MTSS: Tiers of Instruction and intervention at Atlantis Elementary

1. MTSS: Tiers of Instruction and intervention at Atlantis Elementary Janet Stephenson Brevard Public Schools MTSS Trainer

2. Big Ideas of MTSS Multi-Tiered System of Support • Being proactive • Early intervention for those who need it • High quality instruction using best practices in Tier 1 • Data-based decision making • Identifying the level of services needed by which students • Problem Solving Method • More than just about eligibility

3. Florida SLD Criteria for Eligibilityafter July 10, 2010 Condition 1 Condition 2 Condition 3 Conditions 1 and 2 not primarily the result of: Visual, hearing or motor disability Intellectual disability Emotional/Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving RTI: Resource intensive or insufficient response to scientific, research-based intervention + +

4. How Will We Respond When Students Don’t Learn?

5. Work as a team…

6. How Far Have We Come?

7. Who are our students who struggle? Special Education Sea of Ineligibility General Education

9. RtI will work if it is implemented as a school and student improvement initiative. It will not work when implemented only to determine eligibility.

10. MTSSOne system supporting it all What Happened To RtI?

11. Problem Solving? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Evaluate Did It WORK? (Response to Intervention –RtI) Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It?

12. RtI… The 5 Step Process Another Way of Saying It… 1. Find ‘em (assessment) 2. Do Something with ‘em (interventions) 3. Watch ‘em (progress monitoring) 4. Make informed decisions (data-based) 5. Change .. if necessary (instructional modification)

13. What are the components of MTSS? Speaking the LINGO! • 1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualizedresearch-based interventions (Tier 3). Tiers are the level of intensity of the intervention. • 2.Progress Monitoring:Data-based documentation of repeated assessments reflecting student progress. • Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

14. Intensive, Individualized Supports • Intensive interventions based on individual student needs • Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled • Progress monitoring occurs most often to ensure maximum acceleration of student progress • If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving • Targeted, Supplemental Supports • Interventions are based on data revealing that students need more than core, universal instruction • Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate • Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working • If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving • Core, Universal Supports • Research-based, high-quality, general education instruction and support • Screening and benchmark assessments for all students • Assessments occur for all students • Data collection continues to inform instruction • If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving Multi-tier System of Supports (MTSS):Response to Instruction/Intervention (RtI)An Overview of Data-based Problem-solving within a Multi-tier System of Supports in Florida’s Public Schools

15. Getting Started • Core instruction – differentiated, high quality • Identify at risk students (FIND ‘EM) • FAIR, observation, FCAT, formative assessments • Interventions, progress monitoring • Teacher Data Teams that can make collaborative decisions • Problem Solving method • Is what we are doing working? Is there a better way?

16. What doesTIER 1 look LIKE?

17. Traditional Instruction vs. Standards-Based Instruction Standards-Based Classroom Traditional Classroom instruction instruction • Whole class instruction dominates • Student differences are acted upon when problematic • Mastery of facts is focus of learning • Coverage of texts and curriculum drives instruction • Lesson topic is selected from curriculum and/or text • Single option assignments are the norm • Assessment is most common at the end of learning to see “who got it” • A single form of assessment is often used • Teachers administers tests then moves on to curriculum • Many instructional strategies are used • Students differences are studied as a basis for planning • Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning • Student readiness, interest, and learning profile shape instruction • Lesson topic is selected based on state standards • Multi-option assignments are frequently used • Assessment is ongoing to understand how to make instruction more responsive to learner • Students are assessed in multiple ways • Teachers assess and reteach based on student mastery level ASSESSMENT ASSESSMENT

18. What does problem solving look like at tier 1?

19. Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

20. How Do We Find Them? • Who is not meeting grade level expectations? • FAIR • DRLA • KINDERGARTEN LITERACY SCREENER • MATH ASSESSMENTS • RUNNING RECORDS • ATTENDANCE

21. We have found them!Tier 2: Designing Interventions Doing Something With ‘em

22. What do we do for struggling learners?

23. Diagnostic Assessments • PSI – Phonics Screener • PASI – Phonological Awareness • DAR – Diagnostic Assessment of Reading • ORF – Oral Reading Fluency >Error Pattern Analysis • Math – Easy CBM Probes

24. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

25. There is no amount of intervention that can substitute quality instruction.

26. Progress Monitoring Data : Is What We Are Doing Working? • Progress monitoring data • Determine response to interventions using • PASI • PSI • ORF • FAIR - OPM

28. Let’s Get This Baby Off the Ground!

29. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

30. Tier 1 Instruction VersusTier 2 Instruction

31. Tier 1 Instruction VersusTier 2 Instruction • Data focuses on grade level/subject area/behavior • Effective instructional strategies for large group/small group • Differentiate Instruction focuses on diverse learners – skill/ability/interest groups • Should result in approximately 80% of students achieving proficiency • School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

32. Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

33. Tier 1 Instruction VersusTier 2 Instruction • Focused on a skill that is a barrier • Data is used to identify groups for academic/behavior needs • Problem solving is used to develop interventions • Intervention is additional minutes of supplemental instruction • Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations • Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

34. Tier 1 Instruction VersusTier 2 Instruction HIGH QUALITY INSTRUCTION

35. Tier 3 – Most Intense • More instructional time • Smaller instructional groups • More precisely targeted at the appropriate level • Clearer and more detailed explanations • More systematic instructional sequences • More extensive opportunities for practice • More opportunities for feedback

36. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team (IPST)

37. TEACHER DATA TEAMS None of us is as smart as all of us!!! Ken Blanchard

38. Highlights • Started with expectations for the meeting • Focused on data and identifying why students are struggling • Problem-solving as a team • Made a plan to progress monitor student(s) exiting intervention • All staff who work with the students are at the table and participating

39. The Work • Discussing ACADEMIC & BEHAVIOR NEEDS of students. • Problem Solving & Developing intervention plans • Looking at Data-Are students being successful? • Solving the problems that we identify at Tiers 1, 2, and 3?

40. Welcome! Behavior: What do I do?

41. Great Behavior Resource

42. How to Find Behavior Site… • MTSS Web Site – Resource Links – Polk County Behavior Or • Google: : Polk Elementary PBS

43. Getting Started • Core instruction – differentiated, high quality • Identify at risk students (FIND ‘EM) • FAIR, observation, FCAT, formative assessments • Interventions, progress monitoring, using DATA • Teacher Data Teams that can make collaborative decisions • Problem Solving method • Is what we are doing working? Is there a better way?