Self assessment and implementation tool for multi tiered systems of support rti
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Self Assessment and Implementation Tool for Multi-Tiered Systems of Support ( RtI ). Event vs. Process. Real Sense of Urgency . Complacency. False State of Urgency. Plan. A Real Sense of Urgency: Plan. Part 1: Summary. Focus. Leadership Teams and System Processes.

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Self Assessment and Implementation Tool for Multi-Tiered Systems of Support ( RtI )

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Self assessment and implementation tool for multi tiered systems of support rti

Self Assessment and Implementation Tool for Multi-Tiered Systems of Support (RtI)


Event vs process

Event vs. Process


Self assessment and implementation tool for multi tiered systems of support rti

Real Sense of Urgency

Complacency

False State of Urgency


Self assessment and implementation tool for multi tiered systems of support rti

Plan

A Real Sense of Urgency:

Plan


Self assessment and implementation tool for multi tiered systems of support rti

Part 1:

Summary


Self assessment and implementation tool for multi tiered systems of support rti

Focus


Leadership teams and system processes

Leadership Teams and System Processes

  • Functioning building/district teams with representation by both administration and teachers

  • Vision and Commitment to multi-tiered systems of support

    • Knowledge development

    • Consensus for implementation


Leadership teams and systems processes

Leadership Teams and Systems Processes

  • Support for sustained and continued professional development for all staff

  • Commitment of resources

  • Teams at all levels review student performance data to make decision


Data indicates need where is your response targeted

Data Indicates Need: Where is your response targeted?

  • District Level

  • Building Level

  • Grade Level

  • Classroom Level

  • Small Group Level

  • Individual Student Level

Building

Building

Grade Level

Classroom

Small Group

Student

District


Leadership lessons

Leadership Lessons …


Multi tiered system of instruction and intervention

Multi-Tiered System of Instruction and Intervention

  • High quality and standards-aligned curriculum and instruction and safe, supportive learning environments

    • Three tiered system for academics and behavior

    • Evidence-based instruction and intervention

  • Flexible staffing

    • Meet needs of students based on student data


Multi tiered system of instruction and intervention1

Multi-Tiered System of Instruction and Intervention

  • Grade-level (teaching teams) teams

    • Comprised of regular education, interventionists, support staff

    • Responsible for instruction and instructional decision making

  • Supplemental and intensive grouping of students is linked to intensity of student needs

    • More intense: smaller group size, more time, highly trained educator


In the past

In the Past

Title and/or

Other Support

General

Education

Special Education

Some “Fell’”

Through

Some “Fell’”

Through


Idm full continuum of support

IDM: Full Continuum of Support

Title and/or Support,

Gifted Ed.

General

Education

Special Education,

Gifted Ed.

I

I

I

I

I

I

I

I

Interventions

all along the continuum!

=

I


Self assessment and implementation tool for multi tiered systems of support rti

A Team Of Uniquely Talented Individuals with Unifying Purpose


Self assessment and implementation tool multi tiered systems and support

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

  • Review Leadership Teams and System Processes

    and Multi-Tiered Systems of Support

  • Have a brief conversation at your table about these components.


Assessment and data based decision making

Assessment and Data-based Decision Making

  • Comprehensive assessment system

    • Universal screening

    • Diagnostic/Functional behavior assessment

    • Progress monitoring

    • Reliable and valid

    • Measure all essential components of academics and behavior


Assessment and data based decision making1

Assessment and Data-based Decision Making

  • Data management system

    • Reports for:

      • Ease of use

      • Clear communication and decision making

      • Graphical representation of student performance and progress


Assessment and data based decision making2

Assessment and Data-Based Decision Making

  • System capacity

    • Universal screening 3x/year

    • Discipline referrals

    • Use of documented decision rules

    • Progress monitoring data across the tiers

  • Decision rules are documented and clear

    • Access to supports

    • Changing supports

    • Intensifying supports

    • Exiting supports


Self assessment and implementation tool for multi tiered systems of support rti

Future Direction


Dancing data

Dancing Data


Self assessment and implementation tool multi tiered systems and support1

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

  • Review Assessment and Data-Based Decision Making

  • Have a brief conversation at your table about these components


Curriculum and instruction

Curriculum and Instruction

  • Aligned with student needs, state standards and are research-based

  • Formal curriculum for teaching essential components of academic and behavior across tiers

  • Staff is trained to deliver the academic and behavior core, supplemental, and intensive instructional materials

  • Implemented with fidelity


Instruction

Instruction

  • Instructional practices are scientifically-based

  • Implemented with fidelity and supported with coaching

  • Include differentiation and incorporate principles of Universal Design for Learning

    (UDL)

  • Flexible instructional practices to match to student needs based on data


Self assessment and implementation tool multi tiered systems and support2

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

  • Review Curriculum and Instruction

  • Have a brief conversation at your table about these components.


Collaborative problem solving

Collaborative Problem Solving

  • Collaborative problem-solving all teaming levels

    • Define problem using data

    • Analyze problem situations

    • Develop plan

    • Implement plan

    • Evaluate effectiveness


Collaborative problem solving1

Collaborative Problem Solving

  • Staff have understanding of data analysis and instructional decision making

  • Problem solving process is used for continuous improvement at all levels


Problem solving framework

Problem Solving Framework

1. Problem Identification-What’s the problem?

Tier I

Tier II

Tier III

4. Response to

Intervention-

Is it working?

2. Problem

Analysis-

Why is it occurring?

3. Intervention Design/Implementation-

What are we going to do about it?


Problem solving evident

Problem Solving Evident?


Positive school climate

Positive School Climate

  • Positive behavior supports visible at all levels

  • Practice address the needs of all students (including students with disabilities and students with advanced proficiency needs)

  • Learning supports are customized to make content relevant and responsive to all types of student diversity

  • Commitment to partnership to families and community to improve student academic and behavioral outcomes


Self assessment and implementation tool for multi tiered systems of support rti

Non-Negotiable? Travels? Routine?


Self assessment and implementation tool for multi tiered systems of support rti

Do Strategies and Routines Travel?school-wide, class-wide, “intensified”class-wide, small-group, individuals

34


Self assessment and implementation tool multi tiered systems and support3

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

  • Review Collaborative Problem Solving and Positive School Climate

  • Have a brief conversation at your table about these components.


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