactive learning module that helps users learn to use RTI: Stored to collect data and document students' response to instruction. PD resources are available for download. www.rtistored.com

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https://nc01000579.schoolwires.net/site/default.aspx?PageType=3&ModuleInstanceID=76600&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=114768&PageID=67679


http://www.iss.k12.nc.us/




MTSS Review of Evidence – Academic Referral Review

Tier 1 – o Required Review Document Checklist items are uploaded? _______ yes _______ no o Do the grade and teacher universal screening reports indicate a strong core? _______ yes _______ no

o 80% of students are at grade level targets OR o 80% of students are showing adequate growth toward grade level targets

o Core evidence can include: o Reading 3D Reports o AIMs Web Reports o District Assessment Reports o I-Ready o Moby Max o I-Station



o Form of communication: ____________________________________________________


o What data supports the need for tier 2-1 targeted interventions? o Literacy: __________________________________________________________________________________ o Math: _____________________________________________________________________________________ o Writing: __________________________________________________________________________________





o Was there a minimum of 2 cycles of 3 data points for tier 2-1? _______ yes _______ no


o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 7: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 8: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 9: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 10: _____________________________________________ Modifications to plan? _______ yes _______ no


continued on next page →

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Quality Check by IF/MTSS Team: __________________________________________________________ Date: _______________________ Tier 3-2-1-



o What data supports the need for tier 3-2-1 targeted interventions?






o Was there a minimum of 2 cycles of 3 data points for tier 3-2-1? _______ yes _______ no

o How many cycles of tier 3-2-1 were implemented? _______________ o Summarize the outcome of each tier 3-2-1 cycle:

o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 7: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 8: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 9: _______________________________________________ Modifications to plan? _______ yes _______ no


Quality Check by IF & EC Specialist _____________________________________________________________ Date: ___________________________

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MTSS Review of Evidence – Behavior

Referral Review

Tier 1 – o Required Review Document Checklist items are uploaded? _______ yes _______ no

o Tier 1 School Wide Matrix- document uploaded/posted in common areas of school & all classrooms o School Wide Reinforcement System is in place? o Office vs. Classroom Managed Behavior Document is being followed? (evidence in ODRs)

o Do the grade and teacher ODR report indicate a strong core? _______ yes _______ no o 80% of students are at grade level targets



o Form of communication: Tier 2-1 Parent Letter? Phone call? CICO Parent Letter? Email? Conference/meeting?

o Required Review Document Checklist items are uploaded? _______ yes _______ no o CICO Target Goal Worksheet o CICO Agreement o Environmental Inventory


o EXTERNALIZING Behavior criteria: K – 5 = 3 or more ODR in 30 days, 6 – 12 = 3 or more ODR in 30 days, ALL – more than 2 suspensions in 90 days

o INTERNALIZING Behavior criteria: teacher, student, parent completes Internalizing Behavior Referral form & turns into Counselor

o What interventions were identified and implemented to address the student’s function of behavior?

o CICO o Class Pass o Check & Connect o Zones of Regulation o Target social skill (group or individual sessions)

o Was there a minimum of 2 cycles of 15 days/3 weeks of daily data per cycle for tier 2-1? _______ yes _______ no


o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no



Quality Check by Counselor/MTSS Team: __________________________________________________________ Date: _______________________

81

Tier 3-2-1 continued on next page → Tier 3-2-1-



o What data supports the need for tier 3-2-1 targeted interventions? o EXTERNALIZING

o Student continues to get ODRs/ISS/OSS (see PowerSchool incident report)- increase in ODRs/increase in target behavior frequency

o Student does not respond/make progress during 2 cycles of Tier 2-1 interventions (see progress monitoring data)

o Tier 3 for externalizing behaviors is FBA/BIP

o INTERNALIZING o Student not responding to intervention after 2 cycles or 6-8 sessions/contacts progress monitoring data

to show need for moving to Tier 3 (see Target Gx/Individual PM Data Log) o Tier 3 for internalizing behaviors is to make a referral to an outside agency (ex: DSS, outpatient provider,

hospitalization)

o What was identified as the student’s function of behavior? __________________________________________________________________

o What interventions were identified and implemented to address the student’s function on BIP? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

o Was there a minimum of 2 cycles of 15 days/3 weeks of daily data per cycle for tier 3-2-1? _______ yes _______ no o How many cycles of tier 3-2-1 were implemented? _______________ o Summarize the outcome of each tier 3-2-1 cycle:

o Cycle 1: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 2: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 3: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 4: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 5: _______________________________________________ Modifications to plan? _______ yes _______ no o Cycle 6: _______________________________________________ Modifications to plan? _______ yes _______ no


Quality Check by Counselor & EC Specialist ____________________________________________________ Date: _________________________

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iredell -statesville schools multi-tiered system of ... · 8 i-ss academic ... 78 i-ss mtss online...

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