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Multi-Tiered Systems of Support

Learn how to create a successful MTSS system in your school, aligning data with instructional practices for improved outcomes in Iowa's education landscape. Explore the key components, goals, and implementation strategies for MTSS.

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Multi-Tiered Systems of Support

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  1. Multi-Tiered Systems of Support

  2. http://bit.ly/MTSSOverview This links to a Google Folder with all materials referenced in this PowerPoint adapted from Iowa Department of Education, September 2014

  3. Today’s Outcome • Create an effective MTSS system within your school that aligns data with instructional practices. adapted from Iowa Department of Education, September 2014

  4. Thoughts on Improving Outcomes • It is impossible to significantly improve student achievement unless we figure out ways to improve our teaching. • It is impossible to intervene your way into proficient or advanced levels of performance. • It is impossible to evaluate your way into significantly improving teacher performance. Kevin Feldman, 2013 adapted from Iowa Department of Education, September 2014

  5. So, What’s Going On In Iowa? • Many changes have occurred at the state level over the past few years: • Collaborating for Iowa’s Kids (C4K) • Multi-Tiered Systems of Support (MTSS) Phase schools • Iowa Code 279.68, Administrative Rule in Chapter 62 on literacy progression requirements • Early Literacy Implementation (ELI) • Positive Behavioral Intervention and Supports (PBIS) • Understanding the distinctions as well as the areas of cross-over will help us all make effective and efficient decisions for children. adapted from Iowa Department of Education, September 2014

  6. adapted from Iowa Department of Education, September 2014

  7. MTSS in Iowa Multi-Tiered System of Support (MTSS) in Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education. adapted from Iowa Department of Education, September 2014

  8. MTSS in Iowa • Judge the overall health of the educational system by: • examining data on all students, • identifying students who need additional supports • Supports are provided to ensure ALL learners demonstrate proficiency in Iowa Early Learning Standards and Iowa Core standards • small group and individual settings • measured to determine if they are making a difference (progress monitor) adapted from Iowa Department of Education, September 2014

  9. So, What is MTSS About in Iowa? • Implementation of the Iowa Early Learning Standards and the Iowa Core • Evidence-based instruction and intervention • Used with academics and behavior • Prevention and early intervention • Linking and matching instruction to the assessment at all levels • Tiered or leveled intensification of intervention • On-going monitoring and response adapted from Iowa Department of Education, September 2014

  10. What MTSS is Not About in Iowa • Only struggling learners • Only interventions • A single way of doing business • A special education identification process • A means of finding learning disabilities • Used only for Child Find purposes adapted from Iowa Department of Education, September 2014

  11. What MTSS is Not About in Iowa • Simply doing “something” as an intervention • Failing to teach missing or deficit skills • Failing to provide on-going monitoring • “MTSS Time” • Doing what we’ve always done adapted from Iowa Department of Education, September 2014

  12. MTSS Universal, Targetedand Intensive Intensive Tier: Individualized, intensive, evidence-based instruction for a few students Targeted Tier: Small group, targeted, evidence-based instruction for some students ~1-5% ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students Layers are added for those that need additional supports adapted from Iowa Department of Education, September 2014

  13. 5 Key Components of MTSS • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision Making **To be fully implementing the Iowa MTSS framework, schools must be implementing the full range of practices associated with each of these components with fidelity adapted from Iowa Department of Education, September 2014

  14. Activity: MTSS is a Framework for ALL Learners • ReadMulti-Tiered Systems of Support: Key Components • Stop after each component and turn to your partner(s) and discuss implications for your district • Make a comment, a connection, OR clarify something 3. As a school/district team, Consider and rate the building/district on the current level of understanding and implementation of each of these components of a MTSS framework • 5 = high understanding, consistent implementation • 4 = high understanding, inconsistent implementation • 3 = medium understanding, inconsistent implementation • 2= low understanding, inconsistent or no implementation • 1 = little/no understanding and no implementation yet adapted from Iowa Department of Education, September 2014

  15. Early Literacy Law and Implementation

  16. adapted from Iowa Department of Education, September 2014

  17. Universal screening in reading grades K-3 For students with a “substantial deficiency” in reading: Progress monitoring (weekly) Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Notice to parents: The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption Big Ideas adapted from Iowa Department of Education, September 2014

  18. All K-3 students, 3x/year Use Department-approved tool Valid, reliable, technically adequate for universal screening Use vendor benchmarks Provide alternate assessment for students with disabilities whose IEP indicates it is required Department-approved assessments on DE website Universal Screening adapted from Iowa Department of Education, September 2014

  19. Updated Guidance Document – August 26, 2014 (p.8) Identification of a student as being at-risk of having a substantial deficiency occurs when a student scores below benchmark on one universal screening administration. Required to receive weekly progress monitoring Intervention for students who are at-risk is highly recommended At-Risk adapted from Iowa Department of Education, September 2014

  20. Substantial Deficiency A student with a substantial deficiency in reading is a student whose reading performance is below a standard set on an approved assessment and whose progress on an approved assessment is minimal. **Definition will be operationalized by IDE • Updated Guidance Document – August 26, 2014 (p.5) • Students are considered to have a substantial deficiency in reading when they meet either of the following criteria: • Score below the vendor benchmark during a universal screening period directly after a screening period in which they were considered at-risk of being substantially deficient. • Score below the vendor benchmark for two consecutive universal screening periods. adapted from Iowa Department of Education, September 2014

  21. adapted from Iowa Department of Education, September 2014

  22. 2.b. Intensive Instruction For any student with a substantial deficiency, provide: 90 minutes a day of scientific, research-based reading instruction Additional instruction or support to students identified as being substantially deficient in reading beyond the 90 minute requirement, which may include: Small group instruction Reduced teacher-student ratios More frequent progress monitoring Tutoring or mentoring Extended school day, week, or year services Summer reading programs A reading curriculum that does all of the following: Assists in developing skills to read at grade-level Provides skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension Is implemented by certified staff with appropriate training and PD Is implemented during regular school hours Provides curriculum in core academic subjects Until the reading deficiency is remediated. adapted from Iowa Department of Education, September 2014

  23. The parent or guardian of a student who exhibits a substantial deficiency in reading must receive: Notice that their student has been identified as having a substantial deficiency (annually) Information on services currently provided to the student (annually) Notice of proposed supplemental services the district will provide (annually) Information on strategies the parents/guardians can use to help the child succeed (annually) Information on their students academic progress and any other useful information (quarterly) A plan for remediating the reading deficiency in a parent contract (one time) Notice that they may enroll their student in an intensive summer reading program if not proficient at the end of 3rd grade (one time) 2.c. Notice to Parents

  24. Beginning May 1, 2017 each district must provide an intensive summer reading program for any student who exhibits a substantial deficiency in reading. A one-time waiver from this provision will be available. The standards for an intensive summer reading program are being developed and reviewed by the Iowa Reading Research Center (IRRC). Summer Reading Program adapted from Iowa Department of Education, September 2014

  25. Beginning May 1, 2017, a student must be retained in grade 3 who: is not proficient by the end of 3rd grade, AND does not enroll in and complete the intensive summer reading program, AND does not quality for a good cause exemption (see guidance document for more information) 2.d. Retention adapted from Iowa Department of Education, September 2014

  26. Report universal screening and progress monitoring data to the IDE Report interventions and supports implemented to the IDE Address reading proficiency as part of the CSIP using universal screening and progress monitoring data disaggregated by classroom, school, and other student characteristics Review chronic early absenteeism for its impact on early literacy as part of the CSIP If more than 15% of an attendance center’s students are not proficient by the end of third grade, include in the CSIP strategies to increase the percent proficient, including school and community strategies Reporting adapted from Iowa Department of Education, September 2014

  27. Activity: Early Literacy Guidance • What have you already discussed and implemented concerning requirements in the Early Literacy Law? • At-Risk Students • Students with Substantial Deficiencies • Talented and Gifted Students • 90 minutes of core instruction • Additional Intervention time for students with Substantial Deficiencies • Progress Monitoring • What actions do you need to take moving forward to address the requirements in the Early Literacy Law? • How will you plan for effective implementation and support of staff in these changes? adapted from Iowa Department of Education, September 2014

  28. Analyzing your Data to Make Instructional Decisions

  29. If you cannot articulate the questions, you cannot make good decisions. adapted from Iowa Department of Education, September 2014

  30. Answering the Questions that Count • What is/are your Essential Question(s) that you hope to answer by analyzing your FAST data? adapted from Iowa Department of Education, September 2014

  31. Collaborative Inquiry Questions

  32. Example Essential Questions when looking at Universal Screening Data adapted from Iowa Department of Education, September 2014 • Is the universal tier instruction meeting the needs of the majority of our students? • Which students are at-risk for not being proficient in reading by the end of the year? • How much growth was there between testing periods? • System level and students • Are there differences between: • Buildings in a district? • Classrooms in a grade level?

  33. Analyzing and Reporting Our Data Stop after #5 As a school/district, where do we want to be in terms of this data (our desired response to the Essential Question) – what is our vision? adapted from Iowa Department of Education, September 2014

  34. Analyzing and Reporting Our Data Complete #6 & #7 small group In reflecting on the data and the answers to your Essential Questions, as well as the desired state, what implications does this have for you as a teacher? For your grade level? For your school? For your district? What do you recommend as next steps in addressing these implications? adapted from Iowa Department of Education, September 2014

  35. Diagnostic Assessments • What is the purpose of a diagnostic assessment? • One minute quick write http://e.ggtimer.com/1minute • Share with small group & pull out key ideas • Share with whole group adapted from Iowa Department of Education, September 2014

  36. Diagnostic Assessment Criteria • A process, not a single test • Requires more time and a larger sample of student behavior (more costly) • Examines strengths and weaknesses within a skill area • Leads to focused instruction • Isn't required for most students in Universal and Targeted levels • Is used most often for students in Intensive and sometimes Targeted levels adapted from Iowa Department of Education, September 2014

  37. What diagnostic assessments is your building currently using and how are you using them? • Chart paper – as a small group • Do your diagnostic assessments fit the criteria? • Share with whole group adapted from Iowa Department of Education, September 2014

  38. Next Steps • What do you need to do as a building to start moving forward in creating and effective MTSS system? adapted from Iowa Department of Education, September 2014

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