Improving Equity of Support through a Multi-Tiered System of - - PowerPoint PPT Presentation

Improving Equity of Support through a Multi-Tiered System of Supports (MTSS) Practice

• Dr. Eva Dundas

Chief Learning Officer

Agenda

Approach SAISD has taken to improve equity through a MTSS framework History of MTSS and Equity Ways to evaluate and avoid inequity at K12 institutions Research Findings on inequity of MTSS support

Disproportionality

➢ An over- or underrepresentation of a particular group in special education (SpEd) relative to their representation in the school or district population

Population Special Education Placement

4%

❏ 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

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

❏ 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

Evolution into MTSS Thinking

➢ From “process” to “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

Branching Minds Web Application

➢ Streamline and scaffold MTSS practice

❏ 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

➢ Students with MTSS plans are showing growth

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?

4 Districts with support discrepancy

• f over 20%

African American Students Caucasian Students

Students who Need a Plan Students with Plans

+ 4.6%

• 3.3%
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CALCULATION METHODOLOGY

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❏ 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

Bright Spot: San Antonio ISD

❏ 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

MTSS at SAISD

Campus Level MTSS Problem-Solving Groups

Campus Coordinator/ Administrator MTSS Teacher Teams Grade Level Analysis and Problem Solving Tier 2/3 Interventions and Progress Monitoring MTSS Campus Team Campus Level Analysis and Problem Solving Tier 3 Intensive Problem Solving

MTSS Framework

Evaluate + Plan Outcomes Identify the Problem Analyze the Problem Develop a Plan Provide Support + Monitor Progress

• Evidence-based core instruction
• Screening for at-risk students
• Support plans based on level of

student need

• Continual monitoring of progress
• Adjustment of plan based on student

response and need

❏ Use good screening assessment ❏ Use consistent, predetermined “cut scores” ❏ Verify need with additional data

Best Practice in Screening

❏ Valid and Reliable ❏ Sensitive and Specific ❏ Evaluated for Bias

Best Practice in Screening

➢ Use good screening assessment

❏ Based on national or state norms ❏ Reflect need, not school capacity

Best Practice in Screening

➢ Use consistent, predetermined “cut scores”

❏ What’s considered additional data? ❏ Are we holding all students to the same standard?

Best Practice in Screening

➢ Verify need for plan with additional data

❏ How objective are our additional data? ❏ Do we consider this acceptable performance for other students? ❏ What other factors are influencing our decision

Guiding Questions for Verifying Needs

❏ 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

Screening Practice at SAISD

❏ 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 the equity of our implementation?

Creating your own plan

Students who Need a Plan Students with Plans

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CALCULATION METHODOLOGY

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Q&A

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