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

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 Supports 1 Agenda What is a Multi-tiered System of Supports (MTSS)? Local Control and Accountability Plan Why MTSS? Learning Support Teams (LST), an important component within the MTSS framework Support Centers (another component of MTSS) 2 Baseline/preliminary data 1

11/17/2017 MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) MTSS is a framework of practices and supports. Local Control and Accountability Plan 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 3 established to provide direct services and assistance to students, staff & families. Multi-Tiered System of Supports is a framework of supports that are set in place to benefit students, educators and parents. Local Control and Accountability Plan 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). 4 • A system of supports for families and educators. 2

11/17/2017 RANDOM ACTS OF INTERVENTION (What support looks like in most districts) Support must be organized, aligned, accessible and clearly defined 3

11/17/2017 MTSS Framework –A layered continuum of practices and supports … Local Control and Accountability Plan 7 Main Elements within each layer of the continuum Differentiated Core (Tier 1): Meets needs of 80% Local Control and Accountability Plan of 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. 8 – Enrichment opportunities for advanced students. 4

11/17/2017 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 Local Control and Accountability Plan 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 9 – Continued exposure to core instruction 5

11/17/2017 Our Key Components 1. High quality, differentiated core instruction in an Local Control and Accountability Plan 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 11 MTSS Workgroup Recommendations Progress Report Spring 2017 Continuous Exploration / Initial Full Improvement Recommendations Adoptions Installation Implementation Implementation 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 Monitoring Universal tools tools 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 6

11/17/2017 Additional Input • Student Listening Circles Local Control and Accountability Plan • Thought Exchange • Principal Surveys • Community Forums • LCAP Input from prior years 13 Learning Support Teams (A vital component within the MTSS framework) Learning Support Teams are site and district based groups Local Control and Accountability Plan 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 14 – Develop, map and market resources to ensure that all are aware of services 7

11/17/2017 Learning Support Teams • 3 Cohorts (24 schools) Local Control and Accountability Plan • Main objectives – Improve instruction – Address barriers to learning and teaching – Improve governance and management of resources 15 Learning Support Teams Cohorts Local Control and Accountability Plan 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 16 8

11/17/2017 Support Center Staff • Two regional centers housed at Arcade and Barrett Local Control and Accountability Plan • Multi–disciplinary team • Multi-funded (Base, CEIS, Supplemental) • Services: Tier 2 and Tier 3 support • Service Delivery - Referral and assignment based 17 Support Center Staffing 2016-17 2017-18 1 Program Manager Local Control and Accountability Plan 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 18 Total: $4,033,722 (2017-18) 9

11/17/2017 Support Center – Schools Served • All schools grades K–8 with a poverty rate of 40% or Local Control and Accountability Plan higher (35 total) • Six middle schools • Six K–8 schools • Twenty-three elementary schools 19 Support Center Community Partnerships Local Control and Accountability Plan • Vision to Learn • Smiles for Kids • Center for Oral Health 20 10

11/17/2017 Local Control and Accountability Plan 21 Additional Support for Low Density Elementary Schools • 2 Additional Social Workers Local Control and Accountability Plan • Re-assignment of central office Behaviorist to low density schools only 22 11

11/17/2017 Additional DO Support for High Schools Bella Vista Mesa Verde Local Control and Accountability Plan • • Intervention Teacher Social Worker Casa Roble Mira Loma • • Intervention Teacher School Community Intervention Specialist • Clerk Typist Del Campo Rio Americano • • Social Worker Intervention Teacher El Camino (all part time) San Juan • • Counselor Intervention Teacher • • Behavior Support Specialist School Community Intervention • Intervention Teacher Specialist 23 Encina • Behavior Support Specialist • Social Worker San Juan: Universal Screeners Determine the Level of Risk of Each Student * None for Grades K-2 12

11/17/2017 Baseline Data MTSS Risk Levels Overall Baseline March GOAL End of Year 16-17 Level 2017 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 End of Year 2016-2017 Baseline: Winter 2016-2017 100% 100% 5% 5% 12% 13% 13% 17% 18% 90% 21% 19% 90% 22% 15% 15% 80% 80% 23% 26% 22% 70% 70% 24% 27% 26% 46% 60% 60% 48% Tier 3 50% 50% Tier 3 Tier 2 40% 80% 40% 80% Tier 2 On Track/Tier 1 65% 30% 61% 30% 60% On Track/Tier 1 56% 54% 55% 20% 20% 40% 30% 10% 10% 0% 0% GOAL Grades Grades Grades Grades GOAL Grades Grades Grades Grades K-2 3-5 6-8 9-12 K-2 3-5 6-8 9-12 13

11/17/2017 Referrals By Month–Support Centers 2016-17 100% Percent of Total Referrals 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 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 0 0 48 Family 12 14 12 6 5 4 4 9 6 1 73 Behavior/Emotional 107 125 204 100 82 69 111 36 32 0 866 Other 3 10 3 5 2 9 10 7 4 1 54 Total 176 307 303 251 136 153 183 72 76 25 1682 27 Referrals by Month—Support Centers 2017-18 100% 90% Percent of Total Referrals 80% 70% 60% 50% 40% 30% 20% 10% 0% 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 Total 177 507 481 1165 As of 11/3/17 14