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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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Presentation Transcript
slide3

Real Sense of Urgency

Complacency

False State of Urgency

slide4
Plan

A Real Sense of Urgency:

Plan

slide5

Part 1:

Summary

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

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 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 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?

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
slide34
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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