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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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Event vs process
Event vs. Process Systems of Support (


Self assessment and implementation tool for multi tiered systems of support rti

Real Sense of Urgency Systems of Support (

Complacency

False State of Urgency


Self assessment and implementation tool for multi tiered systems of support rti
Plan Systems of Support (

A Real Sense of Urgency:

Plan


Self assessment and implementation tool for multi tiered systems of support rti

Part 1: Systems of Support (

Summary


Self assessment and implementation tool for multi tiered systems of support rti

Focus Systems of Support (


Leadership teams and system processes
Leadership Teams and Systems of Support (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 Systems of Support (

  • 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? Systems of Support (

  • 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
Leadership Lessons … Systems of Support (


Multi tiered system of instruction and intervention
Multi-Tiered System of Instruction Systems of Support (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 Systems of Support (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 Systems of Support (

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 Systems 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 PurposeMulti-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 Purpose 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 Purpose 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 PurposeDecision 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



Dancing data
Dancing Data Purpose


Self assessment and implementation tool multi tiered systems and support1
Self Assessment and Implementation Tool PurposeMulti-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 Purpose

  • 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 Purpose

  • 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 PurposeMulti-Tiered Systems and Support

  • Review Curriculum and Instruction

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


Collaborative problem solving
Collaborative Problem Solving Purpose

  • 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 Purpose

  • 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 Purpose

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 Purpose

  • 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



Self assessment and implementation tool for multi tiered systems of support rti
Do Strategies and Routines Travel? Purposeschool-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 PurposeMulti-Tiered Systems and Support

  • Review Collaborative Problem Solving and Positive School Climate

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