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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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Event vs process
Event vs. Process Systems of Support (


Real Sense of Urgency Systems of Support (

Complacency

False State of Urgency


Plan Systems of Support (

A Real Sense of Urgency:

Plan


Part 1: Systems of Support (

Summary


Focus Systems of Support (


Leadership teams and system processes
Leadership Teams and Systems of Support (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 Systems of Support (

  • 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? Systems of Support (

  • 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 … Systems of Support (


Multi tiered system of instruction and intervention
Multi-Tiered System of Instruction Systems of Support (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 Systems of Support (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 Systems of Support (

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 Systems 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 multi tiered systems and support
Self Assessment and Implementation Tool PurposeMulti-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 Purpose 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 Purpose 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 PurposeDecision 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



Dancing data
Dancing Data Purpose


Self assessment and implementation tool multi tiered systems and support1
Self Assessment and Implementation Tool PurposeMulti-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 Purpose

  • 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 Purpose

  • 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 PurposeMulti-Tiered Systems and Support

  • Review Curriculum and Instruction

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


Collaborative problem solving
Collaborative Problem Solving Purpose

  • 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 Purpose

  • 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 Purpose

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?



Positive school climate
Positive School Climate Purpose

  • 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



Do Strategies and Routines Travel? Purposeschool-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 PurposeMulti-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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