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)


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

  • 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

  • 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?

  • 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 …


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 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

Title and/or

Other Support

General

Education

Special Education

Some “Fell’”

Through

Some “Fell’”

Through


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


A Team Of Uniquely Talented Individuals with Unifying Purpose


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

  • 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 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 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


Future Direction


Dancing Data


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

  • 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

  • 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 Support

  • Review Curriculum and Instruction

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


Collaborative Problem Solving

  • Collaborative problem-solving all teaming levels

    • Define problem using data

    • Analyze problem situations

    • Develop plan

    • Implement plan

    • Evaluate effectiveness


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

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?


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


Non-Negotiable? Travels? Routine?


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 Support

  • Review Collaborative Problem Solving and Positive School Climate

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


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