Multi-Tiered System of Supports Local Control and Accountability - - PDF document

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Multi-Tiered System of Supports Local Control and Accountability - - PDF document

Nov 08, 2023 169 likes •452 views

11/17/2017 Multi-Tiered System of Supports Local Control and Accountability Plan LCAP Meeting November 16, 2017 Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Shelley Friery, Program Manager, Multi-Tiered System of

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Multi-Tiered System of Supports

LCAP Meeting

November 16, 2017 Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Shelley Friery, Program Manager, Multi-Tiered System of Supports

1 Local Control and Accountability Plan

Agenda

What is a Multi-tiered System of Supports (MTSS)? Why MTSS? Learning Support Teams (LST), an important component within the MTSS framework Support Centers (another component of MTSS) Baseline/preliminary data

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MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)

MTSS is a framework of practices and supports. Learning Support Teams are groups who identify systemic needs and oversee resource allocation and monitoring. Support Centers are regional offices staffed by a multi-disciplinary team established to provide direct services and assistance to students, staff & families.

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Multi-Tiered System of Supports is a framework of supports that are set in place to benefit students, educators and parents.

MTSS reflects:

  • An alignment of all systems necessary for the

academic, behavior and social success of students.

  • A system of support for all students at all levels (core,

intermediate, intensive).

  • A system of supports for families and educators.

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RANDOM ACTS OF INTERVENTION (What support looks like in most districts) Support must be organized, aligned, accessible and clearly defined

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MTSS Framework –A layered continuum

  • f practices and supports

…

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Main Elements within each layer of the continuum

Differentiated Core (Tier 1): Meets needs of 80%

  • f students

– Evidence-based, high quality, differentiated, culturally and linguistically responsive, general education instruction, strategies and support for all students. – Targeted, skill-based classroom interventions for students not responding to core instruction. – Enrichment opportunities for advanced students.

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Main Elements within each layer of the continuum

Supplemental Support (Tier 2) – Meets needs of 15% of students – Targeted, accelerated interventions available only to at-risk students – Continued access to core with supplemental support – Interventions and support guided by multiple data points – Timely implementation of supports Intensive Support (Tier 3) – Meets needs of 3-5% of students – Intensive interventions for few and/or individual students – Interventions and support guided by multiple data points – High intensity, longer duration – Continued exposure to core instruction

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Our Key Components

  • 1. High quality, differentiated core instruction in an

environment that is responsive to academic, social, emotional and behavior needs

  • 2. Data-based decision making
  • 3. Universal screening and progress monitoring
  • 4. Layered continuum of academic, social, emotional

and behavioral supports

  • 5. Family, school and community partnerships

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MTSS Workgroup Recommendations Progress Report Spring 2017

Recommendations Exploration / Adoptions Installation Initial Implementation Full Implementation Continuous Improvement Regeneration

  • 1. Cognitive interviews

√ √

  • 2. Alignment of curriculum, instruction, and

assessments

√

  • 3. Alignment of essential practices and

indicators of high quality instruction with SPG

√

  • 4. Learning Support Teams

√

  • 5. Universal screeners and progress monitoring

tools

√ Monitoring tools √ Universal screeners

  • 6. Redefining and hiring of additional support

staff

√

  • 7. Menu of resources and interventions

√

  • 8. Expansion of community partnerships

√

  • 9. Welcoming schools process for district

departments and schools

√

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Additional Input

  • Student Listening Circles
  • Thought Exchange
  • Principal Surveys
  • Community Forums
  • LCAP Input from prior years

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Learning Support Teams (A vital component within the MTSS framework)

Learning Support Teams are site and district based groups established to ensure that all relevant resources are connected together to form an integrated continuum of interventions. Teams meet regularly to:

– Identify needs of students and support staff – Identify barriers to learning – Align learning support systems/efforts – Bring together stakeholders to ensure that no party or project is isolated – Evaluate programs and services – Develop, map and market resources to ensure that all are aware

  • f services

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Learning Support Teams

  • 3 Cohorts (24 schools)
  • Main objectives

– Improve instruction – Address barriers to learning and teaching – Improve governance and management of resources

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Learning Support Teams Cohorts

Cohort #1 Cohort #2 Cohort #3 Arlington Heights Arcade Cameron Ranch Encina Barrett Carnegie Lichen Dyer-Kelly Churchill Mesa Verde Edison Del Campo Starr King Greer El Camino Sylvan Howe Kingswood Pasteur Mira Loma Peck Sierra Oaks Rogers Woodside

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Support Center Staff

  • Two regional centers housed at Arcade and Barrett
  • Multi–disciplinary team
  • Multi-funded (Base, CEIS, Supplemental)
  • Services: Tier 2 and Tier 3 support
  • Service Delivery - Referral and assignment based

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Support Center Staffing

2016-17 2017-18

1 Program Manager 1 Program Manager 1 Secretary 1 Nurse 4 Elementary Counselors 8 Elementary Counselors 6 Social Workers 10 Social Workers 4 Mental Health Therapists 2 Psychologists 1 Psychologist 2 Behaviorists 1 Behaviorist 2 School Community Workers 2 School Community Workers 6 Academic Interventions Specialists 11 Academic Intervention Specialists 2 School Community Intervention Specialists Total: $4,033,722

(2017-18)

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Support Center – Schools Served

  • All schools grades K–8 with a poverty rate of 40% or

higher (35 total)

  • Six middle schools
  • Six K–8 schools
  • Twenty-three elementary schools

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Support Center Community Partnerships

  • Vision to Learn
  • Smiles for Kids
  • Center for Oral Health

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Additional Support for Low Density Elementary Schools

  • 2 Additional Social Workers
  • Re-assignment of central office Behaviorist to low

density schools only

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Additional DO Support for High Schools

Bella Vista

  • Intervention Teacher

Mesa Verde

  • Social Worker

Casa Roble

  • Intervention Teacher

Mira Loma

  • School Community Intervention Specialist
  • Clerk Typist

Del Campo

  • Social Worker

Rio Americano

  • Intervention Teacher

El Camino (all part time)

  • Counselor
  • Behavior Support Specialist
  • Intervention Teacher

San Juan

  • Intervention Teacher
  • School Community Intervention

Specialist Encina

  • Behavior Support Specialist
  • Social Worker

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San Juan: Universal Screeners Determine the Level of Risk of Each Student

* None for Grades K-2

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Baseline Data MTSS Risk Levels

Overall Level GOAL Baseline March 2017 End of Year 16-17

Tier 1 80% 48.2% 53.9% Tier 2 15% 31.6% 31.2% Tier 3 5% 20.1% 14.7%

3 months

Overall MTSS Risk Levels K-12

80% 61% 54% 56% 30% 15% 22% 26% 24% 48% 5% 17% 21% 19% 22% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% GOAL Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

Baseline: Winter 2016-2017

Tier 3 Tier 2 On Track/Tier 1 80% 65% 55% 60% 40% 15% 23% 27% 26% 46% 5% 12% 18% 13% 13% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% GOAL Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

End of Year 2016-2017

Tier 3 Tier 2 On Track/Tier 1

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27 Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May June Total Academic 49 150 79 138 42 59 48 19 34 23 641 Attendance 5 8 5 2 5 12 10 1 48 Family 12 14 12 6 5 4 4 9 6 1 73 Behavior/Emotional 107 125 204 100 82 69 111 36 32 866 Other 3 10 3 5 2 9 10 7 4 1 54 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percent of Total Referrals Total 176 307 303 251 136 153 183 72 76 25 1682

Referrals By Month–Support Centers 2016-17 Referrals by Month—Support Centers 2017-18

Aug. Sept. Oct. Total Academic 40 284 219 543 Attendance 16 16 13 45 Family 12 21 7 40 Behavior/Emotional 82 178 215 475 Other 27 8 27 62 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percent of Total Referrals Total 177 507 481 1165 As of 11/3/17

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Students Served (as of End of Year)

Group District Demographics Learning Support Centers Low Density Support High School Supports Total Students Served 1523 60 378 Black or African American 8% 239 (15.7%) 4 (6.7%) 60 (16.5%) Hispanic or Latino 23% 411 (26.9%) 7 (11.8%) 119 (28.6%) White 56% 790 (51.9%) 49 (81.2%) 181 (47.9%) Special Education students 12.1% 285 (18.7%) 13 (21.7%) 53 (14.0%) Low SES students 50.6% 1216 (79.8%) 30 (50.0%) 251 (66.4%) EL students 12.8% 185 (12.1%) 2 (3.3%) 44 (11.8%) Foster Youth students 0.6% 30 (2.0%) 7 (1.9%) Homeless students 4.5% 183 (12.0%) 9 (15.9%) 32 (8.4%)

Thomas Edison Language Institute

Presented by: Dr. Danielle Storey

Local Control and Accountability Plan 1

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MTSS at Thomas Edison Language Institute

  • 2 Counselors
  • Tier 1 & Tier 2
  • Positive Behavior Intervention Systems
  • Student Leadership
  • Learning Support Team
  • Snap Shot Days
  • Restorative Practices
  • .5 additional Counselor
  • Tier 2 & 3
  • Focus- Attendance- Tardies & Truancy
  • Snap Shot Days
  • Classroom Support
  • Home Visits
  • .5 Social worker
  • Tier 2 & 3
  • Home Visits
  • Snap Shot Days
  • Focus- Family Outreach

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Snap Shot Days

  • Tri-Annual Meetings (October, February, May)
  • Team- ELD, Speech, Resource Specialist, Interventionists, Counselors,

Admin, Psychologist, Nurse, Classroom Teacher

  • The team reviews data for each teachers' their lowest students
  • Student assessment scores (MAP, CAASPP, Text level…)
  • MTSS Teacher form
  • Intervention scores
  • Anything deemed relevant
  • 25 minutes to present, TK-8
  • Follow up by specific support person/program
  • Reviewed monthly by Tier 2 PBIS Team & Triennially by MTSS Team

Local Control and Accountability Plan 3

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11/17/2017 18 LCAP Presentation November 16, 2017

Presented By: Roxanne Mitchell, Director Martha Quadros, Program Manager Leslie Wriston, Program Specialist Office of Student Learning Assistance English Learner & Multicultural Department

Local Control and Accountability Plan 1

Overview

  • English Learner Advisory Committee

(ELAC)

  • Bilingual Instructional Assistants (BIA)
  • Refugee Enrollment Update
  • Teachers on Special Assignment (TOSA)

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ELAC Functions

  • Advises the principal, staff on programs and

services for English learners.

  • Advises the School Site Council on the

development of the Single Plan for Student Achievement (SPSA).

  • The ELAC assists the school in the

development of:

– The school's needs assessment. – Regular school attendance.

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ELAC Eligibility

  • Schools with 21 or more English learners

must form an English Learner Advisory Committee (ELAC).

  • Parents comprise at least the same

percentage of the ELAC membership as English learners.

  • Parents, school staff, and community

members are encouraged to participate in ELAC.

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ELAC Update

  • All but six school sites meet the 21 English

Learner requirement for an ELAC.

  • Twenty-one District English Learner

Advisory Committee (DELAC) representatives.

  • Forty school sites have conducted an ELAC

meeting or have an ELAC meeting scheduled soon.

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Bilingual Instructional Assistants (BIA)

  • 46 BIAs
  • 21 Spanish
  • 12 Farsi (Pashto, Dari)
  • 8 Arabic
  • 3 Ukrainian
  • 1 Russian
  • 1 Multiple languages

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BIA Roles and Responsibilities

  • Provide direct services to students by

accessing content instruction using the student’s home language.

  • Facilitate communication with the parents
  • f English Learners for ELAC participation,

and accessing district and school programs.

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Refugee Enrollment Trends

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Refugees 2015-2016 1st year Refugees 2015-2016 Refugees 2016-2017 1st year Refugees 2016-2017 Refugees 2017-2018 1st year Refugees 2017-2018 708 414 1072 590 1336 200

REFUGEE TREND 2015-2017

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English Learner Languages

9

611 589 241 247 354 387 2044 280 Arabic Dari Farsi Other Pashto Russian Spanish Ukrainian

Local Control and Accountability Plan

Outreach EL TOSA Support

Direct Services

  • Saturday Academy for newcomers
  • PUERTAS – Long Term English Learners (LTEL)
  • Home Online Multi-media Education (HOME)
  • Seal of Biliteracy

Programmatic support

  • CELDT /ELPAC information, training and testing
  • Data analysis
  • Student placement
  • Reclassification and two-year follow-ups
  • ELAC support to sites

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EL Professional Learning Team Support

  • Assist teachers with implementation of the

ELD Standards

  • Support newly adopted curriculum

emphasizing Integrated/Designated ELD

  • GLAD training and follow up GLAD coaching
  • Facilitate learning walkthroughs with site

teams

  • Train and support ELD teachers
  • Write ELD curriculum and coach for Saturday

Academy

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Support for Sites

Through October, TOSAs spent over 287 hours at sites. Most time spent at:

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Site Name Hours

Howe 57 Greer 49 Dyer Kelly 38 Lichen 19 Sylvan 14

Complete List with 30 sites in handout

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How is Time Spent at Sites?

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*Meetings make up data conversations, leadership, principals, coaches, and ELD teachers.

*

How useful is the information that was presented?

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93% of all participants agree or strongly agree that the information is very useful.

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How engaging was the work?

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92% of all participants agree or strongly agree that the information is very engaging.