GUIDANCE TEAM TOOLKIT:STRUCTURES & PRACTICES TO CLOSE THE OPPORTUNITY GAP

Heather Sanchezsanchezh@riverview.wednet.edu

Leanne Koenigskoenigsl@riverview.wednet.edu

Roxanne Luchiniluchinir@riverview.wednet.edu

Riverview School District

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Essential Questions How does a Tiered System of Supports

function to close the opportunity gap for learners?

How do effective school wide problem solving practices support an effective Tiered System of Supports?

How do school-based interventions support a Tiered System of Supports?

Common Agreements

Monitor Personal Technology. Take Care of Yourself. Monitor participation.

I feel comfortable with…

I’d like to learn more about…

Purpose of the Guidance Team

Disproportionality by ELL status

Researchers have suggested that it could take seven to ten years for ELLs to become proficient in academic English, who in many cases are misdiagnosed as having a learning disability (Cummins, 2002; Collier, 2004; Sullivan 2011).

The overrepresentation of ELLs assigned to special education services in U.S. schools may influence the quality of education in this country in the future. In the United States, the general education population grew by 7.2% to 49.5 million students in schools today. The English language learner population has grown from 3.5 million to 5.3 million, or by more than 51 percent in the past decade (National Clearing House for ELLs, 2011).

The dropout rates for English language learners are 15-20% higher than the overall number of non-English language learners. This lack of academic success is also the cause for referrals of English language learners to special education, which does not increase the rate of ELLs who graduate. Artiles and Ortiz (2002) suggest that English language learners with the least amount of language support are most likely to be referred to special education and less likely to graduate with a high school diploma

Disproportionality by Gender http://www.nea.org/assets/docs/HE/EW-TruthInLabeling.pdf

MTSS Academic Behavioral

About MTSS Multi-Tiered System of Supports (MTSS)  is

defined as a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems.

Essential Components of MTSSThere are Six Essential Components in the Multi-Tiered System of Supports framework:

Shared Leadership Data-Based Problem Solving and Decision Making Layered Continuum of Supports Evidence Based Instruction, Intervention, and

Assessment Practices Universal Screening and Progress Monitoring Family, School, and Community Partnering (FSCP)

These components are not sequential and not hierarchical. They are complementary, and they are not mutually-exclusive.

Domain 1: Scheduling Regularly scheduled for the school year. All standing members invited to all meetings

in August Suggested twice per week

Initial meetingFollow up meeting

GT Marathon if needed

MTSS Components: Shared Leadership, Data-Based Problem Solving and Decision Making

Success/Challenges Proud of! Still working on…

Domain 2: Team Composition

Strength in Diversity Standing members: Counselor,

Administrator, Literacy/Math Specialist, Psych, SPED teacher, teacher who sees multiple grade levels (Specialist or Elective)

Invited members: Parents, classroom teacher, any other pertinent staff that work with the student.

MTSS Components: Shared Leadership, Data-Based Problem Solving and Decision Making, Family, School and Community Partnering (FCSP).

Successes/Challenges Proud of! Still working on…

Domain 3: Referral Process/Initial Meeting Conduct a team data review outside of teacher

referrals. Use a consistent referral form completed by

teacher prior to meeting. Utilize a point person to receive referrals and

schedule meetings. Use a consistent scheduling tool. Note taker with template at meeting. Rotate Facilitator at meeting. Always start with the positive.MTSS Components: Shared Leadership, Data-Based Problem Solving and Decision Making, Family, School and Community Partnering (FCSP), Evidence-Based Instruction, Intervention & Assessment Practices, Universal Screening & Progress Monitoring.

Successes/Challenges Proud of! Still working on…

Domain 4: Interventions

http://ies.ed.gov/ncee/wwc/ What Works Clearing House

http://www.interventioncentral.org/Intervention Central

PRIM Flip Chart Programmatic/IndividualizedMTSS Components: Data-Based Problem Solving and Decision Making, Evidence-Based Instruction, Intervention & Assessment Practices, Universal Screening & Progress Monitoring, Layered Continuum of Supports.

Success/Challenges Proud of! Still working on…

Domain 5: Progress Monitoring

Frequency/Duration of Intervention Focused Intervention (prioritized) Gap Analysis Approx. 6 weeks (or at least three data

points) prior to follow up Progress monitoring can be teacher

developed

MTSS Components: Data-Based Problem Solving and Decision Making, Evidence-Based Instruction, Intervention & Assessment Practices, Universal Screening & Progress Monitoring, Layered Continuum of Supports.

Successes/Challenges Proud of! Still working on…

Domain 6: Follow Up & Adjustments Every referral is followed up on for

progress. Three meetings with limited progress:

What do we need to do differently? Follow up Meeting notes added to

original template Tracking sheet updated Tracking sent to next teacher/grade level

team/next school at end of yearMTSS Components: Shared Leadership, Data-Based Problem Solving and Decision Making, Family, School and Community Partnering (FCSP), Evidence-Based Instruction, Intervention & Assessment Practices, Universal Screening & Progress Monitoring.

Successes/Challenges Proud of! Still working on…

Continuous Improvement (Lessons Learned) Do everything possible to get parents at the

meeting. Prioritize area of intervention Listen for child’s performance across settings “We’ve been giving this kid help for two (three,

four) years…and nothing is helping”… Commonly presented concerns Involve General Education teachers and

families early and often

Enduring Understandings How does a Tiered System of Supports function to

close the opportunity gap for learners? A Tiered System of support provides a systematic

approach to meeting the needs of all learners. How do effective school wide problem solving

practices support an effective Tiered System of Supports? Effective school wide practices ensure an efficient and

effective problem-solving process. How do school-based interventions support a Tiered

System of Supports? School based interventions provide the means to

target necessary intervention for students.

Document Resources

Guidance Team Referral Flow Chart Guidance Team Referral Form Guidance Team Meeting Template Sample Intervention Checklist Sample Scheduling and Tracking ELL Critical Data Matrix

Action Planning

Resources needed Structures to implement Timeline Professional Responsibility Other?