mtss: tiers of instruction and intervention at atlantis elementary

Download MTSS:  Tiers of Instruction and intervention  at   Atlantis Elementary

Post on 21-Feb-2016

53 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

MTSS: Tiers of Instruction and intervention at Atlantis Elementary. Janet Stephenson Brevard Public Schools MTSS Trainer. Big Ideas of MTSS Multi-Tiered System of Support. Being proactive Early intervention for those who need it High quality instruction using best practices in Tier 1 - PowerPoint PPT Presentation

TRANSCRIPT

PowerPoint Presentation

MTSS: Tiers of Instruction and intervention at Atlantis ElementaryJanet StephensonBrevard Public SchoolsMTSS Trainer1Big Ideas of MTSS Multi-Tiered System of Support

Being proactiveEarly intervention for those who need itHigh quality instruction using best practices in Tier 1Data-based decision makingIdentifying the level of services needed by which students Problem Solving MethodMore than just about eligibility

3Florida SLD Criteria for Eligibilityafter July 10, 2010Underachievement in:Oral expressionListening comprehensionWritten expressionBasic reading skillsReading fluency skillsReading comprehensionMathematics CalculationMathematics problem-solvingRTI:Resource intensive or insufficient response to scientific, research-based interventionConditions 1 and 2 not primarily the result of:Visual, hearing or motor disabilityIntellectual disabilityEmotional/Behavioral disabilityCultural factorsIrregular attendanceEnvironmental or economic disadvantageClassroom behaviorLimited English proficiencyCondition 1Condition 2Condition 3++3This impacts:*Parent requests for testing*qualifying for language, learning disability*not speech

How Will We Respond When Students Dont Learn? Work as a team

We are born for cooperation, as are the feet, the hands, the eyelids, and the upper and lower jaws.Marcus Aurelius Antoninus (Roman emperor)

5How Far Have We Come? EmergingDevelopingEstablishedImproving Core InstructionIntervention DesignProgress MonitoringData-Based Decision Making

Special EducationGeneral EducationSea of Ineligibility

Who are our students who struggle?7

RtI will work if it is implemented as a school and student improvement initiative. It will not work when implemented only to determine eligibility. MTSSOne system supporting it all

What Happened To RtI?

REFER TO TEACHERS GUIDE WHAT DOES MTSS LOOK LIKE?

Florida has transitioned to the use of MTSS, rather than RtI or RtI for behavior.

The use of the term MTSS is a more accurate term that can be used to reflect the integrated framework of multi-tiered supports that address both academics and behavioral domains for students.

RtI has not gone away! RtI refers to the 4th step of the planning/problem-solving process where teams use student response data to make instructional decisions to improve academic and behavioral outcomes.

PLCS ARE EXACTLY WHAT WE ARE DOING TODAY COLLABORATING, LOOKING AT DATA, AND DISCUSSING HOW TO STRENGTHEN OUR PRACTICE.

Floridas Integration Education Support Team One System Supporting ALL Students Multi-tiered System of Supports Teacher/School Leader Standards-based Proficiency Instruction Model Florida's Collegial Continuous Learning (e.g., Improvement Lesson Study, Model PLC, CoPs) Floridas Integration Education Support Team (FIEST) will provide ongoing guidance and resources to produce a system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. The Multi-tiered System of Supports and the practice of providing high-quality instruction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions provides the platform for educators in Florida to build a single system to have the greatest impact student achievement. Standards-based Instruction aligned to Floridas Next Generation Sunshine State Standards (Common Core) course descriptions includes: learning goals that define what students should know and be able to do; engaging lessons that include appropriate and meaningful activities, address common misconceptions, and incorporate higher-order thinking skills; and lastly, formative, interim, and summative assessments that provide multiple sources of student data to guide decision about adjusting instruction and/or providing interventions. Lesson Studies (and other Collegial Learning Team initiatives) provide teachers with an opportunity to practice a form of long- term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. [Research for Better Schools (www.rbs.org)] Linda Darling-Hammond (1997) said: The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students thinking, and develop new approaches to teaching that are relevant and useful for them and their students; Floridas model of proficiency for educators addresses both the art and the science of teaching; Instruction and Educational Leadership research has begun to reveal practices and strategies that lead to positive student learning when done correctly and in appropriate circumstances; Floridas Teacher and School Leader evaluation system redevelopment focuses evaluation on proficiency in those research based strategies and practices. One System Supporting ALL Students! Florida Department of Education Division of Public Schools (www.fldoe.org) 10Problem Solving?

Define the ProblemWhat Do We Want Students to KNOW and Be Able to DO?Problem AnalysisWhy Cant They DO It?Implement PlanWhat Are WE Going To DO About It?EvaluateDid It WORK?(Response to Intervention RtI)11REFER TO TEACHERS GUIDE

RtI has not gone away! RtI refers to the 4th step of the planning/problem-solving process where teams use student response data to make instructional decisions to improve academic and behavioral outcomes.

PROBLEM SOLVING OCCURS AT MULTIPLE LEVELS RtI The 5 Step Process Another Way of Saying It1. Find em (assessment)2. Do Something with em (interventions)3. Watch em (progress monitoring)4. Make informed decisions (data-based)5. Change .. if necessary (instructional modification)

12

What are the components of MTSS? Speaking the LINGO!1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.

2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress. Data Based Decision Making: Students who dont respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

13As PROFESSIONALSWE MUST CONSIDER THIS PROCESS FOR ANYSTUDENT DEMONSTRATING ACADEMIC or BEHAVIOR DEFICITS, NOT ONLY THOSE THAT ARE SUSPECTED OF HAVING A LEGALLY DEFINED DISABILITY

Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.Multi-tier System of Supports (MTSS):Response to Instruction/Intervention (RtI)An Overview of Data-based Problem-solving within a Multi-tier System of Supports in Floridas Public Schools14

Intensive, Individualized SupportsIntensive interventions based on individual student needsStudents receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolledProgress monitoring occurs most often to ensure maximum acceleration of student progressIf more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solvingTargeted, Supplemental SupportsInterventions are based on data revealing that students need more than core, universal instructionInterventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriateProgress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is workingIf more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solvingCore, Universal SupportsResearch-based, high-quality, general education instruction and supportScreening and benchmark assessments for all studentsAssessments occur for all students Data collection continues to inform instructionIf less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving14Core instruction differentiated, high quality

Identify at risk students (FIND EM)FAIR, observation, FCAT, formative assessments

Interventions, progress monitoring

Teacher Data Teams that can make collaborative decisionsProblem Solving methodIs what we are doing working? Is there a better way?

Getting StartedWhat doesTIER 1 look LIKE?

T chart activity Standards Based Instruction Versus Traditional Classroom

PURPOSE OF ACTIVITY:

WHAT ACTIONS WILL YOU TAKE IN YOUR CLASSROOM TO IMPROVE TIER 1 (UNIVERSAL, CORE) INSTRUCTION?

WE WANT TO COMPARE EXAMPLES AND NON EXAMPLES TO GET A CLEAR PICTURE.

WHEN YOU KNOW BETTER YOU DO BETTER

Academic and/or Behavior is the same. Instruction must occur and modeling, guided practice, expectations.16Traditional Instruction vs. Standards-Based InstructionTraditional ClassroomStandards-Based ClassroomWhole class instruction dominatesStudent differences are acted upon when problematicMastery of facts is focus of learningCoverage of texts and curriculum drives instructionLesson topic is selected from curriculum and/or textSingle option assignments are the norm

Assessment is most common at the end of learning to see who got itA single form of assessment is often usedTeachers administers tests then moves on to curriculumMany instructional strategies are usedStudents differences are studied as a bas