SST/PST Tier 3 - Miami-Dade County Public Schools

1 M T S S / R T IR e s p o n s e t o I n t e r v e n t i o n :S c h o o l L e a d e r s h i p T e a m s2017D I V I S I O N O F E X C E P T I O N A L S T U D E N T E D U C A T I O N A N D S T U D E N T S U P P O R T an active time good open (Vegas Rules)NORMSOBJECTIVESAt the end of this presentation the participants will be able the Four Functions of the SST the role of the Administrator in the Problem Solving to build a team around continuous Problem to use data to identify the needs of your school across all to navigate through the Problem Solving Moves On the sheet of paper provided, write the corresponding number assigned to your job role: 1=If you are an administrator 2= If you are a general education teacher 3= If you are a special education teacher 4=If you are a support staff (counselor, instructional coach, etc.)

2 Next to your rating, write what word comes to mind when you hear the term, MTSS/RtI. FUNCTIONS OF Find for Exceptional to Intervention (RtI) crisis intervention Post- crisis support Retention 4. Section 504 Evaluation and Support Planning5 Function 1:SST For Child Find The SST is the team and reviews all pertinent information relevant to a student concern by a parent/school staffNOTE: Obvious handicapping conditions require an immediate referral for an evaluation6 FUNCTION 1:SST FOR CHILD FIND Parent Request for Comprehensive Evaluation of a Public or Private School Student: Consent for evaluation must be obtained within 30calendar days of parental request (complete FM 7087 Receipt of Private Evaluation or Documentation(s)) School provides evaluation within 60 calendar days timeline SST fulfills both the Tier III problem solving function and Child Find function simultaneously7 FUNCTION 2.

3 MTSS/RTIF unction 2of the SST process is solely about a multi-tiered approach of providing high quality instruction and matching instruction/intervention to the needs of all key components of MTSS/RtIare: Delivering evidence based instruction/intervention. Developing an infrastructure for a school-wide intervention system. Implementing an integrated data collection/assessment system to filter struggling students and to make data driven decisions at each Tier. Active involvement from the school-based leadership 3:CONSULTATIONS tudent crisis : Immediately following a crisis episode, a trained mental health professional must determine risk. After the immediate crisis the SST team must convene to determine appropriate support 3:CONSULTATIONPost crisis Student Support: For those students who have been hospitalized for stabilization (voluntary or involuntary), SST consultation is required upon their return to school.

4 SST will identify appropriate interventions for student and determine if a referral for evaluation is appropriate. Additional data may be collected after the consultation for those students referred for an immediate 3:CONSULTATIONG rade Retention Student Progression Plan requires SST Retention meeting for students being considered for possible retention. Team members include administrator,parent, and teacher. Team reviews targeted students progress data to determine ifretention 4:SECTION 504 SST coordinator receives all 504 requests SST considers the information for possible referral for 504 eligibility meeting School conducts 504 meetings for temporary eligibility12 What s your Function?Log on to take a quiz ActivityJOT THOUGHTSWhat are some challenges that you face with the implementation of MTSS/RtI in your building?

5 DID YOU KNOW? M-DCPS has 21,236 studentsin grades K-8 that are below proficiency level in Reading. Indiana bases the number of prisons built, in part, on the number of second graders not reading on grade level. In California, if students do not meet the 4thgrade level state standard they will plan to budget building another jail will soon spend more on its prisons than on its Public universities. 2/3of students who cannot read proficiently by the end of4thgrade, will end up in jail or on welfare The Department of Justice states the link between academic failure, delinquency, violence, and crime is welded into reading failure. Stephen D. Krashen; Every Person a Department of EducationTHE PURPOSE OF MTSS/RTIMTSS/RtIprovides a framework that integrates assessments, instruction, intervention and progress monitoring across all areas ( academics, behavior).

6 The goal is to: Ensure that ALL students receive effective core instruction in the general education classroom. Identify students who are not making adequate academic or behavioral progress early, and provide them with immediate and effective intervention. Validly identify students with a disability and provide them with high-quality exceptional student education INTERVENTION?Anyelementarystudentwhoexhi bitsasubstantialdeficiencyinreadingbased uponlocallydeterminedassessments,statewi deassessments, , ,M-DCPS ST U DEN T PROG R ESSION PLAN (SPP)2016-2017(PAG E 19-20)18 KAHOOT!19 ActivityParticipants log-in to This!BUILDING THE INFRASTRUCTURE20 PROBLEM SOLVING TEAM AN the MTSS/RtIfacilitator, you must ensure monitoring and management of the process as wellas identifying core and supplemental members asneeded based on the function of the AN the infrastructure: Are systems in place?

7 Data systems are active (collection & analysis) Roles & responsibilities Infrastructure across all Tiers Start the funneling process: WHO NEEDS MORE? 23If there s a problem, YO, I ll solve it!! What data sources do you utilize to identify students who need more? Who are your non-negotiable team members involved in the problem solving process? What resources do you have in your building that have been successful? What does Tier 2 and Tier 3 supports look like in your building (academic and behavior)?24 ActivityCOMPOSITION OF MTSS/RTICORE MEMBERS Administrator/Designee TargetArea Specialist Teacher Counselor Psychologist Social Worker Supplemental Members: Speech and Language Pathologist (SLP)25 WHO NEEDS MORE?26 HOW TO PROBLEM , Data, DataAIMING FOR PROBLEM SOLVINGTier 1 Tier 2 Tier3 Instruction&InterventionMonitor28 Academic:WondersBehavior: School Wide Behavior Plan AcademicI-Ready Diagnostic 3xBehavior:Scams, attendanceSchool Based Leadership team Data AnalysisAcademic:WonderWorksBehavior:Beh avioral Contracts, Check In/OutAcademic:i-Ready Growth MonitorBehavior:Early Warning SystemsSchool Based Leadership team Data AnalysisPreview MeetingAcademic:Instructional match based on students skill deficitBehavior:FAB/BIPA cademic:Curriculum Based Measurement (CBM)Behavior.

8 BIPS chool Support Team (SST)DATA MAY INCLUDE BUT NOT LIMITED TOAcademic DataBehavioral Data SATData FSA Data i-Ready Data Retainees Grades STAR Data Reading Plus Historical Data Additional Academic Data Attendance Tardies Class Dojo Conduct /Effort Retentionlist Referrals Scams Anecdotal Counseling HistoricalData Personal Situations Early Warning Systems (EWS)29 TIERED BEHAVIOR DATA SUBSETSTier1 UniversalTier 2 SupplementalTier3 Individual Discipline referrals Out-of-school and in-school suspensions Requests for assistance Faculty, student, family surveys Direct observations School climate surveys Discipline referrals Out-of-school and in-school suspensions Requests for assistance Direct observations Daily progress reports Teacher nomination process Discipline referrals Out-of-school and in-school suspensions Faculty, student, family surveys Direct behavior observation forms Behavior rating scales FAB forms and processes Individualized measures of student outcomesS C H O O L B A S E D L E A D E R S H I P T E A M ( S B LT )

9 P R O B L E M S O L V I N G M E E T I N GPROBLEM SOLVING SCENARIO #133 GUIDING QUESTIONS What Tier does this scenario fall in? Who are the non-negotiable team members you need to address this concern? What data would you need to help problem solve this issue? What is the problem and Why is this occurring? What are some strategies you can put in place? Did it work?PROBLEM SOLVING SCENARIO #2 GUIDING QUESTIONS What Tier does this scenario fall in? Who are the non-negotiable team members you need to address this concern? What data would you need to help problem solve this issue? What is the problem and Why is this occurring? What are some strategies you can put in place? Did it work?PROBLEM SOLVING SCENARIO WITH YOUR SBLTPROBLEM SOLVING SCENARIO #338 Aggregateschooldataformiddleschoolfromth e 16- 17academicyear sM-DCPSY outhRiskBehaviorSurvey, SOLVING SCENARIO #439 HooverHighSchoolcurrentlyhas1,000student senrolledandisstrugglingwithhighratesofa bsenteeism,tardies,andhasalsobeencitedby thedistrictofficeastheywerefoundtobeover referringstudentsengaginginminorinfracti ons( ,notbringingtheirIDtoschool,lackofmateri als,talkingbacktoteachers).

10 Theschool sattendancerateiscurrently78%. Inthepasttwomonthstherehavebeenover800re ferralswrittenandoutofthosereferralsitwa sfoundthat100wereformajorinfractions( ,stealing,andoffensivelanguagetowardssta ff).Thedataontheschool sAt-YouthRiskSurveyshowsthat50% SOLVING SCENARIO #540 Alfred enrolled in six grade August, the third day of school, the school site wrote a SCAM. Alfred averaged two infractions per week with the behaviors escalating to over ten infractions within the month, as documented by the SCAM some infractions, Alfred's parent were asked to pick him up from school and keep him home for a couple days. PROBLEM SOLVING SCENARIO # , SOLVING SCENARIO # Beyond the Surface44 File download Manager45 Total number of rising Kindergartens in need of Intervention: _____How many intervention groups will you need?