multi-tiered system of supports sandy aird & trish shaffer area 1 – bridget james area 2 –...
TRANSCRIPT
Multi-Tiered System of SupportsSandy Aird & Trish Shaffer
Area 1 – Bridget JamesArea 2 – Nicole Kattelman
Area 3 - Tami SakelarisArea 4 – Stephanie Sega
Area 5- Micaela Gerardin-FreyAZ & Options – Stephanie Keating
More Alike Than Different
More Alike Than Different
More Alike Than Different• Get out your phone• Stand up• Find a person you do not know• One partner find a picture on phone• The other partner will try to match.
Keep looking for pictures until you find a match
• Share about your photos• When instructed, find a new partner
Working Agreements• Ask questions.• Engage fully.• Integrate new information.• Open your mind to diverse views.• Utilize what you learn.
• How do we hold each other accountable?• *Taken from LearningForward.org…
Learning Intentions
Why is MTSS needed?Key Principles of MTSSCore Features of MTSS
Plan how to support your school with
MTSS?
What We Know
• We know there are groups of students in all schools across the country who are not achieving at expected levels.
Our Obligation as Educators
• To put supports in place so all students have appropriate opportunities to succeed.
The MTSS Framework allows us to do this effectively and efficiently so all students
achieve.
Why MTSS with NVACS
.
• CCSS/NVACS is an effort to elevate the overall level of student performance across grades to a level that allows success after graduation.
.• The standards determine WHAT we teach.
.
• The MTSS framework is HOW we organize our school to accomplish successful outcomes for all students.
.• MTSS is the methodology with NVACS as the outcomes!
MTSS helps us accomplish NVACS for ALL Children
• NVACS are demanding a lot of school systems
• Schools must have a way of structuring supports that improves the possibility that all students will succeed at a high level
Objectives of MTSS• To increase the overall quality of academic
and behavioral performance for all students.• To raise the overall quality of the school.• To impact ALL children.
So it is important to be sure ALL students have the opportunity to be educated appropriately
What is MTSS?
• At your table, describe MTSS at your site…– Key features– IAT/PLC structure
• How frequently do you meet• Are Tier 2 decisions at the PLC level
What is MTSS?
• A multi-tiered model of service delivery – Provides appropriate academic and behavioral
supports – For ALL students to meet high performance
standards • 6 key principles• 3 core features
6 KEY PRINCIPLES1. Number off 1 to 6.2. Review the key principle that is your number.3. Go find your expert group (those having the same
number) and discuss the importance of your key principle. Reflect, do you see this principle in action in your school or grade level?
4. When prompted, form a home group (1-6). 5. Beginning with number 1, each expert will then teach
the home group their key principle and share ideas discussed in the expert group.
Home Group
Expert Group
Core Components of MTSS
25
ProblemSolvingModel
• Multiple Tiers of Instruction
• A Comprehensive Assessment System
• Use of the Problem Solving Model
Comprehensive Assessment System
26
ProblemSolvingModel
• Screener• Diagnostic• Progress Monitoring
(Formative Assessment)• Fidelity
Data-Based Decision Making
Scheduling opportunities for
systematic review of data at the school level,
grade level, and individual level so that decision making takes
place is critical.
Questions being asked and data used to answer should be
defined and time to ask and answer should be
scheduled.
Measuring Fidelity
Before we decide if an intervention worked for a student, we need to
know if we implemented it with fidelity.
Improve fidelity and redo Intervention
Not sure if Intervention would
have worked
Intervention didn’t work
Measuring Fidelity
Fidelity was good
Fidelity was unclear, not good,
or don’t know
Checking for good fidelity avoids misattributing poor response to intervention when poor fidelity/implementation is the culprit
Goal Not Met
• With your group, review your comprehensive assessment systemo Screenero Diagnostico Progress Monitoring (formative Assessment)o Fidelity
Reflection
Problem Solving Model
31
ProblemSolvingModel
• What is the problem?• Why is it occurring?• What are we going to
do about it?• Did it work?
• What is the problem?– Student has stopped showing productivity
• Why is it occurring?– What are the possible barriers that could be
preventing productivity for your student?
Discuss with your shoulder partner some of the possibilities and jot them down on a post-it note.
Problem Solving Example
Problem Solving Example
If the student has stopped showing productivity because of academic difficulty, the way we intervene is
going to be very different than if the reason for decreased productivity is tech problems or social emotional
problems.Problem
Analysis is KEY!
Multiple Tiers of Instruction
34
ProblemSolvingModel
35
Universal instruction and support is provided to all
students. At least 80% of students’
needs are met through this level of
support.
Targeted group support provided to 10-15%
of students.
Intensive individualized support provided to 3-5% of students.
ProblemAnalysis
PlanEvaluation
Comprehensive Academ
ics and Behavioral Services
Use of the Problem Solving M
odel
Inte
nsity
of S
ervi
ces
Importance of Multiple Tiers of Instruction
• Allow us to work efficiently• Prevents “over-treating” students not requiring
extra supports• When problems occur, the system supports them
– We know what to do– No guessing, no re-inventing– Saving valuable teacher time– Clearly defined tiers so all staff know what will occur at
all levels
Take Away …
WCSD Vision for Core Instructional
Practice for ALL Students
Professional Learning Community Four Essential Questions for
Teacher PLC• What do we expect our
students to learn?• How will we know they are
learning?• How will we respond when
they don’t learn?• How will we respond if they
already know it?
Four Essential Questions for MTSS IS PLC
• What do we expect our MTSS process to look like?
• How will we know we are learning?
• How will we respond to challenges?
• How will we respond if practices have been established?
2015-16 Overview
– Professional Learning Community structure• Data• Professional Inquiry• Collaborate to learn and share solutions
– Facilitated Conversations of Position and Expectation Statements
– Aligned with Blue Fridays and Pink Wednesdays
– Supports
August 4-6 Reflection
Groups at Work – Copyright MiraVia LLC – All rights reserved
How did you choose this Fundamental?• Individual reflection• Share at table• Whole group share one strength and one
opportunity for growth from each table.
Desired Outcomes for IS PLC
• Questions Focus – Each expectation on a separate piece of
butcher paper– Groups write questions, then rotate to each of
the other stations– Last group prioritizes top 3-5 questions– Come back together as whole group
Closure• For next time…– Expectation 1: The MTSS process aligns with PLCs
and school leadership team functions.– Expectation 2: Functioning PLCs and MTSS teams
meet on a regular basis to review student outcomes and determine needed supports.
– Think MTSS & PLC• What artifact / data / information do you want
to discuss with your colleagues?• PLC* - Share your Professional Learning Commitment*• Session Evaluation
Commitment
• As a result of todays discussions, I commit to supporting my school by….
• I will check in with you on ______via _______
• Some sources of data to demonstrate success will be ……
Multiple Tiers of Instructionat North Star
• In your group, review your flowchart and tier description documents
• Make notes on the documents with edit ideas, additions, deletions.
S
What questions do you have?
15-minute break
Scheduling Data Review
• Use of Data-Based Decision Making (principle 4)– We spend lots of precious time collecting data – It only helps us improve outcomes for students if
we USE it!
Identify Consistent Agenda for Data Review• What data will you review?
– Attendance– Progress– Course percentage completion– Other?
• How often?• What questions will you answer?
Data Decision Rules• For each of the data areas reviewed,
decide what prompts a response and what that response will be:
Attendance
Cut Score: __________ Tier 1 Attendance Supports
Cut Score: __________ Tier 2 Attendance Supports
Cut Score: __________ Tier 3 Attendance Supports
• With your group, refer to your comprehensive assessment system (CAS).
• For each part of the CAS, generate the questions you need to ask, the data you’ll use to answer them, and when and by whom they’ll be answered.
North Star Plan for Scheduling Data Review
S
Brain Break…Most Important: Write three things you just learned.
Now put a star by the most important.Share with your table.
PBISGuidelines for Identifying
Expectations
• Identify expectations for all students in all situations• 3 to 5 expectations
– Difficult to remember after that and creates redundancy• Short statements • Positively worded
– Describe what to do, not what not to do• Identify expectations that can be translated into
behaviors• Can you visualize what the expectation looks like in all
school settings?
Matrices• Expectations are translated into rules across
common settings– What does it look like? – What does it sound like?
• What are your school’s common settings? – Emails, message board, live lessons, virtual classroom, etc.Expectations: General description of behavior across all
settingsRules: Specific skills and procedures you want students to
follow in particular settings
Guidelines for Creating Rules
• No more than 5 for each setting• You don’t need a rule for every single
expectation (get the gist)• Identify relevant/major rules
– Ex: “Put equipment away when done” vs. “Keep trash in waste basket” in PE class.
Positive Communication Matrix
Positive Communication Matrix for Staff and Students
With your group…• Review Positive Communication Matrix for Staff
in detail• Review Positive Communication Matrix for
Students• Make notes for edits on your poster as you see
appropriate, fill in blank cells
S
ClosingSuperlatives: Identify the most
__________ (important, useful, controversial, difficult to understand,
surprising, universal, obvious, etc.) piece of information or concept
presented today.Take a minute to jot this down then
share with a partner.