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Can you address the communication with parents on interventions whether it is Tier 1 (Universal), or at 2 or 3...

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Oh, thanks that helps clarify and sorry I misunderstood the question! I think you should definitely not be relying only on an "intervention specialist" to make the decisions for you about which interventions to implement. If you have them, they are an important part of the team, but your entire building MTSS team should take the time to review the intervention resources that Kim shared. As educators, you all have the expertise to make these decisions. Consider things like evidence-base, scheduling, feasibility, and what your data indicate your needs are. Then make decisions as a building about what your bank of interventions will be. There's also an intervention bank resource in your "intervention resources" folder, that has a helpful way to organize your interventions. Then you'll want to plan for how you'll deliver them, and who will be doing the interventions. Hope that helps!

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I don't think I was clear enough on my question.  Because we don't have people here who are specialist in interventions, we as a district are not able to come up with interventions.  We need intervention specialists to tell us what to do for interventions and be able to move forward.

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The key is that the intervention needs to be highly scripted and the training needs to be strong.

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Re: interventionist. Do you have paras? One strategy would be to select interventions that are highly scripted, and having your paras deliver them. Minnesota Reading Corps is a great example of a program that takes non-licensed volunteers who implement 20-min daily interventions. They saw significant results. This might be a way to gain momentum? When you have the data showing how this works, then you can make the case to implement more of the MTSS model...

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You have talked a lot about having an "interventionist."  We do not have any intervention specialists in our district.  We know have everyone sitting in our room....including administration thinking we cannot go forward with anything because we don't have those positions.

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Re: Greenway. You'll definitely want to be documenting universal interventions! I believe eduCLIMBER includes forms that would allow you to track these.

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Re: small group differentiated instruction. This will be Tier 1 if it is differentiation during core instruction for all students. While not all students are in the same small group, all students are receiving core instruction. Tier 2 means the student(s) are receiving supplemental intervention, which is intervention time in addition to core instruction. That additional intensity is the key. Hope that helps, I know these can be confusing!

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Couldn't small group differentiated instruction time in class be used as a Tier 2 intervention time?

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Greenway has access to EduClimber, but will need training as it is utilized at our K-4 level not yet at our 5th & 6th.  Wondering if typically this is used to enter and track just the TIer 2 & 3 interventions or if Tier 1 universal interventions are put in as well?

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Kim,

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Re: Math 180 - the issues I have with Math and Read 180 is the way I typically see them used. I rarely see them implemented with fidelity - one of the issues we need to consider when selecting interventions is whether it is practically feasible for our school to implement with fidelity. For an example of this in a different setting, see this research on LLI - when implemented in a practical setting the results were much different than when the researchers were responsible for implementation: https://eric.ed.gov/?id=ED582893. The other issue I have with Math and Read 180 is that they are often used as a "place" to send kids, rather than a fluid Tier 2 intervention that students can exit. Kids often remain in Math and Read 180 for an entire year, whether or not it's working. If it's just a "place" and no changes are made to instruction regardless of whether a student is making progress, then this isn't following an MTSS approach!

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RE: Math GOMs - this is a tougher one, for sure. The NCII website has a couple of tools for progress monitoring, but the issue I see with progress monitoring in math is that measures that try to measure all of "math" are unlikely to be sensitive to growth over short periods of time - because math is such a broad and multi-dimensional domain. So, I would suggest sticking with progress monitoring within a specific skill area. Sums to 12, 2-digit subtraction with regrouping, etc., and then moving up the skill areas as the child masters each. Similar to our approach with early literacy. One really awesome product that takes this approach in math is called SpringMath (https://www.sourcewelltech.org/student-achievement/math-intervention-spring-math), it was created by Dr. Amanda VanDerHeyden

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What are some commonly used math GOMs? Especially, when there are changes in the focus of instruction (addition, division, fractions, geometry).

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Cheryl, your timing is perfect - we are about to talk about Intervention Resources

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Are there any free resources like facts on fire for reading?  Also, anything that is geared for secondary?

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Our school district says that we should have differentiated small group instruction in core, however the curriculum doesn't lend itself to that especially in our Humanities block. Any suggestions.

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RE: exiting. We will talk about this later today!

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RE: STAR assessment. You'll definitely want to check out the progress monitoring tools chart: https://charts.intensiveintervention.org/aprogressmonitoring Note that the research I have seen indicates that STAR CAT assessment is not as sensitive as CBM-R when looking at weekly progress (monthly progress is ok). STAR does have a CBM assessment now, and the research on that tool for progress monitoring is also available in the chart

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How long do you wait after a student exits tier 2 or 3, to say there is a success?

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RE: can't do / won't do. I would make sure to collect data both with and without the reinforcer, to understand what baseline looks like. If there are large gaps between the two, that might be an indication that we have a won't do issue!

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RE: mental health and team meetings. I agree it's definitely important to make sure the approach to Tier 1 mental health is feasible and sustainable for classroom teachers. I think consulting with your teachers and involving these teams as you build your plan is key. The person or people in your building that have expertise in mental health specifically should be a part of that team, too. That way, it's a shared objective - not just mental health person's job to ensure mental health for all students. CASEL has some great resources for approaching mental health in ways that recognize the school setting's unique challenges: https://casel.org/sp_faq/mental-health-trauma-and-well-being/

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I believe you said this yesterday, but wanted to double check.  Is the STAR assessment an appropriate tool to measure the progress of your interventions?

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Can you use the data from probes during a can't do / won't do assessment for baseline data for an intervention? Or does providing the reinforcer limit the utility of that data to just the can't do / won't do assessment?

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I appreciate your suggestion of having the mental health person being a part of the grade level teams.  How do you avoid the teachers feeling like it is mental health always "telling" them what to do in their classrooms, when they really do not understand what is all happening in a classroom.  Pulling students and working with them individually is very different than having a group of 20 some kids staring at you.  Is there a way to get the two sides to work together more?

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You will have access to the shared folder forever (or as long as Google Drive exists) :-)

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Please forgive me for asking this question if you already addressed it. Will we be able to access the shared folder after the training is complete. If so, for how long?

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Re: Mental Health - I've had the most success with partnership agreements that have mental health providers meet weekly with the building team (leadership or SAT team).

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Check out SAEBRS through Fastbridge for Elementary.

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How do you ensure you have mental health and teachers working together?  It often feels like one group really doesn't understand what the other does which often leads to shut down and resentment.

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What student engagement measure is recommended for students younger than third grade? Could the third grade students' areas of need guide school response to the earlier grades as well? Thank you!

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We have a universal screener in place.  What types of tools are you using at the diagnostic level?  Feels like we get "stuck" there, especially at the secondary level.

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In our study, we found that using at least 60 minutes of IXL during the academic year had a positive association with achieving MAP math target growth scores, peaking at 270 minutes, O.R. = 1.67, 95% CI (1.28, 2.18).

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We have a follow up question similar to another participant in whether IXL is considered a classwide Tier 1 intervention that is researched based?

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Various acronyms used this afternoon and links mentioned this afternoon!
NCII - National Center on Intensive Intervention
WWC - What Works Clearinghouse
CAT - Computer Adaptive Test
GOM - General Outcome Measure
CBM - Curriculum Based Measure
CBM-R - Curriculum Based Measure in Reading (Oral Reading Fluency)
PALS - Peer Assisted Learning Strategies
PRESS - PRESS Classwide Reading Intervention
Spring Math - www.springmath.com
M.I.N.D. Facts on Fire - https://brianponcy.wixsite.com/mind/copy-of-mind-facts-on-fire
NCII Academic Intervention Tools Chart - https://charts.intensiveintervention.org/aintervention

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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See all the wonderful things Nicole McKevett has made

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Where is an accessible document with a list of Tier 1 Classwide interventions for math?

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Could you provide the Reference list for studies cited in the presentation?

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Please share!

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We are going to talk about scheduling tomorrow :-)

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I would be very interested in finding out more about deep procedural knowledge in math.

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Would IXL count as a class wide intervention since it is adapted to ability level?

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If you don't mind stating or writing out the various acronyms you're using, we'd appreciate it! Some schools/participants may not use or be aware of certain programs/orgs/etc. We're learning a lot so far! Thanks!

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How do you schedule Tier 2/3 supports/interventions within the schedules of a MS or HS?

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Hi Valerie - the Data Literacy Packet should now be available in the Day 1 folder: https://drive.google.com/drive/folders/1VkNtZpp0NZ3ThDqYrDz7Qc5SKvxQSFFm

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How do we ensure everyone gets class wide intervention, if students previously identified as Tier 3 need that too

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The Student Engagement Inventory is tried and true for student engagement! Here's where you can get access to the paper/pencil version (which is what I've also used in practice): http://checkandconnect.umn.edu/sei/pencil_paper.html

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What are some examples of student engagement surveys or measures for elementary students?

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The data literacy packet is blank when I try to open it.

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For charter schools, shooting for keeping 95% on track (95% of those who are on track in the fall, staying on track in the spring) should still be the goal! If you have a mobile student populations, there just might be Tier 1 considerations around mobility/transportation/attendance that are included within your MTSS framework.

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For a good, school-based Tier 3 CBT curriculum, there are several! But it all depends on student needs. CASEL is a go-to resource for identifying high-quality, evidence-based programs. There are several resources, including these guides, which are helpful! https://casel.org/resources-guides/

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When you mentioned 95% on track - is there any differences when talking about charter schools - who tend to have a mobile population / parents choosing a school vs. living in a district

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Here's some guidance on scheduling Tier 2/3 in MS or HS: Setting up schedules that support an MTSS at the secondary level requires the same attention to the master schedule, but also some other considerations. Middle and high schools usually have schedules set up in fixed time blocks when students attend specific courses. The required courses that students take during the day are the core curricula for secondary students. In order to provide Tier 2 additional instruction for secondary students, the daily schedule must have that time included. The best model for including Tier 2 intervention time is to build in daily “lab” courses that students take either as electives or as required by teachers and parents. Such labs are best taught by veteran content-area teachers who have strong knowledge of the material. In the lab, these teachers pre-teach or re-teach knowledge and skills covered in the students’ current classes. Such instruction is highly individualized.

Similarly, Tier 3 secondary intervention is highly individualized. One of the challenges of providing intensive Tier 3 courses at the secondary level is how to do so in a way that will count for credits at the high school level. In addition, secondary students who need Tier 3 intervention are generally very far behind in academic skills and require longer classes. For this reason, secondary Tier 3 classes should be at least 90 minutes each. If such classes are designed to cover both remedial skills and credit-bearing standards content, they must be much longer (e.g., at least 120-150 minutes). In schools where the master schedule includes shorter time blocks for classes (e.g., 45-50 minutes), the best practice is to schedule back-to-back double or triple blocks so that enough time is allocated for the instruction. Some secondary students might take very few or no electives in order to catch up and meet standards in core academic areas. Intensive scheduling must be balanced with each student’s interests and needs for preferred courses.

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Do you have any recommendations for good school-based, tier 3 CBT curriculum?

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Welcome to the 2021 MTSS Conference padlet. Feel free to use this padlet as a "parking lot" for any questions you have!

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Good Morning Everyone!  We are so  glad you are here!  Kim