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Developing Leaders Notes
Date: 2/14/18
Session Title: MTSS/RTI and Funding
Focus Area:
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MAASE Focus Areas:
We will align and organize the strategic priorities and work of MAASE to focus on the following elements:
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High Quality Student Evaluations
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Specially Designed Instruction
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Skilled Staff
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Program Evaluation
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Through the platforms of:
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Association Partnerships
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Legislative Action and Advocacy
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Professional Learning
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Membership Services
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EdCamp is an open format where group members sharethoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.
MAASE EdCamp Format:
Clarify the Problem of Practice to Solve
Collaborate around the Problem of Practice by offering suggestions and resources
Give feedback to the committee on how to improve next time
Notes:
How do we address funding for MTSS/RTI and support learning in locals/ISDs?
How do we shift the disconnect between general and special education staff to a more fluid system?
Child Study vs. MTSS at the secondary level in particular.
Do staff know how to analyze data?
How does the training of new psychologist impact implementation? Universities are “ahead” of the system they are coming into.
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Looking at the system from the perspective of data and what they are using it for
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How are people using their current data points to screen and determine what the data guides them to?
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Data often takes it back to a TIER 1 issue, which is general education
Resources for creating a MTSS system:
district initiative that all staff had PD
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Who is delivering the intervention?
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How do districts catch 9th graders by the end of 1st quarter?
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Some locals have switched back to “block” scheduling to allow for more intervention time within the day
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Time vs. Intervention
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Determining effectiveness of
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CEIS funded position for reading intervention / coaches can use up to 15%
of funds to support discipline, instruction. Data collection is an intensive
part of the process. Depends on how each ISD handles flow-through and if
process has been mandatory or voluntary for your district
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Reimbursement rate for teachers dependent upon FTE based upon if they are 1.0 or .8, .6, .5 etc...and who they are able to serve throughout the day
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How are districts handling situations where high numbers of children in one class need “intervention?”
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Have people used co-teaching as an opportunity to provide intervention within the classroom?
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Do the interventions “match” the student needs?
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Districts are using coaches to support interventions that need be be delivered within the large group setting
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How are districts using technology to support interventions?
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Use of Early Warning Indicators to help determine children that are at a higher risk for failure
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How can we utilize school psychologists for their full skill sets instead of just testing “machines?”
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Peer-to-Peer supports used to support children and build independence and provide pro-social opportunities for other children that are at risk
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