Improving Equity of Support through a Multi-Tiered System of Supports (MTSS) Practice
Dr. Eva Dundas Chief Learning Officer
Agenda History of MTSS and Equity Research Findings on inequity of MTSS support Approach SAISD has taken to improve equity through a MTSS framework Ways to evaluate and avoid inequity at K12 institutions
Disproportionality An over- or underrepresentation of a particular group in special ➢ education (SpEd) relative to their representation in the school or district population Special Education Population Placement 4%
The Response Reauthorization of Individuals with Disabilities Education Act ➢ (IDEA) in 2004 mandated the adoption of a more systematic, data-driven approach to identifying students for SpEd Response to Intervention (RTI): A Multi-tiered System of ❏ Support (MTSS) model that uses data to determine what level of support an individual students needs Core Components: ❏ ❏ High-quality core instruction Universal and ongoing screening ❏ ❏ Implementation of evidence-based instruction and interventions Progress monitoring ❏ ❏ Data-based decision-making
Evolution into MTSS Thinking From “ process ” to “ practice ➢ RTI: process to determine eligibility for ❏ SpEd Process: a series of actions or steps taken in order to achieve a particular end MTSS: systematic practice for providing ❏ early and targeted support to struggling students at increasing intensity Practice: the customary, habitual, or expected way of doing something
Branching Minds Web Application Streamline and scaffold MTSS practice ➢ Use data to ID who needs support ❏ Find evidence-based interventions ❏ Create academic/behavior/sel plans ❏ guided by best practices Monitor implementation and progress ❏ Streamline communication across ❏ colleagues and families
What we’re seeing on BrM Students with MTSS plans are showing growth ➢ Rates of growth on NWEA MAP ❏ in SY19 300,000 students from 16 ❏ districts across 6 states 58,600 students had MTSS ❏ plans
What we’re seeing on BrM Widening of the achievement gap for students without a MTSS plan ➢
What we’re seeing on BrM Equivalent rates of growth for students without a MTSS plan ➢
But who is getting supported? CALCULATION METHODOLOGY Caucasian African American Students Students Students Students who with Plans Need a Plan + 4.6% - 3.3% - = ? 4 Districts with support discrepancy of over 20%
Bright Spot: San Antonio ISD Equity focused staffing model ❏ Non-colorblind approach ❏ Extensive family and community outreach ❏ Commitment to achieving a high fidelity, data-driven ❏ Multi-tiered system of support (MTSS) practice
MTSS at SAISD ❏ District Level MTSS Coordinator Established systems and structures ❏ Support campus leadership ❏ ❏ MTSS Coordinator at each campus/school Expert in best-practice implementation ❏ Guides campus MTSS team, oversees practice ❏ ❏ MTSS Lead Teacher at each campus Works with coordinator to develop model classroom ❏ Guides teacher teams ❏
Campus Level MTSS Problem-Solving Groups Campus Coordinator/ Administrator MTSS Campus MTSS Teacher Team Teams Tier 2/3 Grade Level Campus Level Interventions Tier 3 Intensive Analysis and Analysis and and Progress Problem Solving Problem Solving Problem Solving Monitoring
MTSS Framework ● Evidence-based core instruction Evaluate + Identify the Plan Outcomes Problem Screening for at-risk students ● ● Support plans based on level of student need Analyze the Provide Support Problem ● Continual monitoring of progress + Monitor Progress ● Adjustment of plan based on student response and need Develop a Plan
Best Practice in Screening Use good screening assessment ❏ Use consistent, predetermined ❏ “ cut scores ” Verify need with additional data ❏
Best Practice in Screening Use good screening assessment ➢ Valid and Reliable ❏ Sensitive and Specific ❏ Evaluated for Bias ❏
Best Practice in Screening Use consistent, predetermined “ cut scores ” ➢ Based on national or state norms ❏ Reflect need, not school capacity ❏
Best Practice in Screening Verify need for plan with additional data ➢ What’s considered additional data? ❏ Are we holding all students to the same ❏ standard?
Guiding Questions for Verifying Needs How objective are our additional data? ❏ Do we consider this acceptable performance ❏ for other students? What other factors are influencing our ❏ decision
Screening Practice at SAISD All students take NWEA MAP 3x a year ❏ Consistent cut-scores set at district level ❏ Prior screening data, state assessment, and ❏ grades are considered as additional data Decisions made in problem-solving teams ❏ External factors are never exclusionary but ❏ addressed as part of the plan
Creating your own plan What is our criteria for determining who ❏ needs support? What are our guiding questions to ❏ improve our decision-making process? How will we evaluate and monitor ❏ CALCULATION METHODOLOGY the equity of our implementation? Students Students who with Plans Need a Plan - = ?
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