MTSS at Longleaf elementary

1. MTSSat Longleaf elementary Janet Stephenson

2. Gauging MTSS Implementation

3. Agenda • Defining MTSS (What Happened to RtI?) • Comparing the Tiers – Become an Expert! • Intervention Infrastructure • Problem Solving – Teacher Data Teams • Behavior

4. What is MTSS? One system supporting it all What Happened To RtI?

5. Problem Solving

6. Essential Question How will we respond at Longleaf Elementary when students don’t learn?

7. Real Questions! Is there any way to streamline this process to make it less of a burden? What does it take?! More interventions??!! Is this Tier 2? Is this Tier 3?

8. Big Ideas of RtI • More than just about eligibility • 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

9. Tiers of Instruction:Become an Expert!

10. What doesTIER 1 look LIKE?

11. 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

12. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

13. Tier 1 Instruction VersusTier 2 Instruction

14. 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

15. 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?

16. 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.

17. Tier 1 Instruction VersusTier 2 Instruction HIGH QUALITY INSTRUCTION

18. 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

19. We have found them!Tier 2: Designing Interventions Doing Something With ‘emHOW? No Time, No People

20. Work as a team…

21. Intervention Logistics • Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck. • When: 8:15 – 8:45 am (grades 1-6) • How: • Group students by skill deficit, enrichment area, reading or math. • Smallest group should be neediest kids • Work as a grade level to determine resources, instruction, who’s teaching what.

22. Intervention Cycles • Cycle: a three week period of continuous supplemental instruction • Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors. • Cycle 1: September 7 – 24 • Progress Monitoring Week: Sept. 27 – Oct. 1 • Cycle 2: October 4 – 22 • Progress Monitoring Week: Oct. 25 -29 • What does it take??? Compromise, Integrity, FlexibilIty,

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

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

26. Which of these is most valuable when making decisions? • Student Response Data • Teacher Experience • Grade Level Team Input • Specialist Expertise • Assessment Decision Tree

27. Data Meetings • Tier One Focus • Assess strengths of Tier One core instruction by reviewing benchmark data. • How can we improve differentiated instruction in the 90 min reading block. • Tier Two Focus (Find ‘em, watch ‘em): • Grouping kids in need of similar interventions/enrichment based on data. • Determine focus of interventions, set goals, determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc. • Decide on how interventions will be documented. • INDIVIDUAL STUDENTS who are not responding.

28. Examples of what to bring to Data Team Meetings and IPST • Be able to “tell the story” • Intervention Log(s) – (Form 7) • Know when interventions started, began, changed. • Include ongoing progress monitoring data – matched to intervention. • Include data for all kids that were in the intervention group. • Parent Conference Info – (Form 2) • Cume Folder/Cume Folder Review – (Form 1) • Other formative/diagnostic assessments

29. 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

30. 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?

31. Interventions Let’s Discuss

32. Components of a Great Intervention • Explicit Instruction • Systematic Instruction • Think –Aloud Modeling • Guided Practice • Visual Cues for the student to use during independent practice • Fidelity • In a small group setting or individual basis • With on-going Progress Monitoring

33. Where do I get these INTERVENTIONS?

36. Inventory Your Resources And Try to Develop More!

42. Eligibility – What does it take? • Necessary for determining expected response or inadequate response to intervention • Considering • Expected level of achievement of peer group • Target for this student • Movement toward the target • Trajectory of improvement, or lack thereof

43. The “New Way”: • Students referred when there is a poor response to Tier 2 services • After at least two different interventions documented • Looking for academic gap • Slower learning rate over time • Team decides… additional academic or behavioral intervention, placement, etc.

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

45. TTHANKS FOR LISTENING!