1 / 149

Housekeeping

Housekeeping. Introductions Sign in PD Express MTSS Binder Wi-Fi code on table tents Breaks/Lunch Restrooms Cell phones on vibrate. Courageous Conversations. Four agreements Stay engaged Speak your truth Experience discomfort Expect and Accept non-closure. MTSS Year One.

kumiko
Download Presentation

Housekeeping

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Housekeeping • Introductions • Sign in • PD Express • MTSS Binder • Wi-Fi code on table tents • Breaks/Lunch • Restrooms • Cell phones on vibrate

  2. Courageous Conversations • Four agreements • Stay engaged • Speak your truth • Experience discomfort • Expect and Accept non-closure

  3. MTSS Year One

  4. Day One Overview

  5. Agenda – Day 1 • 8:30 Welcome / Overview • 9:00 Beliefs Survey • 9:15 What is MTSS? • 10:00 Break • 10:15 The Components of MTSS • 10:30 Arriving at MTSS • 10:45 Paradigm Shift • 11:15 Systems Change & Implementation • 11:45 Lunch • 12:45 Problem-Solving Teams/SBLTs • 1:45 Decision Making for Results • 2:15 PBIS Example • 2:45 Break • 3:00 Beliefs Survey Results • 3:45 Wrap up

  6. Learning Targets – Day 1 • I can explain the components of Saint Paul Public School’s Multi-Tiered Systems of Support. • I can explain the MTSS “Paradigm Shift.” • I can identify the three elements necessary for developing a successful MTSS system. • I can identify the six steps of the Problem Solving Process. • I understand how our leadership team will be central in developing multi-tiered systems of support.

  7. Today’s Meet • http://todaysmeet.com/mtss

  8. Beliefs Survey • To identify current beliefs and practices • To identify how they will influence your MTSS planning and development. • To measure changes in beliefs over time. • To inform the leadership team of opportunities and challenges in developing consensus around this work. • To maintain the honest dialogue essential to implementation of our MTSS framework.

  9. Beliefs Survey Who: SBLTs and school staffs What: A baseline measurement of teams’ beliefs about how students should be served Why: To inform the work we need to do When: SBLTs complete survey during training; school staff complete survey by next meeting.

  10. Beliefs Survey • A link for the survey is available on: • https://www.surveymonkey.com/s/GSW7PWQ

  11. Organizing Our Work

  12. What is a Multi-tiered System of Supports? Myla Pope, MTSS Coach

  13. What happened to RTI? Why the name change? What is MTSS?

  14. What is MTSS? • MTSS is the practice of: • (1) providing high-quality instruction/intervention matched to student needs and • (2) using learning rate over time and level of performance to • (3) make important educational decisions to guide instruction. • - NASDSE, 2005

  15. A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven”decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency . MTSS

  16. Characteristics of a Building with MTSS: A. Frequent data collection on students in critical areas B. Prevention C. Early identification of students at risk D. Early intervention (ECFE & Kindergarten) E. Interventions evaluated and modified (if necessary) frequently F. Tiered levels of service delivery G. All decisions made with or verified by data What does it look like?

  17. District Outcomes of MTSS: A. Improved rate of academic and behavior performance B. Significant reduction of disparities between student groups C. Reductions in special education referrals and placements D. School improvement efforts clearly defined, monitored, and evaluated What does it do?

  18. What it is and What it’s NOT • MTSS IS: • A process designed to maximize student achievement • Focused on outcomes • About student progress • Good first teaching (Tier 1, Core Instruction) • MTSS IS NOT: • A way to avoid special education placement • A hoop to jump through to ensure Sp. Ed. placement • A block of time (Tier 2/3)

  19. Group Discussion • What is your new thinking about MTSS? • Turn and Talk.

  20. Four Essential Components

  21. Data-Based Decisions Problem Solving Process 1. Screening Tools 2. Core Instruction & Interventions 3. Individual Interventions 4. School level implementation 5. Allocation of Instructional Resources Amanda VanDerHeyden, Ph.D., Education Research and Consulting, Inc.,

  22. Data-Based Decisions Universal Screening: Academic: MAP, ACCESS Behavioral: SWIS, Campus Progress Monitoring informs Core Instruction & Interventions Students receiving Tier 2 or 3 interventions are monitored more closely to inform interventions implemented

  23. Tier I: High-Quality Classroom Instruction and Management, Screening and Group Interventions Tier 2: Targeted Interventions Tier 3: Intensive Interventions www.rtinetwork.org Tiers of Support

  24. Tiers of Support

  25. Tiers of Support Year 1 is Tier 1 1.) Focus on CORE instruction 2.) Differentiated Instruction across all tiers for all students 3.) Establishing systems and infrastructure to support Tier 1 4.) No capacity to support high numbers of students needing supplemental (Tier 2) and intensive services (Tier 3)

  26. Accountability is Reciprocal The system invests in capacity development in return for more accountable performance. Professional Development

  27. Professional Development

  28. Problem Solving Process Define the Problem • Defining Problem/Directly Measuring Behavior Evaluate Problem Analysis • Response to instruction • Evaluate implementation • Validating Problem • Identify variables that contribute to problem • Develop plan Implement Plan • Implement as intended • Progress Monitor • Modify as necessary

  29. Individual Student & Teacher Level • PST, Teachers • Classroom/Grade/Department Level • DT/PLCs • Building Leadership Teams • Decision Making for Results • District Level • Departments, District Improvement Plan Problem Solving Process

  30. Group Discussion • What student-centered data are you gathering? • How is the data being used to make decisions about programs and interventions? • What changes do you think should be made to improve or increase the impact of interventions on student performance?

  31. What student centered data are you currently gathering? How is the data being used to make decisions about programs and interventions? What changes may need to be made to improve or increase the impact of interventions? Data Gathered Possible Changes to Make How Data is Used Data Gathered Possible Changes to Make How Data is Used Data Gathered Possible Changes to Make How Data is Used

  32. Lynn Pham, Title I

  33. Statutory & Regulatory Impact NCLB Rigorous scientific & evidence-based research Emphasis on Teacher Quality IDEA 2004 Students with disabilities have access to and make progress in the general education curriculum Least restrictive environment

  34. Shifts in Federal Policy and Law

  35. Accountability School-based (SCIP) New designation labels - Multiple Measurement Rating (MMR) and Focus Rating (FR) Ensure equitable outcomes for all students Read Well by Third Grade Council of the Great City Schools’ Audit - Need for well developed tiered academic and behavioral systems

  36. Past - School Improvement Some schools submitted two improvement plans based on AYP status- School Continuous Improvement Plan (SCIP) and the School Improvement Plan (SIP).

  37. Present - School Improvement Minnesota has a new accountability system – the Multiple Measurement Rating (MMR) and Focus Rating (FR). This year, the SCIP will suffice as the improvement plan for both the district and the state. SCIP as a “living” document. SCIP serves as the Title I School- Wide Plan for all SPPS Title I schools.

  38. Present- SY 2012-2013 • Under Strong Schools, Strong Communities, Saint Paul schools are expected to re-emerge at the Heart of the Community by: • Raising Student Achievement • Aligning Resources • Sustaining Improvements • In order to raise student achievement by 25% and close the opportunity gap, every school needs to make significant improvements and continued growth .

  39. Future- SY 2012-2013 In order to better align our resources, various departments represent the MTSS Training Team to help with school-wide improvement efforts. MTSS Training Team will provide on- site assistance to support the MTSS Framework and the problem solving process Decision-Making for Results (DMR) to guide the SCIP.

  40. Paradigm Shift John Peterson, Data Coach

  41. Is what you are doing getting the results you want? Paradigm Shift

  42. Kalisha • Current Grade Placement = 3rd • Current Reading Level = 1st • Current Office Referrals/Suspensions = 8 per month Adapted from Jim Wright

  43. Current System • Interventions attempted • Student is referred • Student is tested • Voilà • – Severe discrepancy • – Label: LD, EBD, OHD, ASD, lazy, etc… • – Placement in special education Adapted from Jim Wright

  44. The Assumption is… • A discrepancy exists, thus there must be something wrong with the student Adapted from Jim Wright

  45. The Question is….. • How do we know what caused the concern if we never looked at anything • but the student? • What questions would you ask? • Curriculum & Instruction? Services? • Student Data? Equity? Adapted from Jim Wright

More Related