Multi-Tiered System of Supports Sandy Aird & Trish Shaffer Area 1 – Bridget James Area 2 –...

Multi-Tiered System of SupportsSandy Aird & Trish Shaffer

Area 1 – Bridget JamesArea 2 – Nicole Kattelman

Area 3 - Tami SakelarisArea 4 – Stephanie Sega

Area 5- Micaela Gerardin-FreyAZ & Options – Stephanie Keating

More Alike Than Different

More Alike Than Different

More Alike Than Different• Get out your phone• Stand up• Find a person you do not know• One partner find a picture on phone• The other partner will try to match.

Keep looking for pictures until you find a match

• Share about your photos• When instructed, find a new partner

Working Agreements• Ask questions.• Engage fully.• Integrate new information.• Open your mind to diverse views.• Utilize what you learn.

• How do we hold each other accountable?• *Taken from LearningForward.org…

Learning Intentions

Why is MTSS needed?Key Principles of MTSSCore Features of MTSS

Plan how to support your school with

MTSS?

What We Know

• We know there are groups of students in all schools across the country who are not achieving at expected levels.

Our Obligation as Educators

• To put supports in place so all students have appropriate opportunities to succeed.

The MTSS Framework allows us to do this effectively and efficiently so all students

achieve.

Why MTSS with NVACS

.

• CCSS/NVACS is an effort to elevate the overall level of student performance across grades to a level that allows success after graduation.

.• The standards determine WHAT we teach.

.

• The MTSS framework is HOW we organize our school to accomplish successful outcomes for all students.

.• MTSS is the methodology with NVACS as the outcomes!

MTSS helps us accomplish NVACS for ALL Children

• NVACS are demanding a lot of school systems

• Schools must have a way of structuring supports that improves the possibility that all students will succeed at a high level

Objectives of MTSS• To increase the overall quality of academic

and behavioral performance for all students.• To raise the overall quality of the school.• To impact ALL children.

So it is important to be sure ALL students have the opportunity to be educated appropriately

What is MTSS?

• At your table, describe MTSS at your site…– Key features– IAT/PLC structure

• How frequently do you meet• Are Tier 2 decisions at the PLC level

What is MTSS?

• A multi-tiered model of service delivery – Provides appropriate academic and behavioral

supports – For ALL students to meet high performance

standards • 6 key principles• 3 core features

6 KEY PRINCIPLES1. Number off 1 to 6.2. Review the key principle that is your number.3. Go find your expert group (those having the same

number) and discuss the importance of your key principle. Reflect, do you see this principle in action in your school or grade level?

4. When prompted, form a home group (1-6). 5. Beginning with number 1, each expert will then teach

the home group their key principle and share ideas discussed in the expert group.

Home Group

Expert Group

Core Components of MTSS

25

ProblemSolvingModel

• Multiple Tiers of Instruction

• A Comprehensive Assessment System

• Use of the Problem Solving Model

Comprehensive Assessment System

26

ProblemSolvingModel

• Screener• Diagnostic• Progress Monitoring

(Formative Assessment)• Fidelity

Data-Based Decision Making

Scheduling opportunities for

systematic review of data at the school level,

grade level, and individual level so that decision making takes

place is critical.

Questions being asked and data used to answer should be

defined and time to ask and answer should be

scheduled.

Measuring Fidelity

Before we decide if an intervention worked for a student, we need to

know if we implemented it with fidelity.

Improve fidelity and redo Intervention

Not sure if Intervention would

have worked

Intervention didn’t work

Measuring Fidelity

Fidelity was good

Fidelity was unclear, not good,

or don’t know

Checking for good fidelity avoids misattributing poor response to intervention when poor fidelity/implementation is the culprit

Goal Not Met

• With your group, review your comprehensive assessment systemo Screenero Diagnostico Progress Monitoring (formative Assessment)o Fidelity

Reflection

Problem Solving Model

31

ProblemSolvingModel

• What is the problem?• Why is it occurring?• What are we going to

do about it?• Did it work?

• What is the problem?– Student has stopped showing productivity

• Why is it occurring?– What are the possible barriers that could be

preventing productivity for your student?

Discuss with your shoulder partner some of the possibilities and jot them down on a post-it note.

Problem Solving Example

Problem Solving Example

If the student has stopped showing productivity because of academic difficulty, the way we intervene is

going to be very different than if the reason for decreased productivity is tech problems or social emotional

problems.Problem

Analysis is KEY!

Multiple Tiers of Instruction

34

ProblemSolvingModel

35

Universal instruction and support is provided to all

students. At least 80% of students’

needs are met through this level of

support.

Targeted group support provided to 10-15%

of students.

Intensive individualized support provided to 3-5% of students.

ProblemAnalysis

PlanEvaluation

Comprehensive Academ

ics and Behavioral Services

Use of the Problem Solving M

odel

Inte

nsity

of S

ervi

ces

Importance of Multiple Tiers of Instruction

• Allow us to work efficiently• Prevents “over-treating” students not requiring

extra supports• When problems occur, the system supports them

– We know what to do– No guessing, no re-inventing– Saving valuable teacher time– Clearly defined tiers so all staff know what will occur at

all levels

Take Away …

WCSD Vision for Core Instructional

Practice for ALL Students

Professional Learning Community Four Essential Questions for

Teacher PLC• What do we expect our

students to learn?• How will we know they are

learning?• How will we respond when

they don’t learn?• How will we respond if they

already know it?

Four Essential Questions for MTSS IS PLC

• What do we expect our MTSS process to look like?

• How will we know we are learning?

• How will we respond to challenges?

• How will we respond if practices have been established?

2015-16 Overview

– Professional Learning Community structure• Data• Professional Inquiry• Collaborate to learn and share solutions

– Facilitated Conversations of Position and Expectation Statements

– Aligned with Blue Fridays and Pink Wednesdays

– Supports

August 4-6 Reflection

Groups at Work – Copyright MiraVia LLC – All rights reserved

How did you choose this Fundamental?• Individual reflection• Share at table• Whole group share one strength and one

opportunity for growth from each table.

Desired Outcomes for IS PLC

• Questions Focus – Each expectation on a separate piece of

butcher paper– Groups write questions, then rotate to each of

the other stations– Last group prioritizes top 3-5 questions– Come back together as whole group

Closure• For next time…– Expectation 1: The MTSS process aligns with PLCs

and school leadership team functions.– Expectation 2: Functioning PLCs and MTSS teams

meet on a regular basis to review student outcomes and determine needed supports.

– Think MTSS & PLC• What artifact / data / information do you want

to discuss with your colleagues?• PLC* - Share your Professional Learning Commitment*• Session Evaluation

Commitment

• As a result of todays discussions, I commit to supporting my school by….

• I will check in with you on ______via _______

• Some sources of data to demonstrate success will be ……

Multiple Tiers of Instructionat North Star

• In your group, review your flowchart and tier description documents

• Make notes on the documents with edit ideas, additions, deletions.

S

What questions do you have?

15-minute break

Scheduling Data Review

• Use of Data-Based Decision Making (principle 4)– We spend lots of precious time collecting data – It only helps us improve outcomes for students if

we USE it!

Identify Consistent Agenda for Data Review• What data will you review?

– Attendance– Progress– Course percentage completion– Other?

• How often?• What questions will you answer?

Data Decision Rules• For each of the data areas reviewed,

decide what prompts a response and what that response will be:

Attendance

Cut Score: __________ Tier 1 Attendance Supports

Cut Score: __________ Tier 2 Attendance Supports

Cut Score: __________ Tier 3 Attendance Supports

• With your group, refer to your comprehensive assessment system (CAS).

• For each part of the CAS, generate the questions you need to ask, the data you’ll use to answer them, and when and by whom they’ll be answered.

North Star Plan for Scheduling Data Review

S

Brain Break…Most Important: Write three things you just learned.

Now put a star by the most important.Share with your table.

PBISGuidelines for Identifying

Expectations

• Identify expectations for all students in all situations• 3 to 5 expectations

– Difficult to remember after that and creates redundancy• Short statements • Positively worded

– Describe what to do, not what not to do• Identify expectations that can be translated into

behaviors• Can you visualize what the expectation looks like in all

school settings?

Matrices• Expectations are translated into rules across

common settings– What does it look like? – What does it sound like?

• What are your school’s common settings? – Emails, message board, live lessons, virtual classroom, etc.Expectations: General description of behavior across all

settingsRules: Specific skills and procedures you want students to

follow in particular settings

Guidelines for Creating Rules

• No more than 5 for each setting• You don’t need a rule for every single

expectation (get the gist)• Identify relevant/major rules

– Ex: “Put equipment away when done” vs. “Keep trash in waste basket” in PE class.

Positive Communication Matrix

Positive Communication Matrix for Staff and Students

With your group…• Review Positive Communication Matrix for Staff

in detail• Review Positive Communication Matrix for

Students• Make notes for edits on your poster as you see

appropriate, fill in blank cells

S

ClosingSuperlatives: Identify the most

__________ (important, useful, controversial, difficult to understand,

surprising, universal, obvious, etc.) piece of information or concept

presented today.Take a minute to jot this down then

share with a partner.