(draft)
ESSA requires schools to use data to drive decisions. It sounds logical. The truth is that most schools across the country use “bad data” to deny services to many students who struggle with basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations... the definition of specific learning disabilities (SLD). 🔗 This is mainly due to educational leaders lack of an understanding of the laws, clarity of terminology, confusion over the science of reading, and not understanding the components of basic literacy skills that are necessary for data collection when students are struggling.
Schools say they use data to drive decisions... and they may... BUT what data? Does it measure the correct skills? Is the tool used to gather the data valid and reliable? Is the data from an evidence-based system? Good data leads to good decisions but bad data leads to bad decisions. If we are honest, most teachers cannot answers these questions because they were never trained.
⚖️What is MTSS?
The federal definition of MTSS: The term “multi-tiered system of support” is addressed within ESSA as “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making” (Title IX, Sec. 8002(33)). 🔗
⚖️Great Policies Require Effective Implementation and Monitoring
Proper data collection is key for MTSS to work. The use of multi-tiered system of support (MTSS). MTSS was created to allow schools to rapidly response to students’ needs, instead of waiting for the lengthy process of educational testing, construct and implement an Individualized Educational Plan. Again, this sounds like a good plan; however, MTSS and Response to Intervention (Rti), which is under the MTSS umbrella, are typically ineffective.
Ironically, the very policies put in place
to help identify deficits in students with SLDs and provide them with early interventions appear to be detrimental the very students they are suppose to help. There are many reasons why this occurs.
MTSS is a well written policy, but appears to be the most poorly implemented and monitored program in our educational systems. First, many schools fail to use evidence-based programs. Those schools that have an evidence-based program do not implement it as per the producer’s protocol because they do not provide appropriate professional development for the staff and make sure that teachers, specialist and classroom aids. Finally, schools give many assessment to the students, but stop short of making sure it is “good data” and/or fail to analyze the data.
There are three main points to know about MTSS.
1. MTSS is to be used for students who are NOT already in special education.
2. Students in special education are required to receive specialized services. So, if a student is in special education is s/he receiving an appropriate education?
3. Schools cannot bar a parent’s right to have their child receive an educational evaluation. To make sure schools understood - OSPE release a memo for clarification used to delay-deny an evaluation for eligibility under IDEA. 🔗
⚖️Red Flag. Running Records.
The Lifelong Literacy blog’s piece on running records explains the issues with this form of “bad data” collection that leads to the issues previously discussed.
“Since these assessments [running records] are not aligned with what we know are the key components of reading, does this not equate to educational malpractice? And that’s just the tip of the iceberg. What happened to teacher autonomy? There are teachers all over the world being forced to use these tests despite knowing full well that they are not valid....
Running Records fall short on the science, even if they do score well on the feels for some. I am aware that many teachers swear by them and love using them. Running Records certainly have a reassuringly structured feel to them. Supporters often express the view that Running Records provide insights that are helpful. They like the way the results can be matched to resources and ‘levels’. They like the way they can be used in goal-setting and reporting. But I think we need to open dialogue about replacing them with assessments that do all this and more. And the more I’m referring to is alignment with the findings of cognitive science around how reading works. I’m also referring to validity, reliability and objective measurement.” 🔗 Read the entire piece below.
⚖️Frustrated Parents and Teachers:
What to do?
Parents and teachers report that schools are out of compliance and their concerns to the district fall on deaf ears. Schools must stay in compliance with ESSA (and IDEA) to secure federal dollars and ESSA clearly mandates evidence-based programs. 🤷🏼♀️ Most states do not monitor the implementation of MTSS. Teachers and parents complain to their state department of education/public instruction, but nothing happens. If that occurs, complaints need to be sent to the federal department of education. More information of where and how to send complaints to help fix the system.
Resource
This has state by state guidance.
Educators Code of Ethics
Great guidance from Georgia that can help those in other states
🔗 https://www2.ed.gov/about/offices/list/ocr/504faq.html Section 504 complaints
Tennessee has a form that may help many parents and teachers.
Specific Learning Disability Definition
Excellent piece on Running Records
Overall ESSA
🔗Office of Special Education Programs to State Directors of Special Education, 01/21/11.
See OSEP Memo