MTSS – West Fargo Public Schools

Multi-Tiered System of Support at the Secondary Level

Introductory Activity Directions:

o Open the contents of your bago When given instruction to begin please sew your button

onto the cloth

Not Yet1 pt

On the Way2 pts

Almost There3 pts

Wow4 pts

   Stitches 

Most stitches are untidy with many loops. The needle rarely went in and out of the same holes. Some stitches go over the edge of the button or over the edge of the fabric. 

Some stitches are neat and free of any loops. The needle sometimes went in and out of the same holes. 

Most stitches are neat and free of any loops. The needle mostly went in and out of the same holes. 

All stitches are neat and free of any loops. The needle consistently went in and out of the same holes. 

Knots Student forgot to knot the thread. 

The knot is too big or too small, perhaps with loops. The ends of thread weren't cut close to the knot. 

The knot on the back of the fabric is for the most part neat or the ends of the thread weren't cut close to the knot. 

The knot on the back of the fabric is neat. The ends of the thread are cut close to the knot. 

Time Management  Completed less than 25%

of the assignment in the allotted time. 

Completed 50% assignment in the allotted time. 

Completed 75% assignment in the allotted time. 

Completed 100%assignment in allotted time. 

Year 1: Establishing a Culture

A Shift in Thinking Discuss with your neighbor:

What lessons about learning could this activity cause you to reflect on?

A Shift in ThinkingThe current research on learning is clear: all students can learn.....albeit not in the same way or in the same timeframe.

A Shift in ThinkingThis, however, is the complete antithesis of the old Bell-Curve explanation of intelligence which has guided and cemented our beliefs about learners young and old for decades.

A Shift in ThinkingThe Bell-Curve belief is that achievement is a function of ability. That is, some students have it and will get it; some don’t and won’t

A Shift in ThinkingSince beliefs form the basis for our expectations, the Bell-Curve belief has had a great impact on sorting and selecting students for success or failure

A Shift in Thinking Talk to your neighbor about your

understanding of the bell-shaped curve. How you think it has impacted your view of student learning.

Do you think this is a widespread belief in America?

A Shift in ThinkingInstead, we are shifting to a different paradigm for learning. All students can achieve high standards 

A Shift in ThinkingSuccess in learning is for all. This paradigm shift is difficult for those of us who grew up with the Bell-Curve model.....who have taught believing in the Bell-Curve......and had expectations for learners which reflected the Bell-Curve belief. 

A Shift in ThinkingBut maybe, it is

as . . .

Easy as riding a bike!

Questions So Far?

How would this look in your building?

Who would be major agents of change?

Year 1: Establishing the Need for Change

Establishing a Need for Change

Deep breath! Let’s look at the data!

Reading Assessment Data

Subgroups from AYP report grade 11

2011-2012 Reading ProficiencyoOverall – 63.06%oEconomically Disadvantaged – 45.1%oStudents with Disabilities – 31.13%oStudents with LEP – 16.67%

2011 NDSA—Reading ScoresFargo North 79.03Bismarck Century 77.63Williston 75.05Valley City 75.00Mandan 74.07Minot 71.59Jamestown 70.88Devils Lake 70.49Fargo South 68.41Dickinson 68.07Wahpeton 68.04Bismarck HS 67.81Grand Forks Central 66.23Red River 65.20West Fargo 63.32

DATA Informed Us… We were not closing any gaps!

There’s Hope Existing programs at WFPS have “made

the shift”o No RTI level English for Grade 9o SEEDo Language!

These students are passing coursework and improving their standardized scores

They were placed based on MAP scores Early results are very promising!

What we have tried We have tried our best! We have worked our tails off! We have chased kid after kid! We are exhausted! And yet . . .

o Little to no improvement on scores

So , what went wrong? Students reading percentiles range from 1 to

99 and we largely treat them the same Limited supports in place –especially for non-

special ed students Co-teachers Limited skill building in place Ultimately . . .

o NOT Broken Students!o NOT Broken Teachers!o BUT, A Broken System!

So, What’s the Plan? A Multi-Tiered System of

Support Developed by MTSS TeamsoUnder the direct influence of Wayne Callendar and Mark Shinn

oWork by a committee of teachers reviewing current RTI courses

So, What’s the Plan? Know who the students are

and…

Give them the intervention they need.

Year 1: Plan of Action

MTSS – Standard Protocol

Individualized problem solving is a difficult model to sustain, especially in large buildings.

In a standard protocol model a standard set of empirically supported instructional approaches are implemented to prevent and remediate academic problems.o Streamlined analysis of the deficit skill is

needed, so the MTSS Reading Pathway was developed in order to identify students.

SHS/WFHS Reading Pathway

MAP Screening < 40 %ile Screen using Easy CBM Comprehension MAP > 40 %ile No Further Screening Intensive Strategic Benchmark Advanced Diagnosis: Criteria

Below 20th Percentile on Easy CBM

20th-39th percentile on Easy CBM 40-75 %ile on MAP

76%ile and above on MAP

Focus COMPREHENSIVE (Placement Test to determine which Alternative Core)

ADVANCED PHONICS

(Inaccurate on PRF EasyCBM) – fail phonic screener

FLUENCY Easy CBM

(Slow on PRF EasyCBM)

COMPREHENSION Easy CBM

(Accurate and Fast, but below 39%ile on

EasyCBM Comp)

CORE CONTENT

ENRICHMENTS

Focus Skills Basic reading skills: Letter/sound correspondence, decoding, fluency, vocabulary, comprehension

Advanced Phonics Strategies paired with Fluency Strategies

Comprehension (Language or Strategies) paired with Fluency Strategies

Core Coursework

Intervention Alternate Core: Language! Corrective Reading

Core plus Rewards and 6 Minute Solution Read to Achieve - Content

Core plus Read to Achieve Content/Narrative

Core Coursework

Length of Time

Two Class Periods per Day (Plus MTSS Agreement in Content Classes and one period of support for content area classes –MTSS Study Hall/MTSS Student Coach )

Regular English Plus One period of Strategic Intervention (Plus MTSS Agreement in Content Classes and one period of support for content area classes –MTSS Study Hall/MTSS Student Coach )

Core Coursework

Verify Progress

In-program performance/assessment and external progress monitoring (EasyCBM)

In-program performance/assessment and external progress monitoring (EasyCBM)

In-program performance/assessment and external progress monitoring (EasyCBM)

Grades

Identify Method to Verify Effectiveness

Reduction in number of students needing Intensive and Strategic interventions. Increase in overall proficiency on standardized assessments Increase number of core credits earned

Year 2: Implementation of Reading Pathway

Year 2: Implementation Action Plan for Reading

Student scores below the 40th percentile on MAP

mathematics assessment

Student takes EasyCBM Algebra 8th grade Assessment

Student scores between the 20th and 39th (8-10)

percentile on EasyCBM Algebra Assessment

Student scores above the 40th percentile (11 or

higher) on EasyCBM Algebra Assessment

Student scores below the 20th percentile (7 or below)

on EasyCBM Algebra Assessment

Student takes the TransMath Placement exam and is

placed in TransMath class according to level

No further assessment; student placed in core

curriculum at grade level (Algebra I)

Student takes Algebra I as well as a support class to

pre-teach/re-teach Algebra I math skills (21st Century

Algebra I)

Action Plan for Reading Intensive Reading Intervention

o Alternate core for English ando Support for other classes

Strategic Reading Interventiono English core and o Reading skill building class ando Support for other classes

What about Social Studies and Science?

Grades 9-10 NO

RTI/Developmental Classes

All teachers will implement the “MTSS Agreement”o A standardized list of

appropriate modifications and accommodations

Grades 11-12 YES,

RTI/Developmental Classes

Phase out over next 3 years

Teachers will systematically apply the “MTSS Agreement” as part of class

Who Received Intervention?

First year of implementation

o Strategic Intervention for 9th and 10th grade • Rewards• Read to Achieve

o Intensive Intervention for all who needed it (9-12)• Language! Level C/D and Level E/F

o MTSS Study Hall for all those receiving an intervention

How many kids are we talking about?

STRATEGICo Grades 9-10 only!

• We could not support all grade levels the first year• 35 at WFHS (3 sections)• 13 at SHS (1 Section)

INTENSIVEo Grades 9-12

• 113 at WFHS (11 Sections)• 88 at SHS (6 Sections)

**All of these students will have a MTSS study hall to aid in other coursework**

Action Plan for Reading Talk to your neighbor about

your initial reactions to the action plan?

Questions?

Year 2: Reading Data

Data, Data, Data… ALL staff was informed of how the

students in the intervention were progressing via staff meetings.

Data was shared with the middle schools.

Data was shared at the district level.

Reading Data Fall to Winter WFHS

77.14% Increase

8.57% Same

14.28% Decrease

Easy CBM Reading Comprehension - Strategic Percentile Change from Placement to Winter

Benchmark

Mean Percentile for Placement Assessment = 22.94Mean Percentile for Winter Benchmark Assessment = 46.00

Reading Data Fall to Winter SHS

Positive Change

55%

No Change

45%

Easy CBM Reading Comprehension - Strategic Percentile Change from Placement to Winter Benchmark

Mean percentile for Placement Assessments = 20th Mean percentile for Winter Benchmark Assessment

= 45th

Reading Data Fall to Winter WFHS

Intensive Intervention:Upon entrance into Language! Students were below the 10th percentile for reading comprehension regarding Fall Normative Data.

Language! C/Do Mean Percentile for Placement = 5.75o Mean Percentile for Winter Benchmark = 18.45

Language! E/Fo Mean Percentile for Winter Benchmark = 22.81

Reading Data Fall to Winter WFHS

Fall LRS Winter LRS490

510

530

550

570

590

610

535.2

572.8

Language! C/D Reading Scale (LRS)

Lexi

le

Grade 4

Grade 5

Reading Data Fall to Winter WFHS

Fall LRS Winter LRS640660680700720740760780800820840

698.06

785.6

Language! E/F Reading Scale (LRS)

Lexi

le Grade 7

Grade 6

Reading Data Fall to Winter SHS

Fall LRS Winter LRS490

510

530

550

570

590

610

534.9544.9

C/D Langauge! Reading Scale (LRS)

Lexi

le

Grade 4 Grade 5

Reading Data Fall to Winter SHS

E/F Fall E/F Winter640660680700720740760780800820840

767.1 762.4

E/F Lang! Reading Scale (LRS)

Grade 7Grade 7

Intensive ELL C/D Writing Sample

Benchmark 1

Benchmark 2

Any Questions about the Data?

Year 2: Planning for the Math Pathway

Planning MAP scores and success in Algebra I and beyond informed

the team that there was a systemic problem.

Deficits in fundamental skills create math struggles at and beyond Algebra I

Pre-Algebra and Readiness and Introduction and Conclusion Algebra Block – SHS

21st Century math skills – WFHS

All staff informed of the need for a math pathway and the development of the pathway.

SHS/WFHS Math Pathway

MAP Screening <40% - Screen with Easy CBM Math Numbers Operations and Algebra  Intensive Strategic Benchmark AdvancedDiagnosis: Criteria

Below 20th Percentile on Easy CBM

20-39%ile on Easy CBM 40-75 %ile on MAP

76%ile and up on MAP

Focus Transmath Book 1, Book 2, or Book 3

Placed into core math class (Algebra I) at grade level (9) as well as a math support class

CORE CONTENT

 

ENRICHMENTS 

Focus Skills Book 1: Developing Number SenseBook 2: Making Sense of Rational

NumbersBook 3: Understanding Algebraic

Expressions

Building on math concepts from core math class to increase understanding of content coupled with individualized intervention

through PLATO

Core Coursework Advanced Coursework

Intervention Transmath: Remediating skills to adequately prepare students for

Algebra I and beyond.

Pre-teaching and Re-teaching math concepts. Individualized practice of math concepts aligned with core math class.

Core Coursework Advanced Coursework

Length of Time

One period per day Core math class one period per day + One period of strategic intervention math support class

One period per day One period per day

Verify Progress

In-program performance/assessment and external progress monitoring

(EasyCBM)

In-program performance/assessment and external progress monitoring (EasyCBM)

  Grades Grades

Identify Method to Verify Effectiveness

Reduction in number of students needing Intensive and Strategic interventions.Increase in overall proficiency on standardized assessmentsIncrease number of core credits earned

Math Course Projection

Intensive Intensive Intensive Strategic Benchmark Advanced AdvancedGrade 9 Transmath

Book 1Transmath Book 2

Transmath Book 3

Algebra I and Support Class

Algebra I Geometry Algebra II

Grade 10 Transmath Book 2

Transmath Book 3

Algebra I and support class

Geometry and Support Class

Geometry Algebra II Trigonometry/Pre-Calculus

Grade 11 Transmath Book 3

Algebra I and support class

Algebra II and support class

Algebra II and Support Class

Algebra II Trigonometry/ Pre-Calculus

AP Calculus

Grade 12 Algebra I and support class

Algebra II and support class

Geometry and support class or Elective

Elective

Trigonometry/ Pre-Calculus

AP Calculus Statistics

Year 3: Math Implementation

Math Action Plan Intensive Math Intervention

o Support for those without the necessary skills for Algebra I

o Skill-based placement

Strategic Math Interventiono Math core and o Math skill building class

Student scores below the 40th percentile on MAP

mathematics assessment

Student takes EasyCBM Algebra 8th grade Assessment

Student scores between the 20th and 39th (8-10)

percentile on EasyCBM Algebra Assessment

Student scores above the 40th percentile (11 or

higher) on EasyCBM Algebra Assessment

Student scores below the 20th percentile (7 or below)

on EasyCBM Algebra Assessment

Student takes the TransMath Placement exam and is

placed in TransMath class according to level

No further assessment; student placed in core

curriculum at grade level (Algebra I)

Student takes Algebra I as well as a support class to

pre-teach/re-teach Algebra I math skills (21st Century

Algebra I)

Year 3: Implementation Action Plan for Math

Action Plan Incoming 8th grade students assessed using

easyCBM and Transmath Placement Test.

Staff training set up for Transmath.

Communication to staff.

Communication to parents.

Barriers Parent understanding

Student understanding

New teaching approach

Cost

What about the naysayers?

2014-2015 At A Glance Reading

o Continue Read to Achieve and Language! C/D and E/F courses• Progress Monitor through EasyCBM and Internal Measures

o Support students exiting out of E/F into grade level English classes• MTSS Study Hall• Exited MTSS Agreement

Math o Start full implementation of transmath grades 9-12

• Progress Monitoring TBD: EasyCBM v. STAR along with Internal Measures

o Further establish strategic interventions

DIGEST!

What questions do you have?

Thank you! This is a significant System

Change!

Take your time to let it sink in.

Pay attention to culture!