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MTSSAnOverviewAcademic- ResponsetoIntervention
TheSDDOEwillsupporttheimplementationofMTSSinprovidingtrainingforthedistrictliteracycoachestomeettheessentialelements.Thecoacheswillprovide/facilitate:• FoundationalReadingTrainingtostafftostrengthenUniversal/Tier
1readinginstruction.• AmonthlyMTSSteammeeting.• Modelingevidence-basedinterventionstrategiesandproviding
teachersupportthroughinstructionalcoaching.• Gradeleveldataanalysisaftereachbenchmarkingperiod• Gradelevelsupportforstudentproblemsolvingandinstructional
focusonskilldeficitsforstudentinterventions.
OutcomesWorkingcollaborativelyasbuildinglevelteams,participantswillexpandtheirbackgroundknowledgeofthemajorcomponentsoftheMulti-TieredSystemofSupport(MTSS)framework.
ParticipantswillgainanunderstandingofwhatitmeanstobeamemberoftheirMTSSLeadershipTeamaswellashowtosupporttheimplementationprocessandgeneratebuy-infromstaff.
Utilizingcollaborationtimeprovided,teamswillbegintheplanningprocessforimplementationatthedistrictandbuildinglevels.
HistoryofMTSSinSouthDakota
StateLevelMTSS,2013PBIS•theprotocolusedforbehaviorsupports
ResponsetoIntervention• theprocessyouusetosolveacademicproblems
StateLevel2007
ReauthorizationofIDEA,2004
MTSS/RtIisnot…
• RtIisnot anactionverb.Youcannot RtIastudenttosupporthisorherlearningandbehavioralneeds.
• RtIisnotaplaceoraroominyourschool;youcannot sendastudenttotheRtIroom.
• YoucannotmoveachildintooroutofRtI.
https://www.youtube.com/watch?v=T4xqhj-xVNQ
MTSS(RtI)isaframework thatextendsapublichealthpreventionmodel(Caplan,1964)tothepreventionofacademicandbehaviordifficulties.(Vaughn,Wanzek,&Fletcher,2007)
MTSS is…
Aframework forpromotingaccesstohighqualitycoreinstruction
Providesincreasinglyintensiveeducationalinterventionsinatimelymannerforstudentswhostrugglewithcoreinstruction
Provideseducatorswithsystematicmeasuresofstudentprogressthatyielddatausedtomakeimportanteducationaldecisions
Batsche et al., 2006
Mostimportantly…
MTSS/RtI providesstates,districts,andschoolswithaframework forallocatinginstructionalservicesandresourcesinresponsetostudent
needs
TieredInterventions
Dat
aBased
Decision
Making
collaborative processleadership team
spa
rent
invo
lvem
ent
“ResearchandfieldimplementationeffortstellusthatRtIcan work,butdonotensurethatitwillworkinschools…RtIisvulnerabletothesamemisuseandsubsequentabandonmentthathasplaguedgenerationsofeducationalinnovations”
(VanDerHeyden&Tilly,2010)
Let’sReviewtheDefinitions
ofRtI
Definitions ofMTSSfromexperts:Aprogressiveinterventionapproachthatidentifiesstudentsatriskforlearningdifficulties,includingthosewhomayhaveaSLD,andprovidesearlyinterventionwiththegoalofimprovingtheachievementofallstudents.
Thepracticeofprovidinghigh-qualityinstructionandinterventionsbasedonastudent'sneeds,changinginstructionand/orgoalsthroughfrequentmonitoringofprogress,andapplyingthestudentresponsedatatoimportanteducationaldecisions.
Adynamicproblem-solvingprocessinwhichdataisintegralinmakingdecisionsaboutwhichskillsstrugglingreaderslackandwhetherinterventioninstructionprovidedtodatehasbeeneffective.
Aframeworkforusingdatatoallocateeducationalresourcestoimprovelearningforallstudents.Decisionsaremadeforallstudentsusingaproblem-solving,decision-makingmethod.Itincludesprocessesto:
•universallyscreenallstudentstodeterminewhichstudentsneedadditionalinstruction•matchinstructiontothespecificneedsofstudents,• implementeffectiveinstructionwithfidelity•monitortheeffectivenessofinstruction.
Discussatyourtablethe
definitionsandwhichone
matchesyourunderstandingof
theprocess
AMulti-TieredSystemofSupport
Universal(AllStudents)
School-wide,CulturallyResponsiveSystemsofSupport(75-85%ofstudents)
• InadditiontoUniversalandTargeted• Diagnostic– skillspecific• Behavior/AcademicPlan• Highlyexplicit• Researchbased• Weeklyprogressmonitoring
• Adequatetimeallowed• Fidelitytocurriculum• Researchbasedcurriculum• Inclusiveofallbasicliteracyskills/allsocialskillsrelevanttoSWexpectations
• Explicit• Differentiated
Targeted(At-riskStudents)
Classroom&SmallGroupStrategies
(10-20%ofstudents)
Intensive
(High-riskstudents)IndividualInterventions
(3-5%ofstudents)
• InadditiontoUniversal• Oftensmallgroup• Basedonspecificskilldeficits• Explicit• Researchbasedinterventions• Frequentprogressmonitoring– re-grouping
Whatweare
strivingfor…
Tier 1 – All Students
Universal(AllStudents)
School-wide,CulturallyResponsive
SystemsofSupport75-85%
• Adequatetimeallowed• Fidelitytocurriculum• Researchbasedcurriculum• Inclusiveofallbasicliteracyskills/allsocialskillsrelevanttoSWexpectations
• Explicit• Differentiated
�Evidence based curriculum for all students and staff that are implemented across grade levels/settings
�All students receive high quality core reading(content area) instruction.
Tier 2 – Some Students
�Specialized interventions typically provided in a standardized manner for small student groupings
�Students identified through the universal screening as “at risk” or “struggling” move through the general education curriculum with differentiation and individualized interventions that increase in intensity.
Targeted(At-riskStudents)Classroom&SmallGroupStrategies
10-20%
• InadditiontoUniversal• Oftensmallgroup• Basedonspecificskilldeficits• Explicit• Researchbasedinterventions• Frequentprogressmonitoring– re-grouping
Tier 3 – Small amount of Students�Intensive interventions that are highly specialized to
meet the particular student’s strengths and needs– BasedonR-CBMdata– Errorsaremanyandvaried,generallycannotreadthewordson
thepage– Lackfundamentalskills– Significantlybelowbenchmarkwithwordsreadcorrectly– Lowaccuracypercentage
Intensive
(High-riskstudents)Individual
Interventions(3-5%)
• InadditiontoUniversalandTargeted• Diagnostic– skillspecific• Behavior/AcademicPlan• Highlyexplicit• Researchbased• Weeklyprogressmonitoring
KeyElementsofAcademicMTSS(ResponsetoIntervention)
ElementsAssessment
ProblemSolvingProcess
LeadershipTeam
ParentInvolvement
Assessment
UniversalScreening:Useanapprovedscreeningtoolwithdocumentedreliabilityandvaliditytoscreenallstudentsthreetimesperyeartodeterminegradelevelmasteryofbasicreadingskills.
PurposesofAssessment
Screening&identification
1Diagnosis&instructionalplanning
2Progress
monitoring
3Program
evaluation&accountability
4
OurResponsibility…Choosethecorrectassessmentforthecorrectpurpose
ResponsetoInterventionusesassessmentforthreepurposes:
ScreeningEssentials• CurriculumBasedMeasurement(CBM)• Timeandcostefficient• Measurebasicgradelevelskills– Don’tmeasureeverythingbutmeasureimportantthings
• Resultsareavailableimmediately• Scientificallybasedwithconsiderablefieldtesting• Reasonablyauthenticandwecan“see”whetherstudentsare
engagedandmotivated• Haveaprogressmonitoringfeature– Seamlessacrossgradelevelsandtiers
Diagnostics• Assessmentsusedwhenthescreeningtooldoesn’tprovideadefinitiveerrorpattern
• Diagnosticassessmentshelppinpointtheareasofweaknessanddeterminewhereinstructionshouldbeginbasedonskillcontinuums
• Notusedwithallstudents
ProgressMonitoring•Assessmentsusedtodeterminewhetherornotinterventioninstructioniseffective• Conductedonafrequentbasis• Weekly,bi-weekly• Changeinstruction
Studentprogressisconsistentlycheckedtodeterminewhethertheevidence-basedinstructionprovidedforeachstudentisworking.Ifadequateprogressisnotbeingmade,appropriatechangesaremadetotheinstructionandprogressmonitoringcontinues.
ProblemSolvingProcess/Team
DataBasedDecisionMaking
Collaboration
Whatistheproblem?
Whyisitoccurring?
Whatarewegoingtodoaboutit?
Istheplanworking?
Wedecideasa teamhowtobestservethis
populationofstudents.Wewillhavetobe
creativewithschedulingandresourcesto
accommodateforthesestudent’sneeds.
LeadershipTeam
• Developedattheschoollevel
• Helpsguidetheprocessesandprocedures
• Generatesstaffbuy-in
ParentInvolvement
Howwillparentsbekeptinformedoftheprocessandkeptinformedoftheirchild’sprogress?
Writedownsomenotesanddiscusswithyourteam.
ACTIVITY
© 2009 Readsters, LLC
FEELING LIKE ASTRUGGLING READER
AREADINGSIMULATION
Presented with permission by:Pat Bruinsma
MTSS Coordinator/RtI Specialist
SD Department of Education
Presented to:
PERMISSION TO USE SLIDES• Pat Bruinsma has agreed to the following terms and will
not share the slides with anyone.“I understand that:1. The slides are copyrighted.2. I will be the only person to use/present these slides.3. I will not share the slides with anyone in any form, including by
paper or electronic means.
• If you would like to learn how to use the slides, contact [email protected] to ask about a train-the-trainer workshop.
© 2008 Linda Farrell, Michael Hunter & Really Great Reading Company, LLC 36
37
UNDERSTANDING THE RELATIONSHIP
AMONG DECODING, FLUENCY, VOCABULARY, AND READING
COMPREHENSION
© 2009 Linda Farrell, Michael Hunter & Really Great Reading, LLC
PURPOSE OF THIS ACTIVITY
– Help teachers understand how difficult it can be to read.
– To illustrate the reasons a student might have difficulty reading.
– To promote discussion about the reading process.
© 2008 Linda Farrell, Michael Hunter & Really Great Reading Company, LLC 38
VOLUNTEERS, PLEASE
• I need 4 volunteers who don’t mind reading in front of others.
© 2009 Linda Farrell, Michael Hunter & Really Great Reading, LLC 39
Writedownsomenotesanddiscusswithyourteam.
6/5/17 41
Whatisnecessaryfor
Beginwithabeliefsystem…• Allstudentscanbetaughteffectively• Interveneearly• Useamulti-tieredmodelofservicedelivery• Committousingresearch-based(evidencebased)instructionandinterventions
• Consistentlymonitorstudentprogressand usetheinformationtodriveallinstructionaldecisions
• Usedata-baseddecisionmakingforallinstructionaldecisions
• Maintaincommunicationbetweenschoolstaffandparentswithregardtostudentprogress
Committofidelity• Assessment• Dataanalysis• Evidencebasedinstruction• Process• Teamresponsibilities• Trainstaff– Process– Assessment– Instruction
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MTSS isaCultureChangeChangingthecultureofaschooltooneinwhichteachersandadministratorscollaborateondata
analysis,progressmonitoring,andtheorganizationaltasksnecessarytomakethe
interventionperiodstrulyresponsivetostudents’learningneedsisverydifficult!”
MichaelD.Rettig andRobertLynnCanady,SchoolSchedulingAssociates
6/5/17 44
Ourbiggestchallenge?Thecentralquestionisnot:
Whataboutthestudentsiscausingtheperformancediscrepancy?
but
“Whatabouttheinteractionofthecurriculum,instruction,learnersandlearningenvironmentshouldbealteredsothatthestudentswill
learn?6/5/17 45
Tobesuccessful,wemust…• Begiventhesupportnecessarytomakethechange• Begiventheopportunitytoreceivecontinuing,job-embedded
professionaldevelopmentthataddressesrelevantareasessentialtoeffectiveimplementation• Implementthetrainingwithfidelity
• Stopworkinginisolation• Problemsolveasateam• Worktogethertofindandprovideinterventions
• Tapintoevidence-based,proveninterventions• Implementwithfidelity
• STOPdoingwhatdoesn’tworkforkids46
TableDiscussion:Whatdoyouhaveinplaceandwhatmightbepotentialspeedbumps?
• Whatisinplace?
• Whatneedstobeaddressed? Training?Screener?Who?
• MonthlyTeammeetings?
• DataCheckpointsafterbenchmarking?– 40%guide?
Questions?