Self Assessment and Implementation Tool for Multi-Tiered Systems of Support ( RtI )

Self Assessment and Implementation Tool for Multi-Tiered Systems of Support (RtI)

Event vs. Process

False State of Urgency

Real Sense of Urgency

Complacency

PlanA Real Sense of Urgency: Plan

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Part 1: Summary

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Focus

Leadership Teams and 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

• Support for sustained and continued professional development for all staff

• Commitment of resources

• Teams at all levels review student performance data to make decision

Building

Data Indicates Need: Where is your response targeted?

• District Level• Building Level• Grade Level• Classroom Level• Small Group Level• Individual Student Level

Building

Grade Level

Classroom

Small Group

Student

District

Leadership Lessons …

Multi-Tiered System of Instruction 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 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

GeneralEducation

Title and/or Other

Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

IDM: Full Continuum of Support

GeneralEducation

Title and/or

Support,Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =

A Team Of Uniquely Talented Individuals with Unifying Purpose

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

• Review Leadership Teams and System Processesand Multi-Tiered Systems of Support

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

Assessment and Data-based 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 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 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

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Future Direction

Dancing Data

Self Assessment and Implementation Tool Multi-Tiered Systems and Support

• Review Assessment and Data-Based Decision Making

• Have a brief conversation at your table about these components

Curriculum and Instruction

• 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

• 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 Support

• Review Curriculum and Instruction• Have a brief conversation at your table about

these components.

Collaborative Problem Solving

• Collaborative problem-solving all teaming levels– Define problem using data– Analyze problem situations– Develop plan– Implement plan– Evaluate effectiveness

Collaborative Problem Solving

• Staff have understanding of data analysis and instructional decision making

• Problem solving process is used for continuous improvement at all levels

Problem Solving Framework

1. Problem Identification- What’s the problem?

2. Problem Analysis-Why is it occurring?

3. Intervention Design/Implementation-

What are we going to do about it?

4. Response to Intervention- Is it working?

Tier I

Tier II

Tier III

Problem Solving Evident?

Positive School Climate

• 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

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Non-Negotiable? Travels? Routine?

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Do Strategies and Routines Travel?school-wide, class-wide, “intensified”class-wide, small-group, individuals

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Self Assessment and Implementation Tool Multi-Tiered Systems and Support

• Review Collaborative Problem Solving and Positive School Climate

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