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Kansas Multi-Tiered System of Support. Curriculum. Instruction. Assessment. Dr. Alexa Posny Kansas Commissioner of Education. http://www.kansasmtss.org/. What is MTSS?. A coherent continuum of evidence based, system-wide practices to support

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slide2

Curriculum

Instruction

Assessment

what is mtss
What is MTSS?

A coherent continuum of evidence based, system-wide practices to support

a rapid response to academic and behavioral needs

with frequent data-based monitoring for instructional decision making

to empower each Kansas student to achieve high standards.

the big big idea of mtss
The Big “BIG” Idea of MTSS

Decide what is important for students to know

Teach what is important for students to know

Keep track of how students are doing

Make changes according to the results you collect

Dave Tilly, Heartland AEA; 2005

what s the shift all about individual student
What’s the Shift All About?Individual Student

Do both these students need assistance in reading?

core beliefs of mtss
Core Beliefs of MTSS

Every child learns and achieves to high standards

Learning includes academic and social competencies 

Every member of the education community continues to grow, learn and reflect

Every leader at all levels are responsible for every student

Change is intentional, coherent and dynamic

how to achieve core beliefs
How to Achieve Core Beliefs

Every child will be provided a rigorous and research-based curriculum

Every child will be provided effective and relentless teaching

Interventions will be provided at the earliest identification of need

Policy will be based on evidence based practice

Every educator will continuously gain knowledge and develop expertise to build capacity and sustain effective practice

how to achieve core beliefs1
How to Achieve Core Beliefs

Resources will be intentionally designed and redesigned to match student needs

Every leader will be responsible for planning, implementing and evaluating

Academic and behavioral data will be used to inform instructional decisions

Educators, families and community members will be part of the fundamental practice of effective problem-solving and instructional decision making

An empowering culture creates collective responsibility for student success

translation what are you thinking about
Translation: What are you thinking about?
  • At your table, select one of the core beliefs and translate what this makes you think about…..
slide15

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

slide16

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

intervening early key features
Intervening EarlyKey Features
  • Students needing additional assistance are identified early
    • Age
    • Time of year
slide19

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

slide20

Kansas Multi-Tiered System of Support (MTSS)

  • Student centered planning
  • Customized function-based interventions
  • Frequent progress monitoring to guide intervention design

Behavior

Academics

  • More intense supplemental targeted skill interventions
  • Customized interventions
  • Frequent progress monitoring to guide intervention design
  • Supplemental targeted skill interventions
  • Small groups
  • Frequent progress monitoring to guide intervention design
  • Supplemental targeted function-based interventions
  • Small groups or individual support
  • Frequent progress monitoring to guide intervention design
  • All students, All settings
  • Positive behavioral expectations
  • explicitly taught and reinforced
  • Consistent approach to discipline
  • Assessment system and data-based decision making
  • All students
  • Evidence-based core curriculum & instruction
  • Assessment system and data-based decision making

KSDE - July 2007 Draft

slide22

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

evidence based practices key features
Evidence-Based PracticesKey Features
  • Prevention
  • Alignment
  • Fidelity
  • Effective Instructional Practices
slide24

Model of Support

Evidence-Based

Practices

Intervene

Early

Strengths

Known needs

slide25

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

data based decision making key features
Data-Based Decision MakingKey Features
  • Screening
  • Diagnostic
  • Progress Monitoring
  • Outcome
primary prevention tier 1 interventions
Reading

All students

Evidence-based core curriculum & instruction

Assessment system and data-based decision making

Behavior

All students, All settings

Positive behavioral expectations

explicitly taught and reinforced

Consistent approach to discipline

Assessment system and data-based decision making

Primary PreventionTier 1 Interventions
link to school improvement
Link to School improvement
  • Look at data according to big ideas
    • Phonemic awareness, etc.
slide35

Academic and Instructional Time Saved(if each referral takes 30 minutes for Administrators and 20 minutes of student time out of the classroom)

school improvement efforts again
School improvement efforts – again!
  • Look at data by each big five
    • Location, etc.
secondary prevention tier ii supplemental interventions
Reading

Supplemental targeted function-based interventions

Small groups or individual support

Frequent progress monitoring to guide intervention design

Behavior

Supplemental targeted skill interventions

Small groups

Frequent progress monitoring to guide intervention design

Secondary PreventionTier II Supplemental Interventions
slide44
Example of Simple PBS Plan Data Collected by a General Education Teacher - Science Assignment Completion

Note: Score may go beyond 100% if bonus points are awarded

Note: Score may go beyond 100% if bonus points are given

Baseline

Intervention

Baseline

Intervention

george s attendance
George’s Attendance

No intervention

Science

intervention

Science and English intervention

tertiary prevention tier iii intense customized interventions
Reading

More intense supplemental targeted skill interventions

Customized interventions

Frequent progress monitoring to guide intervention design

Behavior

Student centered planning

Customized function-based interventions

Frequent progress monitoring to guide intervention design

Tertiary PreventionTier III Intense Customized Interventions
based on functional assessment
Based on Functional Assessment

How much guided practice does Nellie need in order to learn new skills?

What types of applications activities are necessary in order for her to generalize a new skill?

when to change an intervention
When to change an intervention..

Scenario: Nelly

So far, Nelly’s progress monitoring data suggest that the intervention being provided is not a match for Nelly. While she has made some progress, it is not sufficient. Something needs to be changed.

This graph does not show us when/what changes have been made in her intervention. Graphs are most helpful when they are “messy”!!

based on functional assessment1
Based on Functional Assessment

When Jack is given a request, he becomes verbally aggressive, escalates and walks out in order to escape the demand of an authority.

slide58

MTSS - Big Ideas

Model of Support

Intervene

Early

Evidence-Based

Practices

District Team

Building Team

Core Beliefs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

slide60

Problem-Solving Process

Strengths/Concerns

What’s

How’s it working?

Happening?

What did we decide

Why?

to do?

What are

our ideas?

getting to what help is needed
From…

“GEI” or SIT

Separate process

Who

Isolation

Focus on entitlement

To….

Customized plan

Integrated process

What

Collaboration

Focus on instruction

Getting to “What Help is Needed”
what if an exceptionality is suspected
What if an exceptionality is suspected?
  • The outcome of the processes to be followed is the same:
    • Do you now have a further customized plan?
    • Can you describe the “what” to do next?
slide64

Strengths

Known needs

Use Problem-Solving

Process for Decision

Making

Data-Based

Decision

Making

activity
Activity
  • What do I know about MTSS?
  • What questions do I have?Set up for Tomorrow