Multi-Tier System of Supports for All Students

1. Multi-Tier System of Supports for All Students October 16, 2015 Danise Ackelson OSPI Supervisor Guidance & Counseling

2. Information we will talk about… • School Social Workers in a CGCP • Multi-tier system of supports • Data and RTI • Tier One • Tier Two • Tier Three • Resources

3. Comprehensive Guidance & Counseling Program

4. Collaboration and Sharing: What questions do you want answered? Take a few minutes and discuss which questions your multi-disciplinary team would like to answer within your school population of students?

5. Get Information…Stay Informedhttp://www.k12.wa.us/SecondaryEducation/GuidanceCounseling/default.aspx . News and More for School Counselors Moved to… Guidance & Counseling Sign up for GovDelivery is at: https://public.govdelivery.com/accounts/WAOSPI/subscriber/new

6. Multi-Tier System of Supports MTSS for short is a system behind efforts to remove barriers and support students. These efforts are typically divided into 3 categories that affect "All,” "Some,” and "Few" students based on severity of need. Effective tiered supports would focus on both academic and non-academic needs. The success of MTSS depends on continuous monitoring of OSPI's research-based dropout prevention and graduation performance indicators: • Four-year and five-year graduation rates • Academic course failure rates in 9th grade • Suspensions and expulsions • Attendance, especially chronic absenteeism.

7. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

8. MTSS • Supported by evidence and research • Relies on data-based problem solving • Integrates academic, behavioral, and social/emotional instruction and interventions • Provides varying intensity of responses based on need of the student.

9. Components of MTSS Components Data System Universal Screening Progress Monitoring Improvement Processes What it looks like Goal/Purpose Early Warning System/Process Catalogue of Interventions Parent/Community Partnerships

10. Marketing/Access

11. What’s Working and Why : Identifying Outliers OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

12. What’s Working: Commonalities OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

13. Transformational Leadership • Connecting others to the school • Building powerful relationships • Helping others envision their future OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

14. School Culture Leadership connects others with the school Developing Relational Trust: • How do you engage students, parents, staff and teachers? • School is safe • School is meaningful • There are personal connections made OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

15. School Culture • Developing Relational Trust: OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

16. Data Driven • Goals: • Graduation Rate • 9th Grade Course Failure Rate • Attendance OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

17. Multi-tier System of Supports OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

18. Multi-tier System of Supports • Key components of MTSS include: • Universal screening • Tiered academic, behavioral, and social/emotional interventions • Progress monitoring • Data-based decision-making • The success of MTSS depends on continuous monitoring through a quality-improvement process. • MTSS Website: c13T.org OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

19. How can School Social Workers Help in MTSS? • Work with school counselors to provide all students with a standards-based school counseling core curriculum to address universal academic, career and personal/social development • Analyze academic and behavioral data to identify struggling students. Ask “Why are they struggling?” • Identify and collaborate on research-based intervention strategies that are implemented by school staff • Evaluate academic and behavioral progress after interventions • Revise interventions as appropriate • Refer to school and community services as appropriate • Collaborate with administrators, other school professionals, community agencies and families in the design and implementation of MTS • Advocate for equitable education for all students and working to remove systemic barriers

20. EXAMPLE: PBIS/RTI Student Support Framework • Basics • Create An Assessment of Need • Identify Students Who Need Specific Interventions • Apply Interventions to the Students • Measure and Report the Effectiveness of the Interventions

21. RTI (Response to Intervention)PBIS (Positive Behavioral Interventions & Supports)Student Support Framework

22. OHS’s Quest to Implementing RTI • Determine-We asked ourselves… • How could we systematically identify our most vulnerable students and monitor our progress after interventions? • What indicators should we use to identify our most at risk students: • Earned Credits • GPA • Grades • Attendance • Discipline

23. Determine– Questions that a school team is asking? • Create– An assessment structure to filter for the group of students . • Create SIS (Student Information System) Data Mining Reports- To filter the school data to find these students. • Identify– Those students who can provide answers to those specific questions.. • Build – A process to monitor the effectiveness of the interventions and/or adjustments to their school program. Create a Needs Assessment to Help Answer the Question/Questions

24. Needs Assessment • Consists of 30 questions. Each are coded in order to provide appropriate referrals • Social Services • Safety, medical access and mental health • Alternative education • Enrollment and graduation • Homelessness • Addresses the broad definition of “homeless” • Physical and mental health • Access to personal hygiene, food and sleep • Drug and alcohol • Concern for self, others and assistance

25. Response to Intervention at Olympia HS…Key Indicators Tier 3 Indicators: Grades: 4-6 F’sGPA: 0.0-1.0Earned Credits:*9th 0-1.5 credits10th- 0-7.5 credits11th- 0-12.5 credits12th- 0-17.5 creditsAttendance:* 20 or more days absentDiscipline:* 15 days suspended *After 1st Semester Tier 2 Indicators: Grades: 1-3 F’sGPA: 1.1-1.9Earned Credits:*9th 1.51-2 credits10th- 7.5-9 credits11th- 12.5-14credits12th- 17.5-19 creditsAttendance:* 15-19 days absentDiscipline:* 10-14 days suspended *After 1st Semester

26. What question or questions are you trying to answer in your school? • How do we identify and help the most vulnerable students in our school? • How do we find and provide guidance to students who may benefit from taking Honors and AP Classes? How do we increase enrollment with these classes? • How do we increase referrals to our Student Support Staff like Drug and/or Alcohol Counselor, Homeless Coordinator, School Social Worker, Nurse, and etc.?

27. Where can you find data? • OSPI Website • School Report Card • Grad rates, assessment, dual credit, demographics • K-12 Data Reports • Achievement Index – State Board of Education https://eds.ospi.k12.wa.us/WAI/IndexReport • ERDC http://www.erdcdata.wa.gov • https://eds.ospi.k12.wa.us/WAI/IndexReport

28. Tier One .

29. How can we help students reach their potential?

30. OSPI Graduation Resourceshttp://www.k12.wa.us/resources/default.aspx#3 • Family Resources • Check list for each class • Graduation Toolkit

31. Washington State Board of Education

32. Washington State Board of Education

33. What is meant by “college”? • .

34. Quality High School & Beyond Plan • Each student must have a plan: • Starts in 8th grade • Career interest inventory • Revisited each year • Review student progress/transcript • Involves parents • Elements • Identify education goals • Identify career goals with an interest assessment • Four-year plan aligns with student’s career and educational goals • Identify assessments needed for HS and postsecondary • Resume or Activity log

35. Resources - High School & Beyond Planhttp://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/CareerGuidanceWA/Grade6.aspx “My High School and Beyond Plan” starts in middle school and includes: • Evidence of career & college readiness knowledge • Career interest inventory results and student reflection • High School 4-year plan • Postsecondary options • Multi-year plan for success • Evidence of student progress to date • Student career and college goals • Connection to registration for course selection • Resume / Activity log • Student reflections/ plan for next year • Demonstration of preparedness though SLC State Board of Education’s Personalized Pathway Requirement for the 24-credit career- and college-ready diploma

36. High School & Beyond Plan is a school-wide process • Advisory/Career Center • Providing individualized support for all students directed to HSBP development and progress through advisories /mentoring • Relationships built in process • Career & College readiness curriculum • A scoped and sequenced curriculum that addresses SBE HSBP components • School wide implementation • HSBP tools and templates • Individual planning portfolio • Student ownership and organization of Career & College eligibility and readiness knowledge within HSBP • Student-led conference • Students present their HSBP • Parent opportunity to connect to student HSBP • Student-informed scheduling • School response to student HSBP needs • Connects HSBP to registration process • Evaluation • Use data to inform student and program impacts and needed adjustments • Evidence-based practices lead • Program management • Supports improvement plan and distributive leadership • Consists of principal, counselor, and teachers • Integration within a comprehensive guidance & counseling program • Foundational for HSBP process sustainability school-wide • Vertical teaming between MS and HS for seamless transition

37. Tier Two

38. What are some Tier 2 programs you work with in schools? • . • . • . • . • .

39. Why is this work important?Vertical Teaming and Transition • How can you make transition “seamless” from middle school to high school? • What are some ways to organize leadership teams from middle school and high school to discuss transition activities? Meeting times? Early spring? Schedule? • How can using and developing hybrid career guidance lessons be coordinated between middle school and high school? Shared curriculum map? • How can portfolio—binder or digital portfolio—transfer with ease from middle school to high school? • How does the middle school portfolio become the High School & Beyond Plan? • What are ways to assist parents to gain a better understanding of career guidance activities and transition?

40. Smarter Balanced College Placement • .

41. Bridge to College Course • OSPI is partnering with the State Board for Community and Technical Colleges, (SBCTC) for math and English courses • The Bridge courses are designed for seniors who score a 2 on the 11th grade Smarter Balanced assessment and are interested in attending college and would like to enter directly into a credit-bearing coursework without remediation or placement testing when enrolling in college after graduation. • Applications in iGrants – Due date coming soon. • OSPI Teaching & Learning http://www.k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx 2016-2017 2015-2016 2014-2015

42. Tier Three

43. What are some Tier 3 programs you work with in schools? • . • . • . • . • .

45. Washington State’s commitment to closing the gap for Opportunity Youth A first in the nation comprehensive model Contact: Laurie Shannon Laurie.Shannon@k12.wa.us

46. . • Building Bridges Recommendations • 1. Set an educational goal for youth and family serving agencies and coordinate efforts to achieve it • 2. Build local dropout prevention and intervention systems and practices at every grade level. • 3. Create a dropout retrieval system for 16–24 year old youth who are not likely to return to high school. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

47. Open Doors Individual Case Management Credit Recovery Online Alternative High School Comprehensive High School Running Start

48. Student Eligibility • Students must be at least 16 years old and less than 21 years old by September 1 to be enrolled in reengagement • Additionally, students must meet credit deficiency ratios • Or obtain a waiver from a district designated school personnel, the juvenile justice system, or case manager from the department of social and health services

49. Student Completion Students become ineligible for further funding when they: • Earn an Associates Degree • Earn a high school diploma • Have turned 21 before September 1 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

50. Current Status • 93 school districts offer this programming • 4 typical models – • District self operating • Partnering with community organization • Partnering with community/technical college • Partnering with multiple districts in a consortium • 128 individual pathways/sites statewide OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION