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Opener

Opener. Write an “elevator speech” –the amount of time spent on an elevator between floors—describing Multi-Tiered Systems of Support (MTSS) to: Family member(s) Community member(s) (media, business owner, someone on the elevator).

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Opener

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  1. Opener Write an “elevator speech” –the amount of time spent on an elevator between floors—describing Multi-Tiered Systems of Support (MTSS) to: Family member(s) Community member(s) (media, business owner, someone on the elevator)

  2. Importance of Building Family and Community Engagement for Implementing a Multi-Tiered Systems of Support There is great power in harmony and mutual understanding. “The community must have a basic understanding of why change is necessary before lasting, meaningful progress can take place.”

  3. Acknowledgements Thank you to Florida Department of Education

  4. Multi-Tiered Systems of Support (MTSS)

  5. Problem-Solving Process

  6. Response to Intervention (RtI)

  7. How would families in your community answer this question:

  8. The Main Idea:

  9. A Multi-Tiered Systems of Support (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that school/district resources reach the appropriate students/schools at the appropriate level.

  10. Let them know what to expect… …then make sure that the expectations match their experience!

  11. Purpose of Tier Framework

  12. This is how we should understand and describe the tiers to families:

  13. Intensive, Individualized Tier 3 Supplemental, Targeted Tier 2 Core, Universal Tier 1

  14. This is how we should understand and describe the problem-solving process to families:

  15. This is how we should understand and describe the problem-solving process to families: (contd)

  16. Problem-Solving Process

  17. Do your families know what questions should guide communications with the school? Tell them!

  18. Encourage families to ask these critical questions:

  19. The course of action should be consistent with MTSS logic and promote proactive family engagement: • Talk with their child’s teacher. • Ask for regular progress reports in the areas of difficulty. • Celebrate when progress is made; ask questions when there is little or no progress. • Make a list of specific questions to ask about their child’s progress. • Ask for support to understand and participate in decisions about your child.

  20. Are your families confused about MTSS and Special Education? Do they think that MTSS is a label, category or program related to special education? If so, this may indicate that school staff also have this misunderstanding.

  21. Does MTSS have anything to do with Special Education?

  22. Clarify for All: Does MTSS have anything to do with Special Education?

  23. Does MTSS have anything to do with Special Education? (contd)

  24. How can families learn more about MTSS, the problem-solving process, and measuring their child’s response to instruction and intervention? • Visit www.washoeschools.net Departments—MTSS—click on link on the right • Contact the school principal.

  25. Elevator Speech(es)… Based on the information presented today, would you change your elevator speech? How?

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