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Your question: What supports are available through NKCES?

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Your question: What supports are available through NKCES?

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The NKCES CRRSA team can develop an MTSS coaching / consulting plan for each of our interested districts. We can also work with you to provide a customized training experience to your leadership team and/or teachers.

Some examples of "ready to deliver"  trainings we have established on this topic:
KyMTSS
Kentucky Academic Standards (KAS) for ELA
KAS for Math
KAS for Social Studies
KAS for Science
Local Curriculum Development and High Quality Instructional Resources
Building SEL into Daily Instruction
SEL for Adults / Educators
Compassion Resiliency Training
Trauma Informed Care
Promoting Positive Behaviors
....and more!

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Your Request: I would like to get more resources to support Tier 1 Core Instruction. 

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Your Request: I would like to get more resources to support Tier 1 Core Instruction. 

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From Jan Sellers:

There are supports for Tier 1 from KDE's Office of Teaching and Learning at kystandards.org and all levels at kymtss.org

From Jessica Pass:

Our team can provide support on Tier 1 Instruction - please contact me, and we can develop a customized plan for you!

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Your Question: How do you build time to do this into your master schedule? Do you have examples of master schedules? 

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Your Question: How do you build time to do this into your master schedule? Do you have examples of master schedules? 

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From Meghan:

Here are some examples from the American Institutes for Research!
https://intensiveintervention.org/sites/default/files/NCII-Scheduling-508.pdf

Think about the model:
Standard Protocol Model v Problem Solving Model
Push In v Pull Out
School-wide time v intervention blocks at different times for different needs, grade-levels or domains, etc.

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Your Question: How do I educate staff of the process for MTSS and using research-based instructional practices and collect data accurately?

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Your Question: How do I educate staff of the process for MTSS and using research-based instructional practices and collect data accurately?

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Your Request: We need access to more evidence based reading, math and SEL interventions for all levels. 

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Your Request: We need access to more evidence based reading, math and SEL interventions for all levels. 

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From Jessica:

You can use the hexagon tool from kymtss.org to help guide your work in this.

SEL: CASEL has guidance on this including a rubric for your current situation and a program guide

Reading and Math:
kymtss.org's page on Resources for Evidence Based Instruction has great resources on this, including a link to the National Center on Intensive Intervention's  Academic Tools Chart

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Your Question: What allocations are needed for this system or use of current staff to cover all pieces of effective academic and social emotional/behavior? How do you make it work? 

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Your Question: What allocations are needed for this system or use of current staff to cover all pieces of effective academic and social emotional/behavior? How do you make it work? 

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From Jan Sellers:

This is a part of your action planning. This could be a part of your CDIP/CSIP- professional development and coaching.

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Your Question: How can we get this information to our teachers without overwhelming them? 

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Your Question: How can we get this information to our teachers without overwhelming them? 

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From Jan Sellers:

Action planning – starting with where you are and thinking in terms of a multi-year plan. Use data to determine areas of need; prioritizing. Start with where it is logical to integrate.  Select one or two initiatives that are identified by data.

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Your Question: How do we continue to support principals in this work? 

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Your Question: How do we continue to support principals in this work? 

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From Jessica:
My suggestion would be to help them identify where they are currently and where they want to go. Set a clear, specific vision for the end goal using the triangle as an outline. Then, pick an area based on data, set 1-2 goals and identify the action items you will do to get there. Ask how you can support those action items, the data collection (tools, time, talents) and follow up.

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Your Question: How are other districts implementing MTSS? 

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Your Question: How are other districts implementing MTSS? 

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From Jessica Pass:
We are inviting our NKY districts to join an NKY MTSS Community of Practice. We will lead the discussion each time on how different districts are approaching the essential elements of KyMTSS. This will be a great place to share and learn.

From Jan Sellers:
Across the state, other districts are in varying stages – some with academic only, some with academic and behavior integrated, some with academic and behavior working as separate systems. Our recommendation is to take stock of where you are and work from there.

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Your Question: What are some potential implementation barriers? 

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Your Question: What are some potential implementation barriers? 

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From Jessica:

This is a great question for districts to address with a solution centered focus in the community of practice as you join together in your journey of implementing!

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Your Question: It is essential to get buy-in for teachers. How should this be rolled out to them? 

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Your Question: It is essential to get buy-in for teachers. How should this be rolled out to them? 

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From Jan Sellers:
The concept of MTSS as an integrated framework was first rolled out to District Administrators by OTL in March 2021. We have time on the agenda for the upcoming March Leadership Meeting to talk about MTSS and the newly released KyMTSS Implementation Guide. It is an ongoing priority in the OTL to promote MTSS and align it with other work coming out of the office. At the district/school level, it will be important for teams to build understanding about what MTSS is and to align it to the work already happening, so it does not feel like one more thing.

From Jessica Pass:
I think this is where the teaming structures are so important. Think about what you already have in place and how it can be adjusted to reflect the MTSS framework. Ensure they have a voice and that protected time is built in to engage in this work. In terms of "roll out", depending on where you are, one idea might be to start with a focus group of teacher leaders. We could do this training with that groups, and then allow them to serve as a steering committee of sorts in terms of next steps and plans for a more expansive roll out.

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Your Question: What are common expectations of high schools? 

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Your Question: What are common expectations of high schools? 

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From Jan Sellers:

The essential elements of KyMTSS would be the common expectations for high schools. A focus on equitable access and opportunity; collaborative problem-solving teams at each level (school; content area, and individual student); data based decision making to determine if the universal supports are effective; screening to identify students at risk; progress monitoring the effectiveness of the interventions (at the systems and student level); selection of evidence-based instruction, interventions and support; and involving key stakeholders (student, family, community). Universal screening might look different – for example, historical data, ODRs, early warning systems, summative assessment data, etc. Scheduling of intervention blocks might be an intervention class setting for most intensive or time build into the schedule for a less intensive supplemental intervention.  This would be a data-based decision.

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Your Request: Any ideas for middle schools specifically? 

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Your Request: Any ideas for middle schools specifically? 

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Your Question: What support is available from KDE? 

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Your Question: What support is available from KDE? 

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From Jan Sellers, KDE:
KDE is working with the regional educational cooperatives to provide training and coach supports to districts and schools

I am available to consult with district/school leadership teams

KyMTSS website resources and guides
KyMTSS newsletter to will keep you updated on new resources/tools and upcoming trainings

Upcoming resources: MTSS Self-Assessment; video modules: Overview of Integrated MTSS; Evidence-Based Practices; Tier 2 and Tier 3 Processes and MTSS at Secondary – due to be released in June 2020

Academic supports – KyStandards.org; OTL working with regional cooperatives to support standards alignment, evidence-based instructional practices;

Behavior/Mental Health Supports – Office of Continuous Improvement – PBIS and integrated school mental health supports

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Your Question: I am interested to learn about the research used in order to determine what the state framework would include, including the percentages for the tiers. What organizations do you recommend districts follow? 

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Your Question: I am interested to learn about the research used in order to determine what the state framework would include, including the percentages for the tiers. What organizations do you recommend districts follow? 

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Jan and Meghan: The elements were determined through a groups of KDE leaders, district leaders and two educational research institutions: UK and UL. They based their decisions on 30+ years of research on evidenced based tiered prevention systems.

There are not organizations we would recommend districts follow. We would recommend looking at the most recent research out of the US DOE and in turn, WWW and AIR.

The percentages are not national recommendations- they are goals in an effective system based on the body of research.

Meghan has a lot of information on the history and research and will follow up with anyone interested in this knowledge! Let her know!

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From Meghan:
From our standpoint, none of this is new; however, it may be different from what districts or schools had previously implemented based on RTI or PBIS. Even the integrated system is not new! It is our goal to help support any pieces you would like to refine or begin implementing.

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Your Question: I would like some examples of assessments for high school academics. 

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Your Question: I would like some examples of assessments for high school academics. 

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From Meghan:

I can try to follow up on this, but for now, here is a tool that will help you navigate this:
https://charts.intensiveintervention.org/ascreening

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Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

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Your Question: Are any districts doing this to scale? We would like to see a model. 

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Your Question: Are any districts doing this to scale? We would like to see a model. 

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From Jan:
We have districts implementing district wide in Kentucky, and we are working on a process for identifying exemplar schools and districts. This will be a part of the Year 2 MTSS Technical Assistance Support. If someone would like to see something specific, we might be able to point them in the right direction!

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Your Question: How can we use this to target and support students with behavior issues? 

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Your Question: How can we use this to target and support students with behavior issues? 

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From Meghan:
The purpose of an effective prevention system is to identify students or groups of students who are at risk for failure in all domains (behavior is just one domain) and then provide interventions and supports to prevent the failure.

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Your Question: Where is the best place to start for a school that is just beginning? 

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Your Question: Where is the best place to start for a school that is just beginning? 

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From Meghan:

Start with a Needs Assessment to identify strengths and areas of improvement. A Needs Assessment will help a district or school team determine what goals are appropriate and a timeline. Needs Assessments should be completed with a team, creating a team would be a good first step!

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Your Question: What are the most effective systems, interventions and framework to use? 

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Your Question: What are the most effective systems, interventions and framework to use? 

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From Jan:

KyMTSS provides a framework which is based on the research from three tiered prevention models.

From Jessica:

I also think resources on Kymtss.org provide you with evidence based interventions and systems to consider.

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Your Question: Where can we find more learning around SEL? 

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Your Question: Where can we find more learning around SEL? 

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From Jessica: NKCES CRRSA SEL Team is designing a professional development workshop for the SEL side of the KyMTSS triangle! Contact jessica.pass@nkces.org for more information.

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Your Question: Is there a building and district-wide assessment that really helps schools and districts know their current reality and identify next steps? 

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Your Question: Is there a building and district-wide assessment that really helps schools and districts know their current reality and identify next steps? 

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From Jan:
This tool is in process for Kentucky. I can share the ASA, SAM, TFI, BOQ, AIR rubric.

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Your question: What other assessments / screeners could be used to back up MAP data? Especially for those students who historically do not test well. 

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Your question: What other assessments / screeners could be used to back up MAP data? Especially for those students who historically do not test well. 

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From Meghan:

Anything evidence-based! Think: diagnostic assessments, classroom performance and triangulation of data

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Your Question: How can we prepare teacher candidates to initiate conversations and do this work when they are with new teachers? 

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Your Question: How can we prepare teacher candidates to initiate conversations and do this work when they are with new teachers? 

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From Meghan:
We (KDE/CIBRS) have no control over the higher education institutions in Kentucky, but many are beginning to provide courses or at minimum objectives around ESSA levels of evidence, evidence-based interventions, and instructional best practices. Most school counseling programs are also providing some objectives in alignment with the ASCA National Model that are focused on positive behavior supports, trauma informed practices, as well as social emotional competencies. There is a state work group that representatives from the KDE as well as higher education institutions collaborate around these issues.

From Jessica:

Also, our NKU College of Education has a strong partnership with NKCES. The chair of teacher preparation and education studies (Dr. Shanahan) and the interim dean and director of education placements and leadership (Dr. Blackwell)  are attending the KyMTSS training today to continue to strengthen their students' understanding of these critical concepts.

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Your Question: How can we add more MOU partnerships to our system of support? 

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Your Question: How can we add more MOU partnerships to our system of support? 

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From Jan:

We would love to discuss with anyone interested,  but it would be outside the current technical assistance contract. This is more in the realm of Comprehensive School Mental Health- it could fit into Family, School, Community Partnerships if it is not focused only on mental health clinicians.

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Your Question: I would like access to more scientific, research based intervention strategies applicable to reading and math in various levels. 

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Your Question: I would like access to more scientific, research based intervention strategies applicable to reading and math in various levels. 

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From Meghan:

Check out WWW

ESSA levels of evidence KDE page

NKCES

From Jessica:

Our CRRSA team can work with you to help identify and implement these specific pieces!

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Your Question: I would like to learn more about incorporating gifted and talented supports into our plan. 

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Your Question: I would like to learn more about incorporating gifted and talented supports into our plan. 

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Your Request: We need more behavioral supports! 

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Your Request: We need more behavioral supports! 

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From Jessica:

kymtss.org's page for Evidence Based Practices has a section on behavior.

Also, our CRRSA team is working with districts on behavior coaching, behavior plans, etc and would be happy to support you!

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Your Request: I'd like to learn about how to use data to drive our decisions. 

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Your Request: I'd like to learn about how to use data to drive our decisions. 

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From Jessica:

There are some great resources on data based decision making here!

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Question: Are schools equipped to offer supports for the 3-5% of students in the highest need for mental health?

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Question: Are schools equipped to offer supports for the 3-5% of students in the highest need for mental health?

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Schools are not equipped without the support of outside mental health agencies, so it is helpful to create agreements on the expectations of the district side and the clinical side.  Our schools can track data/documentation on attendance and referrals as well as attendance and information on clinical partnerships.

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Your Question: When will the SEL team at the state level be finished with the framework? 

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Your Question: When will the SEL team at the state level be finished with the framework? 

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Are there any middle/high schools that have created a schedule that allows for protected intervention time? 

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Are there any middle/high schools that have created a schedule that allows for protected intervention time? 