Kelly Aman , Principal West Millbrook Middle School - PowerPoint Presentation

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Kelly Aman, Principal

West Millbrook Middle School

Raleigh, North Carolina

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Our journey with MTSS . . . .

In 2013, we hired an RTI Coach and began exploring RTI as a mode of continuous improvement.

In 2014, we hired our current MTSS Coach. Our school was selected as a Cohort 1 school as the district began facilitating the work of MTSS.

In 2016-17 we are in year 3 of implementation, seeing cultural change and academic growth as a result of our journey with MTSS.

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In the beginning . . . .

Leadership is critical

Created a strong MTSS Implementation Team comprised of the principal, an assistant principal, school improvement chairs, psychologist, Intervention Team facilitator

Exploration led by implementation science researchDistrict led professional learning to support our workGains and setbacks, settle in for the ‘long haul’

And then its all about BELIEFS . . . .

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It’s All About Beliefs . . . . . .

What do we believe about all students and learning?

How can we create positive change about our beliefs?

What’s best for our kids?

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It’s Not A Race . . . .

Stay the course. Gentle pressure relentlessly applied. Be consistent.

Celebrate the successes. Learn from the setbacks.

Cultivate a team of MTSS leaders.

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Greatest challenges so far . . . .

Year 1 = Tier 1 (Easy to say not easy to accomplish)

Capacity building of teachers

Reframing – MTSS is not a gateway to special education

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SUCCESSES!!!

Faculty is very data driven, disaggregating data throughout the year down to subgroup performance on individual classroom assessments

Data drives professional learning

Systematic team structuresAnd significant academic gains

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So what’s next for West Millbrook?

Full integration of MTSS into School Improvement

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Quashnet School

Mashpee, MA

Road Map to MTSS Implementation

MaryKate O’Brien, Principal

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QS Demographics

Quashnet School – Grade 3-6

Enrollment – 518 Students

Avg. Class Size – 20

District Enrollment – approx. 1700

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WHY MTSS?

Our students are not performing where we expect to them to on state assessments.

Special Education students are identified at a high rate than the state.

Our MCAS/PARCC scores have flat lined.

We were a district of three schools- operating independently.

Our work is creating one district of three schools.

Gr.

PK-2

Gr.

3-6

Gr.

7-12

____

____

1 District

Community Outreach

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Our First Step in the MTSS Process

Establish a School

B

ased

L

eadership Team (SBLT)

Who will represent the staff

Who will work collaboratively to problem solve

Who will be willing to meet after the scheduled day (availability)

Who is motivated to improve and will use data

Who will bring diverse expertise and skills

Who will share and model our work for others

QS Team: Principal, Assistant Principal, School Psychologist, Union Building Representative, Special Education Teacher, Counselor, Grade Level Teacher Rep. from each grade level – Total of 10 professionals

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Our Next Step in the MTSS Process

The SBLT learned and practiced how to use the Data-Based Problem Solving Protocol.

As a team, we defined our goal, then using the protocol we developed several hypothesis, and developed a plan.

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Grade(s)

STAR Level

Ratio

Teachers

3 and 4

1

7:1

Ann C, Diana, Marilyn

(Maureen P, Shelly

I, Joe)

3

2

9:1

Andrea, Bretti, Mary S.

3

3

11:1

Ann G., Kari, Theresa, Sean O.

3

4

15:1

Sherry, Ericka

(Candace)

4

2

6:1

Jackie, Michael

4

3

12:1

Ali, Lauren R., Brenna

(Maura M.)

4

4

16:1

Lucinda, Rayna, Stephanie M.

3 and 4

5

17:1

Colleen S., Sue S. (Lisa E.)

Title 1

 

5:1

Kim

Reading WIN Block

GRADE 3 & 4

September, 2016 Sort

Steps in WIN block development-

Student sorting protocol determined.

Data Teams to meet every 6 weeks to

adjust student placement as needed. Based on data, identify students whose needs include a SEL WIN group.

1st Sort - based on September Benchmark scores

2

nd

Sort - based on January Benchmark

3

rd

Sort – based on May Benchmark

Goal – to reduce number of students needing

Level 1, 2, and 3 support. Meet ALL students at their instructional level.

Review: Monitor of student achievement with STAR assessments, MCAS results, increased student achievement.

Monitoring questions: time for transition, is 30 minutes enough?

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The Change Process

Share the problem with staff – Student Achievement

Supply the historical data from MCAS and PARCC

Formulate hypothesis - why???

Identify high impact low output changes

Long term changes – high impact, higher output

Celebrate QUICK WINS

Connect change to purpose – what is the goal and why?

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Quick Wins

Change in attendance practice – increased monitoring

Modified arrival process – parent notification

Developed a system to collect data for bathroom, nurse, guidance visits -monitor time out of class

Shifted morning announcements to 8:15 vs 8:30 AM

Buy in!

BIGGEST GAIN

- INCREASE IN INSTRUCTIONAL TIME.

Long Term Initiatives

C

hange in teaching

s

chedule implemented

WIN groups began this academic year – October 4

th

.

Data review and protocols established – guiding instruction.

Data team review dates in place for the year (every 6 weeks approx.)

SBLT becomes proficient with data problem solving process.

Each member of SBLT is on a PLC team to follow the Data-Based Problem Solving process as a way of doing business.

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Kalamazoo RESA Head Start

Stephanie

Lemmer

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Stephanie Lemmer Ed.S

Taught Middle School Reading in Chicago Public Schools and worked to implement RTI literacy and behavior as a school.

Worked as a literacy coach in an elementary school implementing RTI for 3 years as part of a district effort

Coached the Implementation of MiBLSI in middle schools and elementary schools for three years throughout the county.Implemented MTSS in a Pre-K – 3 Elementary Building as an Elementary Principal.

Implemented MTSS in Head Start for Kalamazoo County as the Principal (Director) of Head Start.

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Kalamazoo RESA Head Start

Awarded the grant in July 2013

Consider it a district wide initiative (44 classrooms throughout the county, housed in 6 of the 9 school districts, serve 708, 3 and 4-year-olds)

Started with literacy and behavior 2013Piloted numeracy in 2014 and scaled up in 2015Applied MTSS to Family Services, and Health Services components of the grant in 2015

We are in year 4 of implementation

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Successes

Increase in literacy outcomes for 3 and 4-year olds.

Decrease in absences.

Increase in the number of children who have up to date health requirements. (physical, hearing and vision, dental exams)Decrease in the number of behavior referrals.

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Challenges

Sustainability: We have a significant turn over in staff due to pay. It is difficult to move forward when you are constantly training novice staff.

Duration: Some of the children we only serve one year and then they move into their local school districts 4-year-old program. At most we have two years with the children we serve. Having sensitive data is critical in order to make program decisions.

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PreSET

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Behavior Reports by Month 2014-2015 and 2015-2016

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Literacy: PELI Data

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Study: Problem analysis (End of the year)

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Study Problem Analysis (end of the year)

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Numeracy: Myigdi’s data

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Study: problem analysis (1-to-1 correspondence counting)

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Study: problem analysis (Number naming)

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Study: problem analysis (oral counting)

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Study: problem analysis (quantity comparison)