Implementing MTSS & Progress Monitoring

IMPLEMENTING MTSS

Before discussing implementation of MTSS, it would probably be a good idea to at least have a definition of MTSS.  The acronym stands for Multi-Tiered System of Support.  In order to make this relevant to Nebraska, I found this link, https://s3.amazonaws.com/media.guidebook.com/upload/31660/extra/RDAMTSS.pdf, which is an AQuESTT for Nebraska pdf presentation.  In this presentation it defines NeMTSS (Nebraska Multi-tiered System of Support) as the following:

"A school improvement process focused on using data (instructional and student data) to guide decision making at all levels within districts and schools." 

The presentation goes on to talk about the components of MTSS which include the following:  

1.  Instruction & Intervention:  Core supports for ALL students and interventions for those that need them. 

2.  Assessment System: This involves a screening system for all students to determine who needs interventions, and a progress monitoring system that helps identify if the interventions put in place are working.

3.  Fidelity & Support System:  Interventions need to be implemented with fidelity so that the student team can determine whether or not they are effective or not.  Faculty and staff need strong support to help them implement interventions with fidelity and continuous training about interventions that are successful when implemented with fidelity.

4.  Continuous Improvement Process:  This is important because no matter the profession, analyzing and identifying ways to get better is vital for continued success.

5.  Teaming: MTSS is implemented involving teams.  There is not one person solely responsible for the entire thing.  Teams help distribute the workload to help with the stress (real or imagined) that some faculty members might feel.  

I have yet to work in a school that has full implementation of MTSS.  At a former district, we had attempted to implement PBS (Positive Behavioral Supports), which is a tiered system of the behavioral side of MTSS.  I would imagine that implementing either of these would have positives and negatives. 

The largest and most difficult hurdle to jump in implementation is the fact that it is change.  CHANGE!  A scary, no, terrifying word to many, many, many teachers.  "But I have been doing it this way for years!" "I have lots of successful students, why do I have to start doing all of this?"  "Not every student needs a pat on the back for every little thing that they should just do on their own."  

Yikes!  Believe it or not, these are all things that I have heard from teachers scared of that 6-letter word, change.  

I personally find it ridiculous the amount of hoops an administrator has to jump through to try to get everyone on board.  I am from the old school of thought that if your boss tells you to do something, you do it (obviously within moral/legal boundaries and for the betterment of students).  However, what a lot of teachers don't realize is that just like teachers have to CHANGE for the times for their students, administrators have had to CHANGE their approach in order to get teachers, the same teachers that complain they have to change, to do what is asked of them!  So in essence, they are just like the students they are complaining about having to change for, right?  Maybe with my old school of thought, I'm being hypocritical of those that don't like change, because I'm annoyed that administrators have had to change...hmmmm....See change is a diabolical idea that, if not handled carefully, can destroy the implementation process before it ever really gets started.  

When this crazy idea of change is handled and people are ready to move forward, great things for students start to occur once implementation begins.  Is it hard work to get started?  Absolutely!  Is it going to take maybe 2 or possibly more years of hard work?  Maybe!  But with everyone working together and supporting each other, it is definitely worth the outcome.  Teachers are happier, students are happier and better served, and once implemented, the "work" that everyone complained about having to becomes second nature and is more rewarding than whatever was being done prior to implementation.

I would highly suggest looking at the link that I shared at the beginning, and I will put it here again.  It does a great job of getting into the nuts and bolts of MTSS as far as exactly what it is and the implementation process.  Once again, that link was https://s3.amazonaws.com/media.guidebook.com/upload/31660/extra/RDAMTSS.pdf.

PROGRESS MONITORING

DATA, DATA, DATA!  MTSS is a systematic educational approach that is based on data.  Once implementation has started, a form of progress monitoring has to be determined in order to track and keep data on interventions and student progress. 

Aimsweb is one way that is familiar to me, it is what the district I am currently working in uses for progress monitoring.  There are several youtube videos showing how to use Aimsweb, but you must be careful, because this year, Aimsweb changed its look and how it uses the data.  So the following video is short, but gives screenshots of what the new Aimsweb looks like and how you can use the data.  A lot of other videos will be showing you what it used to look like and how to use it, prior to this year. 

MobyMax is another form of progress monitoring/intervention that can be used and is encouraging for some students because of the game time they can earn while doing the best that they can.  The following video walks you through how to get started on MobyMax and shows screenshots for what it looks like for placement tests, progress monitoring, and goal-setting.  Please take a look to check out MobyMax and to compare it to AimsWeb.  

In conclusion, full implementation of MTSS cannot be complete without an effective way to progress monitor students.  AimsWeb and MobyMax are two effective ways to progress monitor students in several subject areas.  There are many others, and many that are not necessarily web-based. Hopefully looking at these two gives you some idea of what is out there to help you in your classroom.

Week 5: Test Administration

When administering tests, there are many things to think about: the student's age, determining scores, and how to improve student results. 

Chronological Age vs. Biological Age

The difference between these two is quite simple.  Chronological age is how long you have been alive.  Subtract your birthdate from today's date and that is your chronological age.  On the other hand, biological age is how old the person seems or appears to be.  We have all met someone in our life that we think is way older or younger than we would guess.  For example, I met a couple the other day, and I would have guessed the wife to be 10 - 15 years younger than the husband.  Turns out, she was the exact same age.  Her chronological age was 50, but her biological age, what age she seemed to be to me, was 35 - 40 years old.

This is important when testing students, especially when you are testing for behaviors.  A student may be chronologically 16 years old, but could be acting or seeming as if they are 5 years old. This would be an important observation to note in that case. 

SCORES:  Raw, Ceiling, and Basal

Let's start talking about raw scores first.   These are the easiest to figure out.  You simply count up how many questions the student answered correctly.  If there were 10 problems and each question was worth two, you would know that if he/she had a score of  6, he/she only answered three questions correctly.

Basal and ceiling scores sound difficult at first, but once you see an example, they are pretty simple to figure out.  Please click the following link to find step by step instruction on how to find basal and ceiling scores:  http://familyliteracy.tiu11.org/foundations/Articulate/LAP/engage.html.

I have administered the Woodcock Johnson test numerous times to students.  It is very important to understand how to find the basal and ceiling scores for the assessments that are within that test.  The basal score helps you determine at which level the student should start within the test.  Should they start at the 1st grade level questions even though they are 16?  For some students, absolutely, for others, absolutely not.  Figuring out this score can help make that determination.  The ceiling score is used to determine at which point you are doing giving the assessment.  For example, when asking questions of a student, some test might say you can be done once they have gotten 4 in a row wrong. There is no point in continuing to ask questions of the student at a more difficult level, when most likely, they will just continue to get them wrong.

If basal and ceiling scores are not done properly, results can be invalid, which can lead to improper verification, which can lead to a process that may or may not be necessary.  There are many videos and websites that can help you understand basal and ceiling scoring.  It would be worth your time to do more research if you have any questions at all about this topic.

Improving Student Results

In today's educational world, improving student results, specifically student TEST results is very important.  Please click the link to read how one school has worked hard to not only improve their student test scores, but to use those test scores in a way that helps all students:  http://www.educationworld.com/a_admin/admin/admin366.shtml.  It is important to note that this is how one school is helping ALL of their students achieve higher scores, not just in special education.  I think a lot can be taken from it though that can be relevant in the special education world.  My goal is to work for a staff, or maybe eventually someday lead a staff, that would have the willingness to put in a system like the school in the article.  It is so difficult to get buy-in from staff members.  I have watched my husband, who is an administrator, try to implement a system that helps ALL students, and that would help monitor "bubble" students.  There are some teachers that resist change, and I mean RESIST it.  So to be a part of a staff willing to do the things necessary to accomplish what is best for kids, even if it might be hard work at first, would be a goal of mine.