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MTSS – West Fargo Public Schools. Multi-Tiered System of Support at the Secondary Level. Introductory Activity . Directions: Open the contents of your bag When given instruction to begin please sew your button onto the cloth. Year 1: Establishing a Culture. A Shift in Thinking .

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mtss west fargo public schools

MTSS – West Fargo Public Schools

Multi-Tiered System of Support at the Secondary Level

introductory activity
Introductory Activity
  • Directions:
    • Open the contents of your bag
    • When given instruction to begin please sew your button onto the cloth
a shift in thinking
A Shift in Thinking
  • Discuss with your neighbor: What lessons about learning could this activity cause you to reflect on?
a shift in thinking1
A Shift in Thinking

The current research on learning is clear: all students can learn.....albeit not in the same way or in the same timeframe.

a shift in thinking2
A Shift in Thinking

This, however, is the complete antithesis of the old Bell-Curve explanation of intelligence which has guided and cemented our beliefs about learners young and old for decades.

a shift in thinking3
A Shift in Thinking

The Bell-Curve belief is that achievement is a function of ability. That is, some students have it and will get it; some don’t and won’t

a shift in thinking4
A Shift in Thinking

Since beliefs form the basis for our expectations, the Bell-Curve belief has had a great impact on sorting and selecting students for success or failure

a shift in thinking5
A Shift in Thinking
  • Talk to your neighbor about your understanding of the bell-shaped curve. How you think it has impacted your view of student learning.
  • Do you think this is a widespread belief in America?
a shift in thinking6
A Shift in Thinking

Instead, we are shifting to a different paradigm for learning. All students can achieve high standards

a shift in thinking7
A Shift in Thinking

Success in learning is for all. This paradigm shift is difficult for those of us who grew up with the Bell-Curve model.....who have taught believing in the Bell-Curve......and had expectations for learners which reflected the Bell-Curve belief. 

a shift in thinking8
A Shift in Thinking

But maybe, it is as . . .

Easy as riding a bike!

questions so far
Questions So Far?
  • How would this look in your building?
  • Who would be major agents of change?
establishing a need for change
Establishing a Need for Change
  • Deep breath! Let’s look at the data!
reading assessment data
Reading Assessment Data
  • Subgroups from AYP report grade 11
  • 2011-2012 Reading Proficiency
    • Overall – 63.06%
    • Economically Disadvantaged – 45.1%
    • Students with Disabilities – 31.13%
    • Students with LEP – 16.67%
data informed us
DATA Informed Us…
  • We were not closing any gaps!
there s hope
There’s Hope
  • Existing programs at WFPS have “made the shift”
    • No RTI level English for Grade 9
    • SEED
    • Language!
  • These students are passing coursework and improving their standardized scores
  • They were placed based on MAP scores
  • Early results are very promising!
what we have tried
What we have tried
  • We have tried our best!
  • We have worked our tails off!
  • We have chased kid after kid!
  • We are exhausted!
  • And yet . . .
    • Little to no improvement on scores
so what went wrong
So , what went wrong?
  • Students reading percentiles range from 1to 99 and we largely treat them the same
  • Limited supports in place –especially for non-special edstudents
  • Co-teachers
  • Limited skill building in place
  • Ultimately . . .
    • NOT Broken Students!
    • NOT Broken Teachers!
    • BUT, A Broken System!
so what s the plan
So, What’s the Plan?
  • A Multi-Tiered System of Support
  • Developed by MTSS Teams
    • Under the direct influence of Wayne Callendar and Mark Shinn
    • Work by a committee of teachers reviewing current RTI courses
so what s the plan1
So, What’s the Plan?
  • Know who the students are and…
  • Give them the intervention they need.
mtss standard protocol
MTSS – Standard Protocol
  • Individualized problem solving is a difficult model to sustain, especially in large buildings.
  • In a standard protocol model a standard set of empirically supported instructional approaches are implemented to prevent and remediate academic problems.
    • Streamlined analysis of the deficit skill is needed, so the MTSS Reading Pathway was developed in order to identify students.
slide29

Student scores below the 40th percentile on MAP mathematics assessment

Year 2: Implementation Action Plan for Reading

Student takes EasyCBM Algebra 8th grade Assessment

Student scores below the 20th percentile (7 or below) on EasyCBM Algebra Assessment

Student scores between the 20th and 39th (8-10) percentile on EasyCBM Algebra Assessment

Student scores above the 40th percentile (11 or higher) on EasyCBM Algebra Assessment

No further assessment; student placed in core curriculum at grade level (Algebra I)

Student takes the TransMath Placement exam and is placed in TransMath class according to level

Student takes Algebra I as well as a support class to pre-teach/re-teach Algebra I math skills (21st Century Algebra I)

action plan for reading
Action Plan for Reading
  • Intensive Reading Intervention
    • Alternate core for English and
    • Support for other classes
  • Strategic Reading Intervention
    • English core and
    • Reading skill building class and
    • Support for other classes
what about social studies and science
What about Social Studies and Science?
  • Grades 9-10
  • NO RTI/Developmental Classes
  • All teachers will implement the “MTSS Agreement”
    • A standardized list of appropriate modifications and accommodations
  • Grades 11-12
  • YES, RTI/Developmental Classes
  • Phase out over next 3 years
  • Teachers will systematically apply the “MTSS Agreement” as part of class
who received intervention
Who Received Intervention?
  • First year of implementation
    • Strategic Intervention for 9th and 10th grade
      • Rewards
      • Read to Achieve
    • Intensive Intervention for all who needed it (9-12)
      • Language! Level C/D and Level E/F
    • MTSS Study Hall for all those receiving an intervention
how many kids are we talking about
How many kids are we talking about?
  • STRATEGIC
    • Grades 9-10 only!
      • We could not support all grade levels the first year
      • 35 at WFHS (3 sections)
      • 13 at SHS (1 Section)
  • INTENSIVE
    • Grades 9-12
      • 113 at WFHS (11 Sections)
      • 88 at SHS (6 Sections)
  • **All of these students will have a MTSS study hall to aid in other coursework**
action plan for reading1
Action Plan for Reading
  • Talk to your neighbor about your initial reactions to the action plan?
  • Questions?
data data data
Data, Data, Data…
  • ALL staff was informed of how the students in the intervention were progressing via staff meetings.
  • Data was shared with the middle schools.
  • Data was shared at the district level.
reading data fall to winter wfhs
Reading Data Fall to Winter WFHS

Mean Percentile for Placement Assessment = 22.94

Mean Percentile for Winter Benchmark Assessment = 46.00

reading data fall to winter shs
Reading Data Fall to Winter SHS

Mean percentile for Placement Assessments = 20th

Mean percentile for Winter Benchmark Assessment = 45th

reading data fall to winter wfhs1
Reading Data Fall to Winter WFHS
  • Intensive Intervention:

Upon entrance into Language! Students were below the 10th percentile for reading comprehension regarding Fall Normative Data.

  • Language! C/D
    • Mean Percentile for Placement = 5.75
    • Mean Percentile for Winter Benchmark = 18.45
  • Language! E/F
    • Mean Percentile for Winter Benchmark = 22.81
slide44

Intensive ELL C/D Writing Sample

Benchmark 1

Benchmark 2

planning
Planning
  • MAP scores and success in Algebra I and beyond informed the team that there was a systemic problem.
  • Deficits in fundamental skills create math struggles at and beyond Algebra I
  • Pre-Algebra and Readiness and Introduction and Conclusion Algebra Block – SHS
  • 21st Century math skills – WFHS
  • All staff informed of the need for a math pathway and the development of the pathway.
math action plan
Math Action Plan
  • Intensive Math Intervention
    • Support for those without the necessary skills for Algebra I
    • Skill-based placement
  • Strategic Math Intervention
    • Math core and
    • Math skill building class
slide52

Student scores below the 40th percentile on MAP mathematics assessment

Year 3: Implementation Action Plan for Math

Student takes EasyCBM Algebra 8th grade Assessment

Student scores below the 20th percentile (7 or below) on EasyCBM Algebra Assessment

Student scores between the 20th and 39th (8-10) percentile on EasyCBM Algebra Assessment

Student scores above the 40th percentile (11 or higher) on EasyCBM Algebra Assessment

No further assessment; student placed in core curriculum at grade level (Algebra I)

Student takes the TransMath Placement exam and is placed in TransMath class according to level

Student takes Algebra I as well as a support class to pre-teach/re-teach Algebra I math skills (21st Century Algebra I)

action plan
Action Plan
  • Incoming 8th grade students assessed using easyCBM and Transmath Placement Test.
  • Staff training set up for Transmath.
  • Communication to staff.
  • Communication to parents.
barriers
Barriers
  • Parent understanding
  • Student understanding
  • New teaching approach
  • Cost
  • What about the naysayers?
2014 2015 at a glance
2014-2015 At A Glance
  • Reading
    • Continue Read to Achieve and Language! C/D and E/F courses
      • Progress Monitor through EasyCBM and Internal Measures
    • Support students exiting out of E/F into grade level English classes
      • MTSS Study Hall
      • Exited MTSS Agreement
  • Math
    • Start full implementation of transmath grades 9-12
      • Progress Monitoring TBD: EasyCBM v. STAR along with Internal Measures
    • Further establish strategic interventions
digest
DIGEST!

What questions do you have?

thank you
Thank you!
  • This is a significant System Change!
  • Take your time to let it sink in.
  • Pay attention to culture!