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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

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Mtss tiers of instruction and intervention at atlantis elementary

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

  • Data-based decision making

  • Identifying the level of services needed by which students

  • Problem Solving Method

  • More than just about eligibility


Florida sld criteria for eligibility after july 10 2010
Florida SLD Criteria for Eligibilityafter July 10, 2010

Condition 1

Condition 2

Condition 3

Conditions 1 and 2 not primarily the result of:

Visual, hearing or motor disability

Intellectual disability

Emotional/Behavioral disability

Cultural factors

Irregular attendance

Environmental or economic disadvantage

Classroom behavior

Limited English proficiency

Underachievement in:

Oral expression

Listening comprehension

Written expression

Basic reading skills

Reading fluency skills

Reading comprehension

Mathematics Calculation

Mathematics problem-solving

RTI:

Resource intensive or insufficient response to scientific, research-based intervention

+

+





Who are our students who struggle
Who are our students who struggle?

Special Education

Sea of Ineligibility

General Education


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


Mtss one system supporting it all what happened to rti
MTSSOne system supporting it all What Happened To RtI?


Problem solving
Problem Solving?

Define the Problem

What Do We Want Students to KNOW and Be Able to DO?

Evaluate

Did It WORK?

(Response to Intervention –RtI)

Problem Analysis

Why Can’t They DO It?

Implement Plan

What Are WE Going To DO About It?


Rti the 5 step process another way of saying it
RtI… The 5 Step Process Another Way of Saying It…

1. 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)


What are the components of mtss speaking the lingo
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, individualizedresearch-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 don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.


  • Intensive, Individualized Supports

  • Intensive interventions based on individual student needs

  • Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled

  • Progress monitoring occurs most often to ensure maximum acceleration of student progress

  • If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving

  • Targeted, Supplemental Supports

  • Interventions are based on data revealing that students need more than core, universal instruction

  • Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate

  • Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working

  • If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving

  • Core, Universal Supports

  • Research-based, high-quality, general education instruction and support

  • Screening and benchmark assessments for all students

  • Assessments occur for all students

  • Data collection continues to inform instruction

  • If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving

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 Florida’s Public Schools


Getting started
Getting Started

  • Core 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 decisions

    • Problem Solving method

    • Is what we are doing working? Is there a better way?


What does tier 1 look like
What doesTIER 1 look LIKE?


Traditional instruction vs standards based instruction
Traditional Instruction vs. Standards-Based Instruction

Standards-Based Classroom

Traditional Classroom

instruction

instruction

  • Whole class instruction dominates

  • Student differences are acted upon when problematic

  • Mastery of facts is focus of learning

  • Coverage of texts and curriculum drives instruction

  • Lesson topic is selected from curriculum and/or text

  • Single option assignments are the norm

  • Assessment is most common at the end of learning to see “who got it”

  • A single form of assessment is often used

  • Teachers administers tests then moves on to curriculum

  • Many instructional strategies are used

  • Students differences are studied as a basis for planning

  • Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning

  • Student readiness, interest, and learning profile shape instruction

  • Lesson topic is selected based on state standards

  • Multi-option assignments are frequently used

  • Assessment is ongoing to understand how to make instruction more responsive to learner

  • Students are assessed in multiple ways

  • Teachers assess and reteach based on student mastery level

ASSESSMENT

ASSESSMENT


What does problem solving look like at tier 1
What does problem solving look like at tier 1?


Looking at tier 1 data grade 3 math inventory define the problem
Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

What are some areas

of concern?

2. How would your

instructional action plan

be impacted by this

assessment?

What skills would an

instructor address in the

Universal, Core

Instruction(Tier 1) ?

4. How would an instructor

group students using

this data?


How do we find them
How Do We Find Them?

  • Who is not meeting grade level expectations?

    • FAIR

    • DRLA

    • KINDERGARTEN LITERACY SCREENER

    • MATH ASSESSMENTS

    • RUNNING RECORDS

    • ATTENDANCE


We have found them tier 2 designing interventions doing something with em
We have found them!Tier 2: Designing Interventions Doing Something With ‘em



  • Diagnostic Assessments

  • PSI – Phonics Screener

  • PASI – Phonological Awareness

  • DAR – Diagnostic Assessment of Reading

  • ORF – Oral Reading Fluency >Error Pattern Analysis

  • Math – Easy CBM Probes


Purpose of Diagnostic Assessments

  • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.


There is no amount of intervention that can substitute quality instruction
There is no amount of intervention that can substitute quality instruction.


Progress monitoring data is what we are doing working
Progress Monitoring Data : Is What We Are Doing Working?

  • Progress monitoring data

    • Determine response to interventions using

      • PASI

      • PSI

      • ORF

      • FAIR - OPM



How do we differentiate between the tiers
HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?


Tier 1 instruction v ersus tier 2 instruction
Tier 1 Instruction VersusTier 2 Instruction


Tier 1 instruction v ersus tier 2 instruction1
Tier 1 Instruction VersusTier 2 Instruction

  • Data focuses on grade level/subject area/behavior

  • Effective instructional strategies for large group/small group

  • Differentiate Instruction focuses on diverse learners – skill/ability/interest groups

  • Should result in approximately 80% of students achieving proficiency

  • School-wide expectations align with grade level targets and supports to promote academic and behavioral needs


Looking at tier 1 data grade 3 math inventory define the problem1
Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

What are some areas

of concern?

2. How would your

instructional action plan

be impacted by this

assessment?

What skills would an

instructor address in the

Universal, Core

Instruction(Tier 1) ?

4. How would an instructor

group students using

this data?


Tier 1 instruction v ersus tier 2 instruction2
Tier 1 Instruction VersusTier 2 Instruction

  • Focused on a skill that is a barrier

  • Data is used to identify groups for academic/behavior needs

  • Problem solving is used to develop interventions

  • Intervention is additional minutes of supplemental instruction

  • Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations

  • Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.


Tier 1 instruction v ersus tier 2 instruction3
Tier 1 Instruction VersusTier 2 Instruction

HIGH

QUALITY INSTRUCTION


Tier 3 most intense
Tier 3 – Most Intense

  • More instructional time

  • Smaller instructional groups

  • More precisely targeted at the appropriate level

  • Clearer and more detailed explanations

  • More systematic instructional sequences

  • More extensive opportunities for practice

  • More opportunities for feedback


Problem solving teams
Problem Solving Teams

School Leadership Team

Teacher Data Team

Individual Problem Solving Team (IPST)


Teacher data teams
TEACHER DATA TEAMS

None of us is as smart as all of us!!!

Ken Blanchard


Highlights
Highlights

  • Started with expectations for the meeting

  • Focused on data and identifying why students are struggling

  • Problem-solving as a team

  • Made a plan to progress monitor student(s) exiting intervention

  • All staff who work with the students are at the table and participating


The Work

  • Discussing ACADEMIC & BEHAVIOR NEEDS of students.

  • Problem Solving & Developing intervention plans

  • Looking at Data-Are students being successful?

  • Solving the problems that we identify at Tiers 1, 2, and 3?


Welcome
Welcome!

Behavior:

What do I do?



How to find behavior site
How to Find Behavior Site…

  • MTSS Web Site – Resource Links – Polk County Behavior

    Or

  • Google: : Polk Elementary PBS


Getting started1
Getting Started

  • Core instruction – differentiated, high quality

  • Identify at risk students (FIND ‘EM)

    • FAIR, observation, FCAT, formative assessments

  • Interventions, progress monitoring, using DATA

  • Teacher Data Teams that can make collaborative decisions

    • Problem Solving method

    • Is what we are doing working? Is there a better way?


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