Essential Component: High-Quality Tier I Instruction

1. MTSS Essential Component: High-Quality Tier I • Module 4

2. Welcome! • Introductions • Materials • Parking lot

3. MTSS Introductory Module Series Overview

4. Session Outcomes By the end of this session, participants will be able to: • Explain the critical features of a high-quality Tier I system • Identify high-leverage practices essential for Tier I • Understand the braiding of academic and behavior systems

6. Activator Activity • What do you believe are the most important practices teachers need to knowto implement core instruction? Handout 4.1

7. Critical Features of Tier I Instruction

8. Critical Features of Tier I Instruction • Uses research-based curriculum materials • Articulation of teaching and learning (in and across grade levels) • Consistent use of differentiated instruction • Instruction aligned with state standards • Inclusion of students with disabilities and those exceeding benchmark Handout 4.2

9. Use Research-Based Curriculum Materials • Across all subjects and school-wide behavior supports • Components have been researched and found to be generally effective • Curriculum materials have not been rigorously evaluated as a package Contact the Vendor for Research Reports

10. Data-based Decision Making: Is Tier I Effective for All Subgroups?

11. Ensure Articulation of Teaching and Learning (In and Across Grade Levels) • Teaching and learning objectives are well articulated from one grade to another • Teaching and learning are well articulated within grade levels so that students have highly similar experiences, regardless of their assigned teacher Handout 4.2

12. Data-based Decision Making: Evidence of Tier I Effectiveness Within and Across Grade Levels 18% 100 5% 15% 90 13% 80 70 25% Percent 60 37% 50 40 55 45% 60% 82% 30 20 10 Fall Winter Spring

13. Consistent Use of Differentiated Instruction • Teachers in the school differentiate instruction for students on, below, or above grade level • Most teachers in the school use student data to identify and address the needs of students Handout 4.2

14. Consistent Use of Differentiated Instruction: Ways to Differentiate Source: Tomlinson, 1999 Source: IRIS Center, 2010

15. Consistent Use of Differentiated Instruction: Features of Differentiation • Uses teacher modeling • Scaffolds student responses • Presents information in multiple formats • Offers choice • Provides multiple response opportunities • Presents opportunities for students to direct their own learning

16. Differentiation: Menu

17. Video: Differentiated Instruction

18. Aligned with State Standards • The core curriculum (reading and mathematics) is aligned with the Common Core or other state standards. • https://edu.wyoming.gov/in-the-classroom/wyoming-standards/ Handout 4.2

19. Inclusion of Students Exceeding Benchmark • Schools provide enrichment opportunities for students exceeding benchmarks • Educators implement those opportunities consistently in all classes and grade levels Handout 4.2

20. Inclusion of Students Exceeding Benchmark 90th%ile 200 75th%ile 175 50th%ile 150 25th%ile Score 10th %ile 100 75 Target Student 50 25 Fall Winter Spring

21. Inclusion of Struggling Students and Students with Disabilities • Schools provide differentiation of instruction, accommodations, and modifications to ensure struggling students, including those with disabilities, benefit from core instruction • These supports are consistently provided across all classes and grade levels

22. Inclusion of Struggling Students and Students with Disabilities 90th%ile 200 75th%ile 175 50th%ile 25th%ile 150 10th %ile Score 100 Target 75 Student 50 25 Fall Winter Spring

23. Activity 4.2: Self-Evaluation of Tier I System Handout 4.2

24. Alignment of Tier I Behavior and Academics: Rationale • Connection between low academic skills and problem behavior. • Problems in one area can predict future problems in other areas. Reduction in incidents of problem behavior Increase in quality instruction with fewer distractions = Source: Bohanon, Goodman, & McIntosh, n.d.

25. Alignment of Behavior and Academics: Considerations • Integrated consideration for academic and behavioral root causes should be considered during the problem solving process at Tier I. For example: • Are there patterns for when the problem behavior is occurring (e.g., during reading instruction)? • Could there be a behavioral root cause to an academic difficulty or vice versa?

26. Reflection • To what extent are we aligning our behavior and academic core instruction practices? • To what extent are we aligning our behavior and academic Tier I assessments and evaluation?

27. Tier I High-Leverage Practices

28. High-Leverage Practices (HLPs) • Set of practices that: • Support student learning • Can be taught, learned, and implemented • Applicable to the everyday work of teachers: • Fundamental to effective teaching • Used frequently • Cut across content domains and grade levels • Supported by research or have a strong legal foundation Handout 4.3 Source: McLeskley & Brownell, 2015; Windschitl et al, 2012

29. High-Leverage Practices Expert Activity • Read about your assigned high-leverage practice(s). • Prepare two to three key points and an implementation consideration related to your HLP(s) to share with a larger group Handout 4.3 & 4.4

30. Video: High-Leverage Practices in Action

31. Revisit Activity 4.1 • Review the list you created in the first column of Handout 4.1. • How does the list compare with the high-leverage practices presented? • How are the lists similar? Different? Handout 4.1

32. Closing and Next Steps

33. Turn & Talk: Reflect • How often do you use high-leverage practices in your classroom? • Share an example of one practice you implement (or observe) frequently • Share an example of one practice you could focus on implementing (or would like to observe) more frequently

34. Extension Activity: Prioritizing High-Leverage Practices • Identify three to five HLPs you or your school would like to ensure all teachers are using • Develop an action plan for dissemination and implementation Handout 4.5

35. Next Steps • Complete Module 4 quiz • Complete Module 5 • Complete the extension activity (prioritizing high-leverage practices) • Integrate academic and behavior root-case considerations during the Wyoming Problem Solving Process with teams and team leadership

36. Online Resources • Differentiation • Differentiated Instruction: Maximizing the Learning of All Students. http://iris.peabody.vanderbilt.edu/module/di/#content • Differentiated Instruction: Part 1. http://www.centeroninstruction.org/differentiated-instruction-part-1 • Integrating Academic and Behavior Support • National Center on Intensive Intervention http://www.intensiveintervention.org/ • IRIS Resource Locator: http://iris.peabody.vanderbilt.edu/iris-resource-locator/

37. Resources: Wyoming MTSS Implementation Supports • http://wyominginstructionalnetwork.com/spdginitiatives/mtss/

38. For More Information Bart Lyman Wyoming State MTSS Coach blyman@uinta1.com • Jennifer Hiler • WY SPDG, Program Manager • Jennifer.hiler@wyo.gov

39. References • Bohanon, H., Goodman, S., & McIntosh, K. (n.d.). Integrating Academic and Behavior Supports Within an RtI Framework, Part 1: General Overview. RTI Action Network. Retrieved from http://www.rtinetwork.org/learn/behavior-supports/integrating-behavior-and-academic-supports-general-overview • McLeskey, J., & Brownell, M. (2015). High-Leverage Practices and Teacher Preparation in Special Education. • Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD, 1999. • Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science education, 96(5), 878-903.