Sanger Unified School District

Framework

Multi-Tiered Systems of Support and Universal Design for Learning

MTSS/UDL

Administrative

Matt Navo, Superintendent

Adela Jones, Associate Superintendent, Curriculum and Instruction

Eduardo Martinez, Associate Superintendent

The following individuals from the Sanger Unified School District contributed to the development of

these guidelines and procedures.

Multi-Tiered Systems of Support and Universal Design District Leadership team

Adela Jones, Assistant Superintendent

Marsha Alfving, Chief Financial Officer

Jennifer Casados, Teacher

Amy Williams, Coordinator of Inclusive Practices

Tim Lopez, Area Administrator

Karl Kesterke, Area Administrator

Susan Fitzgerald, Project Director, English Language Development

Cathy Padilla, Coordinator of Grants and Program Development

Kimberly Salomonson, Director of Pupil Services

Dennis Wiechmann, Director of Child Welfare and Attendance

Dan Grossnicklaus, Information Systems Manager

These Sanger Unified School District Personnel participated in early pilots, evaluation of the process and

refinement, and/or developing the process.

Amy Williams, Coordinator of Inclusive

Leslie Farlow, School Psychologist

Ada Wolf, Program Manager

Zachary Smith, District Instructional Support Provider

Thomas Soto, Deputy Principal

Yolanda Shabazian, Vice Principals

Susan Fitzgerald, Project Director

Mark Coffman, Teacher

Leo Castillo, Principal

Dan Grossnicklaus,

Lisa Nix, Teacher

Marsha Alfing, Chief Financial Officer

Cynthia Guzman-Beahm, Administrative Assistant

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Sanger Unified School District Multi-Tiered Systems of Support & Universal Design for Learning

1. Sanger Unified Vision 2. Purpose of this document 3. Legislation and Regulations related to MTSS and UDL 4. Definition of MTSS 5. Definition of UDL 6. Definition of Tier Supports

a. Tier 1 b. Tier 2 c. Tier 3

7. Community and Stake holders-Engagement-Communication-Access 8. School Sites MTSS Plans 9. Appendix

a. Roles and Responsibilities b. Resources

i. Reading RTI manual ii. Math RTI Manual

iii. PBIS c. Contacts

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Sanger Unified

Foundational Practices At the Core of Sanger Unified is a collaborative culture and commitment to build capacity within our organization through a continuous cycle of improvement. Sanger’s culture in which all members of the educational community are recognized and have a sense of shared ownership for the role each member contributes towards the achievement of ALL students. At the heart of our collaborative culture are the Professional Learning Communities that work interdependently and collaboratively and mutual accountability to answer four guiding questions?

• What do we want all students to know and be able to do? • How will we know if they know it? • How will we respond if they don’t know it?

• How will we respond if they do know it?

Purpose of Document This document is designed to serve multiple purposes. First, to serve as a Framework that documents Sanger Unified processes and implementation of Multi- Tiered Systems of Support. This document also servers as a fluid document that will be revised annually as our organization refines practices and new learning occurs that results in improvement to this Framework. It will serve as Blueprint for administrators and teachers to build capacity and understanding of MTSS/UDL and how to best achieve our district goals and vision.

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has taken to incorporate universal design for learning, to the extent feasible, in alternate

assessments…”

SEC. 1204. INNOVATIVE ASSESSMENT AND ACCOUNTABILITY

Legislation and Regulation Related to MTSS and UDL

Federal – Every Student Success Act (2015)

Specific references to UDL in ESSA are as follows:

SEC. 1005. STATE PLANS

States need to show that they have, in consultation with local education agencies,

“implemented a set of high-quality student academic assessments in mathematics, reading

or language arts, and science.” These assessments shall “be developed, to the extent

practicable, using the principles of universal design for learning.” In addition, “for

students with the most significant cognitive disabilities,” States may provide for alternate

assessments aligned to standards. They should describe in their plan “the steps the State

State educational agencies may establish an innovative assessment system. Those that do

must demonstrate in their applications that the system will “be accessible to all students,

such as by incorporating the principles of universal design for learning …”

SEC. 2221(b)(1). COMPREHENSIVE LITERACY INSTRUCTION

“The term ‘comprehensive literacy instruction’ means instruction that— ‘‘includes

developmentally appropriate, contextually explicit, and systematic instruction, and frequent

practice, in reading and writing across content areas; … ‘ … incorporates the principles of

universal design for learning; ‘‘… depends on teachers’ collaboration in planning,

instruction, and assessing a child’s progress and on continuous professional learning …”

etc.

SEC. 4104. STATE USE OF FUNDS [for Student Support and Academic Enrichments]

Funds shall be used to support “local education agencies in providing programs that

increase access to personalized, rigorous learning experiences supported by technology by

… providing technical assistance to local educational agencies to improve the ability of local

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educational agencies to use technology, consistent with the principles of universal

design for learning, to support the learning needs of all students, including children

with disabilities and English learners …”

Multi-Tiered Systems of Support

“The foundational structures of MTSS include high-quality core instruction utilizing UDL principles and appropriate supports,

strategies, and accommodations. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving

approach to instructional decision making.” -CA ELA/ELD Framework, 2014

Definition of Multi-tiered Systems of Supports (MTSS)

What is MTSS?

Multi-Tiered Systems of Support (MTSS) is an organizational framework that has

aligned its entire system of initiative, supports, and resources to address the needs of all

students. It is a coherent continuum of evidence based, system-wide practices of early

intervention to meet student needs, with frequent databased monitoring to inform

decisions and find solutions.

Multi-tiered Systems of Supports (MTSS) extends the concept of Response to

Intervention (RTI) to include and address:

• The needs of ALL students

• Aligns the entire system of

initiatives, supports, and resources

• Implements continuous

improvement processes at all level of the

system

MTSS allows for a continuum of

supports that can increase in

needed intensity for students. Not

all students require the same level

of support and tiered supports

provide an opportunity to match

the intensity of support to each individual student’s need. Published and

researched RTI Models have 3-tiers or 4-tiers. Sanger Unified School District

(Sanger USD) has decided to use a 3-tier model because it is consistent with the

California State Department of Education recommendation and was an

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established practice in most Sanger USD schools prior to district-wide

implementation.

Multi-Tiered Systems of Support Core Principles

Evidence-based Supports

The curriculum and strategies used are selected from those that we know are most likely

to be effective. The materials and supports with the strongest research- or evidence-base

will have been shown to be effective in a variety of settings and with a variety of

students. Materials and curriculum should have been demonstrated to be effective for the

skills being taught and with similar

students.

Monitoring Student Progress

Progress should be monitored

frequently, at least 2 or 3 times a

month in Tier 2 intervention and

weekly in Tier 3 intervention.

Progress monitoring assessment

requires comparable multiple measures

that can be given in close proximity

and are sensitive to small gains. The

rate of student progress is used to

project whether the student is learning

and growing or if the student’s

program or supports should be

changed. Progress is monitored frequently so that changes can be made as soon as

needed. Progress monitoring data is best evaluated in a visual or graphic form.

Informed Data-based Decision Making

Data of student performance is the basis of decisions made regarding changes in student

placement, evaluation of student progress, moving students up or down the tiers of

instruction, and referral to special education assessment. Student performance data

includes progress-monitoring data (described in the preceding section), intervention

assessments, classroom assessments and other available data. Decision-making teams

should include individuals who know the student (intervention and classroom teachers)

and individuals who understand the analysis of program monitoring data. Parents should

be included in the process.

Dual Purpose of Response to Intervention

Response to Intervention is used to prevent failure in students by addressing a student’s

needs as soon as they are identified rather than allowing the student to fall farther behind.

Response to Intervention is also part of the process for identifying students for special

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education eligibility under the category of learning disabilities.

Universal Design for Learning

“Universal Design for Learning provides a blueprint for creating instructional goals,

assessments, methods, materials that work for everyone-not a single, one-size-fits-all

solution but rather flexible approaches that can be customized and adjusted for

individual needs.”

-UDL: Theory and Practice, 2014

Universal Design For Learning (UDL)

What is Universal Design for Learning?

The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid

framework for guiding educational practice that:

(A) Provides flexibility in the ways information is presented, in the ways students

respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports,

and challenges, and maintains high achievement expectations for all students, including

students with disabilities and students who are limited English proficient.

A concise definition of Universal Design for Learning was provided by the Higher

Education Opportunity Act of 2008 (HEOA)

Universal Design for Learning (UDL) is a lens in which variability is the known and intentionally addressed in the beginning of planning. UDL is a framework that guides the shift to designing barrier-free, instructionally rich learning environments that provide access to all students (Nelson, Loui L., 2014)

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Intervention Tiers

Tier I: Core Instruction - Tier 1 Core Instruction is when best instruction is delivered. Teachers use this instructional time to design lessons and curriculum that support access and options for learners to they have the greatest opportunity to learn the content and standards as well as to be able to demonstrate their learning though multiple means and options.

previous week

Tier 1 also refers to any intervention and/or supports that are

related to grade level standards and utilize large group

instructional strategies. Examples of Tier 1 intervention include:

• Continuing guided practice in a small group after a

lesson

• A small group of students in the same grade level

receiving re-teach instruction in a skill that was taught the

• A group of students who receive instruction on a particular standard for 3 days a

week for 4 weeks after they did not perform satisfactorily on a Smart Goal

assessment

Tier 1 is determined by content and instructional strategies. A small group of

students working on addition skills in the first grade is a Tier 1 intervention because it is

a grade level skill. If the group were 3rd grade students, it would be considered a Tier 2

or 3 intervention (depending on intensity) because it is not a grade level skill, but it is

necessary to access multiplication, which is a grade level standard.

Instruction

Instructional strategies for Tier 1 are designed to meet the needs of large groups

(whole class instruction) of students. When intervention is provided to large groups of

students, it is a Tier 1 intervention because the teacher must use strategies for large

groups. Interventions implement instructional strategies appropriate for small groups

and/or strategies that may not be as effective in large groups. Therefore the Sanger

Unified model for RTI recommends that group size for Tier 2 Intervention be 4-5

students and no more than 8. Tier 3 groups are smaller and include no more than 5

students. Once groups become too large, teachers must use large group instructional

strategies.

Assessment

• Universal Screeners

• Common Formative Assessments

Core Support

For ALL students

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For Some

Progress Monitoring

• District Progress Benchmark Assessments

• Formative and Summative Assessments

Strategic Tier II: For Some

Tier 2 Intervention is for students who on universal screeners or key data

indicators are determined to be in the “at-risk,” “intensive,” or

“deficit” ranges. These are students who do not have the basic

skills necessary to access their grade level general education

curriculum and are not likely to “catch up” without intervention.

Generally, the intervention curriculum will address skills that are 2

years below grade level (although in the lower grades, it may be

closer to grade level curriculum).

Defining Characteristics.

These features distinguish Tier 2 interventions:

• Intervention takes place in an area that will not be interrupted, usually away from

the general education classroom. When conducted in the classroom, the grade

level may want to consider placing the “lowest” RTI group in a room with the

students who are successful independent workers and who have sufficient

seatwork tasks to allow instruction to be uninterrupted.

• The instruction and support for the most struggling students is conducted by the

most effective teachers and staff, so the school site should consider teachers with

advanced education in reading and/or exceptional learners or a history of success

with struggling learners.

• The recommended group size is 4-5 students per teacher and no more than 8

students.

• Intervention periods should be at least 30 minutes per day in addition to Core

Language Arts instruction but 45-50 is recommended.

• Intervention should be conducted 4-5 days per week.

• Progress monitoring data are collected at least every 2-3 weeks and more

frequently for students when their progress is a concern.

Parent Involvement.

At minimum parents are notified that the school has a multi-tiered RTI system in place

and their child is placed in a Tier 2 level program. A letter sent home from the school for

this step.

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Intensive Tier III: For Few

Tier 3 interventions are for ALL students who have made

unsatisfactory progress in Tier 2 or on initial referral require the

intensity of Tier 3 support. These students will be referred for

more individualized supports and/or possible assessment for

individualized services. Depending on resources at each school

site, Tier 3 may include two other types of students. Those who

demonstrated a need for Tier 3 intensity intervention through their

student progress monitoring data. These students make accelerated

progress in Tier 3 intervention and did not make accelerated

progress not in Tier 2 intervention. It could also include students who are not making

satisfactory progress in Tier 2.

As time increases in intervention, the student misses more general education

instruction. Tier 3 is intended to accelerate student learning and to discover what

strategies and methods best facilitate student learning. Some students will be referred for

assessment for special education eligibility in Tier 3. Tier 3 is not intended as a

permanent placement. More commonly, students will be assessed for special education

or accelerate to a level where they can return to Tier 1 or Tier 2 instruction.

While often implemented by special education teachers, it is not equivalent to

placement in special education. Students on IEPs may be in Tier 1, 2, or 3 Interventions

as determined by the IEP Team.

Defining Characteristics.

These features distinguish Tier 3 interventions:

• Intervention takes place in an area that will not be interrupted, usually away

from the general education classroom.

• The most effective teachers conduct the instruction for the learners who

struggle the most. Tier 3 programs for students being considered for special

education should be monitored by a special education staff member if not

conducted by a special education teacher.

• Group size is not more than 5 students, and may be as low as 1:1.

• Intervention periods are no less than 45 minutes 5 days per week or to 60

minutes per day for 4 days per week or 225-300 minutes per week.

• Intervention should be conducted 4-5 days per week.

• Progress monitoring is conducted no less than one time per week and may be

more frequent.

• Students in Tier 3 have a documented history of not responding to

intervention in a Tier 2 intervention.

• Students are matched to intervention based on a problem-solving meeting that

reviewed progress monitoring data and other student performance data to

address why the student has not been learning successfully

For Few

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Parent Involvement

Parents are informed that their child is being placed in a Tier 3 program. A letter

of notification of for placement in a Tier 3 program is sent. Parent input (in person or via

phone or electronic contact) is helpful at the data review meeting when the student is

considered for a Tier 3 intervention and/or the problem-solving meeting to plan the Tier 3

intervention. (At some sites there are 2 different meetings and at some sites the tasks of

these meetings are combined. See the Section 6.4.1. Informed Decision Making.)

English Language Learner Considerations

English language learners while limited in their English come to school with a

wide amount of variability in home language, cultural experiences, and proficiency

levels. All these variables must be considered when placement and supports are being

determined.

Special Education Considerations

Prior to entry into a Tier 3 program, the Tier 3 coordinator ensures procedures are

sufficient to meet the requirements for special education eligibility:

• The Tier 2 intervention addressed a student need.

• The Tier 2 intervention was research- or evidence-based

• The Tier 2 intervention was offered as scheduled and student attended

intervention

• The Tier 2 intervention was implemented with integrity

• At least 8 data points were collected during one phase of intervention

• A problem-solving meeting was held where the student’s progress in

intervention, classroom, and State Standards was discussed.

• The problem solving meeting included, at minimum, the student’s

classroom teacher, the student’s intervention teacher, and the Tier 3

Coordinator or a special education representative

• The Tier 3 intervention addresses the student’s needs identified in the

problem solving meeting

• Parents have been informed of concerns about student progress and the

changes in intervention

Student progress is closely monitored so that students can be assessed in a timely

way and to ensure that students do not remain in Tier 3 indefinitely. RTI cannot become

a place for unidentified or ineligible students to be removed from the core curriculum.

RTI is not a reason to postpone assessment for special education eligibility. The data

review and decision to assess a student should be made promptly.

On-going Evaluation and Assessment of System

Sanger’s District MTSS Leadership team meets monthly to review, analyze and problem-

solve around data indicators. This team is designed to create a continuous cycle of

improvement, trouble shoot obstacles, provide on-going feedback, and align needed

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resources and policies to support school sites and departments that affect improved

student outcomes. A communication loop is created that flows through grade level

PLC’s, Site MTSS teams, District MTSS team, and stakeholders.

The MTSS Leadership team facilitates communication about data with all stakeholders

through user-friendly reports and available resources to support student growth.

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Appendix A

Roles and Responsibilities

What is the role of the Principal? • Attend professional learning about district MTSS/UDL • Assign a site MTSS/UDL coordinator • Provided professional learning to staff for appropriate

implementation of MTSS/UDL process • Create a master schedule that includes designated time for

implementation of MTSS/UDL processes • Facilitate discussion based on site key indicator data to plan, progress

monitor, and respond • Monitor process of students assignments to MTSS supports and

progress in • Monitor implementation • Evaluate MTSS/UDL implementation and growth

What is the role of the Teacher of Record?

• Attend site and district based MTSS/UDL learning sessions • Participate in administration of universal screeners three times per year

• Collect, record, and analyze quantitative and qualitative data for Professional Learning Community time

o Assessment data o Student work samples o Anecdotal records o Historical data

• Attend MTSS placement meetings to review and determine appropriate MTSS supports

• Provide effective core instruction • Provide small-group differentiated instruction for Tier 1 supports and

document efforts

What is the role of Site MTSS Teams? • Attend site and district based MTSS/UDL learning sessions • Assist principal in training staff in MTSS/UDL process • Complete and facilitate MTSS problem solving meetings and appropriate

documentation • Collect and maintain site MTSS records • Collaborate and progress monitor students in MTSS supports with site

Interventionist(s)

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• Send Parent notification letters

What is the role of the Interventionist? • Attend professional learning of MTSS/UDL • Be current in intervention best practices • Provide supports and referral as appropriate for MTSS supports • Assist principal in training staff in MTSS/UDL • Complete and maintain student MTSS supports records • Maintain progress monitoring records for student receiving interventionist

support • Participate and facilitate MTSS problem solving meetings and appropriate

documentation • Communication with Parents about intervention progress and MTSS

supports

What is the role of Central Office Staff and District MTSS Team? • MTSS/UDL District Leadership team provide vision correction, understand

the infrastructure and available resources to support district initiatives to build a coherent systems of MTSS

• Analyze district-wide data to prioritize efforts and funding allocation • Develop MTSS Master Plan and framework that complies with federal and

state guidelines • Develop and provide professional learning to site administrators/teachers

on MTSS/UDL process and supports, including documentation system • Update and communicate cut points and consideration for MTSS placement

and supports • Create and disseminate required MTSS documents • Identify strategies and activities of MTSS support for students • Develop and provide professional learning to teachers on evidence-based

practices • Monitor Universal screener data and MTSS support numbers and movement • Review MTSS procedures annually; revise and edit all components as needed

What is the role of MTSS SUMS Team:

• To participate in and attend SUMS quarterly trainings • Support and provide technical support to the LEAs roll in the SUMS initiative

such as leading professional learning, technical support and support with the technical implementation of multi-tiered, evidence-based, data driven district wide and school wide systems of academic and behavioral and social support, assist in the completion of SUMS evaluation tools and rubrics

• To provide input to the District MTSS Team on the status, outcomes and progress in scaling up MTSS based on training surveys, SUMS rubics and tool completion, and site-based support.