MULTI-TIERED SYSTEM OF SUPPORTS IN THE FRANKLIN PIERCE … · 2019. 12. 16. · MULTI-TIERED SYSTEM...

MULTI-TIERED SYSTEM OF SUPPORTS IN THE FRANKLIN PIERCE SCHOOLS

GATE Collaborative Advisory Meeting December 9, 2014 Lance Goodpaster William Rasplica

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Franklin Pierce Facts • 7,600 students • 8 elementary schools

• All are Title 1 school-wide programs

• 2 middle schools and 2 comprehensive high schools • Alternative programs • 72% FRL • 30% mobility rate • Minority majority schools • 35 languages and 8.5% ELL

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Summary of Activities • A meeting with Elementary Principals, Learning Support Services,

and Teaching and Learning about CBM 2001-2002. • Dr. Jan Hasbrouck consults 2001-2002 and 2013 • Decision to start reading CBM in grades 1-5 and early literacy

measures in K. AIMSweb adopted. • District RTI committee established for elementary level 2007 • Wayne Callendar supports individual buildings 2009-2012 • RTI implementation K-12 is included in the district improvement

plan, 2008 • K-5 reading pathways consensus 2010-2011. • Elementary committee begins math RTI discussion, 2012. • Dr. Rebecca Zumeta consults on math MTSS/RTI, 2012 • Dr. Mark Shinn consults with FPS 2005 and 2013-2014 • District-level behavior and academic MTSS teams, 2014

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Franklin Pierce and MTSS/RTI • National Center on Response to Intervention (NCRTI)

• Washington State, one of eight states, to sign a MOU with NCRTI for technical assistance.

• WA State developed a cadre of trainers. • NCRTI Training Modules

• MTSS/RTI included in the District Improvement Plan, 2008

• Six FP schools included in the National Evaluation of Response to Intervention Practices in Elementary School Reading. • Congressionally mandated study by IES

4

UWT Project RTI • 5 year federal grant to restructure UWT teacher prep

• Dual-track program • Establishes 4 partner schools in Franklin Pierce

• 4-5 teacher interns per school • OSPI participation for 2 years

• Each partner school receives $14,000 • NCRTI integrity rubric

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OSEP Investing In Innovation (i3) Grant with the American Institutes for Research (AIR) • Using DBI for Intensive Interventions to Improve Mathematics Skills of Students With Disabilities and Students Needing Intensive Instruction • 2.1 million dollars over three years

• Training and Support in Implementing Data-Based Individualization (DBI)

• 8 elementary schools will be split into 2 cohorts • 80 students included in the study • http://www.intensiveintervention.org

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Effect Size

8

In statistics, an effect size is a measure of the strength of a phenomenon.

Hattie’s Dashboard

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Effective Teaching Variable

Effect Size

Effective and Not Effective Variables

Effect Size

Student Expectations +1.44 Direct Instruction

+0.59

Response to Intervention

+1.04 Socioeconomic Status

+0.57

Formative Evaluation

+0.90 Parental Involvement

+0.51

Reciprocal Teaching +0.74 Computer-Based Instruction

+0.37

Feedback +0.73 Aptitude by Treatment Interactions

+0.19

Teacher Clarity +0.75 Whole Language +0.06

Teacher-Student Relationships

+0.72 Retention -0.16

What Impacts Student Achievement?

John Hattie, Visible Learning, 2009 and Visible Learning For Teachers, 2012

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National Center on Response to Intervention

Why RTI/MTSS? Sustained improvements in academic

performance Decreased expulsion, behavioral referral and

suspension rates Decreased inappropriate special education

referral and placement rates

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RTI/MTSS as a Preventive Framework

RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.

RTI is preventive and provides immediate support to students who are at-risk for poor learning outcomes.

RTI may be a component of a comprehensive evaluation for students with learning disabilities.

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Essential RTI Components Screening Progress Monitoring School-wide, Multi-level Prevention System

• Primary Level (a.k.a. Level 1, Core instruction for all) • Secondary Level (a.k.a. Level 2, Strategic instruction) • Tertiary Level (a.k.a. Level 3, Intensive instruction)

Data-Based Decision Making for: • Instruction • Movement within the multi-level system • Disability identification (in accordance with state law)

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Potential of MTSS Frameworks • School staff are systematic within a MTSS framework in • Regularly identifying instructional needs through the

collection of student progress data • Selecting appropriate practices from research that have

demonstrated the greatest potential • Through a process of continuous improvement, school staff are able to make refinements in services that promote student success.

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Todd Glover in, The Promise of Response to Intervention: Evaluating Current Science and Practice. 2010.

FPS Decision Rules • 80% rule

• If less than 80% of all students are meeting benchmarks, review of core instruction as needed.

• 20% rule • Students below the 20th percentile in academic skills are placed in

small group instruction.

• Change small group or individual instruction rule: • PM data are below the aimline on 4 consecutive days or six or

more data points produce a flat or decreasing trend line, school staff should change or intensify the intervention.

• Tier 3 instruction rule: • Tier 3 instruction begins when a student fails to progress after two

Tier 2 interventions

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Progress Monitoring Rules 17

Tier Time Frame Goal Material

CAP Outcome

PM Frequency

IEPs IEP Annual Review Date

Individualized to Reduce the

Gap

Significantly Reduces the Gap/Local

Norms

1-2 Times per Week

Tier 3 End of school year

Expected grade level

Significantly reduces the

gap/local norms

1 time per week

Tier 2 End of the school year


Reduces the gap/local

norms

Monthly or 2 times per

month

Tier 1 End of school year


Passing state assessment

Benchmark screening


Frequency of Progress Monitoring

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Similar results found by Fuchs & Fuchs (1986)

MTSS/RTI Checkpoint Process

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Norm-Referenced: Box and Whisker Graphs

50th %tile

75th %tile

25th %tile

90th %tile

10th %tile

20

21

Severe Educational Need Consider Tier 3 ASAP

A Significant Performance Discrepancy (Educational Need) That Requires Powerful Intervention

Potentially Severe Educational N

This Student HAS a Performance Discrepancy

Triage to Appropriate Intervention

Consider Tier 2

Consider Tier 3

Elementary Triage

Consider Tier 2

Consider Tier 3

Middle School Triage

<10th Consider Tier 3

< 25th Consider Tier 2

High School Triage Example

End-of Grade 7 Minimum Reading Proficiency Standard

Student Performance Significantly Discrepant from End-of-Grade 7 Standard

Measuring The Progress Discrepancy

Expected ROI to Significantly Reduce the Gap

Actual ROI NOW Reducing the Gap

Determining Appropriate Instruction

• Designs effective, standards-based instruction; • Delivers high-quality, student centered instruction; • Promotes high levels of student engagement; • Uses assessment data for student learning; • Uses a positive behavior management strategy; • Has clear evidence students are learning. • Source: R. MacGregor, the Essential Practices of High

Quality Teaching and Learning, 2007.

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U of Oregon Center for Teaching and Learning (Thomas-Beck, 2006)

• Research-based Instruction: • Models instructional tasks when appropriate • Provides explicit instruction • Engages students in meaningful interactions with language • Provides multiple opportunities for students to practice • Provides corrective feedback and initial student responses • Encourages student effort • Students are engaged in the lesson during teacher-led instruction • Students are engaged in the lesson during independent work • Students are successfully completing activities to high criterion

levels of performance

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Effective Instruction (Hattie, 2009)

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Synthesized several meta-analyses:

Active and guided instruction (e.g. direct instruction)is more effective than approaches that passively facilitate a student’s learning (e.g. discovery learning).


Why is Fidelity Important?

Research suggests that positive student outcomes depend on

the degree to which interventions are supported by evidence fidelity of implementation of process (at the school level) fidelity of intervention implementation (at teacher/classroom level)

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(Pierangelo & Giuliani, 2008)

RTI: Screeners

Academics

Passing all Classes

Failing non-required

Failing 3+ or English & Math

Failing 2 or English or Math

No Suspensions

Office Discipline Referrals

1 Suspension

2 Suspensions

Behavior

Attendance

95% +

93-94%

92-93%

< 90%

After-School

Intervention

Junior Check and Connect

Senior Check

and Connect

Tier 3: Targeted Individual

s

Tier 2: Targeted Groups

Tier 1: School-Wide

Freshmen Sophomores Juniors Seniors

Senior Success

Academic Interventio

n

At Risk for Graduation

(14.5-16 credits)

Failing 3 or More

Courses

Failing Required Course(s)


n

Failing 3 or More

Courses


n

Failing 3 or More

Courses


n

Failing 3 or More

Courses

Freshmen Success


Sophomore Success


Why Try

Failing 2+ Required

Course(s) & Attendance

Response to Intervention

Alternative Lunch

Options

At Risk for Graduation

Alternative Lunch Options

Off Track for Graduation

(< 14.5 credits)

Note: Counselors may arrange a Staffing for students who continually fail 3+ classes (9th-12th grade).

Intervention Screener Intervention Intervention Intervention Screener Screener Screener

Tier 2 Academicall

y

Off Track for Graduation

Franklin Pierce Schools success… School Achievement

Brookdale Elementary High Progress in Math

Central Ave. Elementary English Language Acquisition 4 Time School of Distinction

Christensen Elementary Reading and Math Growth English Language Acquisition

Elmhurst Elementary English Language Acquisition

James Sales Elementary School of Distinction

Harvard Elementary School of Distinction

Franklin Pierce High School High Progress School of Distinction

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78.5%

90%

83% 80% 81%

73%

60% 63% 64%

76%

ALL STUDENTS FPHS/WHS NATIVE AM ASIAN/PAC IS BLACK/AFR AM LATINO/HISPANIC MULTI-RACIAL SPED LIMITED ENGLISH LOW INCOME

2013 On-Time Grad Rates by Sub-Group

80%

87%

67%

83% 80%

70% 68%

60% 64%

73%

2014 On-Time Grad Rates by Sub-Group

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of 4th Graders in Special Education Meeting Math Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of 4th Graders in Special Education Meeting Writing Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of Low Income 4th Graders Meeting Reading Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of Low Income 4th Graders Meeting Math Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of Low Income 4th Graders Meeting Writing Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island

Percent of Low Income 7th Graders Meeting Math Standard – 2009-2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2009-10 MSP 2010-11 MSP 2011-12 MSP 2012-13 MSP

State

Bainbridge Island

Franklin Pierce

Issaquah

Mercer Island

Vashon Island


Moving the Indicators

Existing System

Effective Innovations are

Changed to Fit the System

Existing System is Changed to Support the

Effectiveness of the Innovation

Effective Innovation

Fixsen et al. 2005

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Implementation in the Context of Community…

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“Each attempted implementation of evidence-based practices and programs presents an opportunity to learn more about the program itself and the conditions under which it can be used with fidelity and good effect.”

Dean Fixsen et al, Implementation Research: A Synthesis of the Literature,

2005.

Questions….

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MULTI-TIERED SYSTEM OF SUPPORTS IN THE FRANKLIN PIERCE … · 2019. 12. 16. · MULTI-TIERED SYSTEM...

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