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Multi-Tiered Systems of Support (MTSS) in Secondary Schools

Multi-Tiered Systems of Support (MTSS) in Secondary Schools. Dean Richards and Shelby DiFonzo Oregon RTI Project 11/10/11. Objectives. Discuss the reasons to change the current system. Explore a framework for how to move to a multi-tiered instructional model in secondary schools.

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Multi-Tiered Systems of Support (MTSS) in Secondary Schools

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  1. Multi-Tiered Systems of Support (MTSS)in Secondary Schools Dean Richards and Shelby DiFonzo Oregon RTI Project 11/10/11

  2. Objectives • Discuss the reasons to change the current system. • Explore a framework for how to move to a multi-tiered instructional model in secondary schools. • Discuss the current reality and needs around universal screening process and core instruction. (after lunch)

  3. Point to the Destination • What is the final goal? Where are you heading? • Create a destination postcard:

  4. Diffusion of innovations Innovators 2.5% Early Adopter 13.5% Early Majority 34% Late Majority 34% Laggards 16%

  5. Everyone wants better schools. . . few want them to be different! First different, then better!

  6. Not another thing! RTI CFA PLC Interventions ELL & Sheltered Instruction Schedules Behavior Attendance Professional development iObservaion Special Education Curricula Credit by proficiency Instruction OAKS THE BUDGET

  7. So. . . we adopt a different ways of thinking about: • Time • Schedules • Assessment • Students • Professional Development • Curriculum • Teamwork

  8. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

  9. Academic Engagement The amount of time spent engaged in academic work “I can” Behavioral Engagement School attendance and participation in school “I will” Social Engagement Identification and affiliation with school, sense of belonging, perceived social support “I belong” Psychological Engagement Feelings of competence and control investment in learning, self regulation, goal setting and progress monitoring “I want to” FL PS/RTI Implementation Project

  10. Research on Secondary Literacy IES Practice Guide Reading Next

  11. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

  12. Reading Next Time recommendation • Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classes

  13. Why reading? • More than 8 million students in grades 4 – 12 are struggling readers. • 40% of high school students cannot read well enough to benefit from their textbooks . • 69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.

  14. Ontario School District Goal All students will graduate prepared for college or career

  15. 2010-2011 • About 80% of our students passed OAKS in Reading • Graduation Rate 64% (Cohort)

  16. “But not everyone goes to college…”

  17. “But not everyone goes to college…”

  18. Resistance • Some teachers adjust the assignment and content rather than help students learn to read.

  19. Resistance • Some content-area teachers expressed resistance to teaching reading.

  20. Resistance • Some teachers just want to cover content unaware that helping them to read would help them understand content.

  21. A fundamental philosophical shift We teach students, not subjects!

  22. Change in language • We must teach students to be literate across all content areas. • Students must speak, listen, read and write like a. . . . • Scientist • Mathematician • Artist • Historian • Musician

  23. Does the student find the system or does the system find the child?

  24. A teacher brings Donald to the counselor’s or principal’s attention. Donald participates in the general curriculum Donald is not successful in class Donald improves Donald does not improve Referral system School team creates a plan for Donald with parents. Resumes general program Donald improves Donald doesn’t improve Special Education referral is initiated Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts

  25. Donald participates in the general curriculum with strong instruction Team reviews achievement and behavioral data and places Donald in an intervention Screening shows Donald isn’t doing well PM data shows Donald improves PM data shows Donald doesn’t improve EBIS team works to intensify for Donald RTI system EBIS Team conducts Individual Problem solving & a more intensive intervention is selected Resumes general program PM data shows Donald improves PM data shows Donald doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts

  26. So how do we make this happen? Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screening process Data based teaming Leadership Professional Development

  27. So how do we make this happen? Data based teaming

  28. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

  29. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

  30. Reading Next Infrastructure recommendation • Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction

  31. So how do we make this happen? Data based teaming Leadership

  32. Leadership Leadership is an action, not a person! That being said, administrators are very important in determining what is important! RTI will not work without the participationof administrators.

  33. LIT Problem-Solving • It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. • Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new. • Machiavelli Canyons SD, Utah

  34. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + CHANGE

  35. Scheduling • What drives the schedule? • Who teaches the classes? • What are the necessary teacher endorsements for credits?

  36. So how do we make this happen? Data based teaming Leadership Professional Development

  37. Professional Development • Data used to drive professional development needs. • Tier 1 data • Lead data – iObservation • Lag data – test scores • “Teaching is public and itself the focus of study among professionals.”

  38. So how do we make this happen? Universal screening process Data based teaming Leadership Professional Development

  39. Purpose(s) Universal Screening serves 2 purposes: • Evaluate the quality of your schoolwide instructional system • Identify those who may need more support.

  40. So how do we make this happen? Core Curriculum with strong instruction Universal screening process Data based teaming Leadership Professional Development

  41. Big 5 of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Writing Finite skills Infinite skills

  42. Core program The research based curriculum and instruction across all classes that allow students to access and respond to text across content areas.

  43. IES Recommendations Recommendation 1Provide Explicit Vocabulary InstructionLevel of Evidence: Strong

  44. IES Recommendations Recommendation 1Provide Explicit Vocabulary InstructionLevel of Evidence: Strong Recommendation 2Provide Direct and Explicit Comprehension Strategy Instruction

  45. IES Recommendations Recommendation 3Provide Opportunities for Extended Discussion of Text Meaning and Interpretation Level of Evidence: Moderate

  46. IES Recommendations Recommendation 4Increase Student Motivation and Engagement in Literacy LearningLevel of Evidence: Moderate

  47. So how do we make this happen? Decision rules and reading protocol Core Curriculum with strong instruction Universal screening process Data based teaming Leadership Professional Development

  48. The guidelines that tell us which students need more support • Decision Rules and Protocol keep things consistent • Help to define need and success

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