F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports
description
Transcript of F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports
![Page 1: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/1.jpg)
Facilitating and Coaching the Implementation of an Integrated Multi-Tiered System of
Supports
38th Annual School Administrators of Iowa Conference2013
Des Moines, IA
Dr. George M. BatscheInstitute for School ReformUniversity of South Florida
![Page 2: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/2.jpg)
The Cultural Context Within Which We Are Trying to Facilitate Systems Change
– Transition to Common Core State Standards– Transition to Common High Stakes Assessments– Performance Evaluations Tied to Student Growth– Economic Crises-greater efficiency of operations
needed– Alternatives to Public K-12 Education– AYP Projections and Expectations– Recruitment and Retention of Qualified Professionals– Common Language/Common Understanding with
Educators, Parents and the Community
![Page 3: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/3.jpg)
Developing a Model in Response To These Issues
• More efficient system– Work smart– Integrated systems
• More effective system– Use science to inform practice– Focus all on student outcomes
• Focus on skill sets of professionals– PD tied to change in adult behavior that
improves student outcomes
• Focus ALL on student outcomes
![Page 4: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/4.jpg)
Developing A Model
![Page 5: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/5.jpg)
Efficient Delivery of Highly Effective Practices
• Statewide District Needs Assessment Results:– Integrate Practices to Reduce Duplication, Increase
Effective Use of Personnel and Provide Greater Support for Instruction Less is More.
– Focus Resource Development and District Resources On:– Evidence-based Coaching Strategies– Leadership Skills to Support MTSS– Family and Community Engagement– Aligning K-12 MTSS-Focus on Secondary– Evaluation Models to Demonstrate Outcomes– Common Language/Common Understanding Around an Integrated
Data-Based Problem-Solving Process– Integrating Technology and Universal Design for Learning
![Page 6: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/6.jpg)
MTSS• A Multi-Tiered System of Supports (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 to students in varying intensities (multiple tiers) based on student need.
• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .
![Page 7: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/7.jpg)
7
Multi-tier System of Student Supports (MTSSS):Response to Instruction/Intervention (RtI)
An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools
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
![Page 8: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/8.jpg)
Evaluate•Response to Instruction & Intervention (RtI2)
Problem Analysis•Validating Problem•Identify Variables that contribute to problem•Develop Plan
Define the Problem•Defining Problem/Directly Measuring Behavior
Implement Plan•Implement As Intended•Progress Monitor•Modify as Necessary
Problem Solving Process
![Page 9: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/9.jpg)
Multi-Tiered System of Student SupportsMission and Vision
The vision of a Multi-Tiered System of Supports is to:•Enhance the capacity of school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school •Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system •Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.
![Page 10: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/10.jpg)
What Are the Evidence-Based Characteristics of Effective Schools
• Characteristics– Strong Leadership– Positive Belief and Teacher Dedication– Data Utilization and Analysis– Effective Scheduling– Professional Development– Scientifically-Based Intervention Programs– Parent Involvement
(Crawford and Torgeson)
» (
![Page 11: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/11.jpg)
Coaching
• Coaches or Coaching?• Coaching is an element of PD and a
“close cousin” to consultation with content
• Role definition must be clear, both for the coach and the stakeholders
• The accountability for coaching must be clear and concrete
![Page 12: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/12.jpg)
Coaches
• Job Title• Job Description• Administrator must clearly define the
role, position in the school organization and expectations for receiving coaching
• Coach must have a formal evaluation with clearly defined accountability standards
![Page 13: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/13.jpg)
Coaching
• Role of coaching must be clearly defined
• Expectations for outcomes of coaching must be clearly defined– Measurable outcomes in adults– Measurable outcomes for students
• Coaching role may have to be added to job descriptions, union contract language, FTE assignment levels
![Page 14: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/14.jpg)
![Page 15: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/15.jpg)
Core Skill Areas for ALL Staff
• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and
Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills
![Page 16: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/16.jpg)
![Page 17: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/17.jpg)
Coaching Accountability Model
• Coaching (or PD)- Adult Behaviors– Specific content or organizational focus– Defined behaviors in those being coached– Observation protocol to evidence new
behaviors– Gradual release of coaching support
• Less frequent observations with stable strength of skill
![Page 18: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/18.jpg)
Coaching Accountability Model
• Coaching (or PD)- Student Outcomes– What changes in student behavior/skill is
expected in the presence of new adult behaviors• Increase rate of growth in subject area• Increase in appropriate behavior in Tier 1• Increase in student engagement• Increase in parent participation
![Page 19: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/19.jpg)
Coaching:Challenges
• Where does it fit into the organizational structure?
• What level of accountability exists for its use and outcomes?
• What happens if coaching is not valued, accepted or does not achieve its outcome with adult behavior?
• Who evaluates the presence/absence of the new adult behaviors
![Page 20: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/20.jpg)
What Do We Know About Successful Implementation of an Integrated MTSS
System?
![Page 21: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/21.jpg)
It’s About
LEADERSHIP
![Page 22: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/22.jpg)
22
Every system is perfectly aligned for the results it gets.
![Page 23: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/23.jpg)
Sustainable Scaling-Up
**Consensus Building throughout the Phases
Framework for Change
![Page 24: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/24.jpg)
Stages of Implementing MTSS• Consensus
– Belief is shared– Vision is agreed upon– Implementation requirements understood
• Infrastructure Development– Regulations– Training/Technical Assistance– Model (e.g., Standard Protocol)– Tier I and II intervention systems
• e.g., K-3 Academic Support Plan– Data Systems and Management– Technology support– Decision-making criteria established– Schedules
• Implementation
![Page 25: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/25.jpg)
Why have past initiatives failed?
• Failure to achieve CONSENSUS• School culture is ignored• Purpose unclear• Lack of ongoing communication• Unrealistic expectations of initial success• Failure to measure and analyze progress• Participants not involved in planning• Participants lack skills and lack support for the
implementation of new skills
![Page 26: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/26.jpg)
Tomorrow’s PresentationCritical Elements
![Page 27: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/27.jpg)
Implementation: Critical Elements Checklist
1. Common Language, Common Understanding2. District and School Infrastructure3. Problem-Solving Process4. Realistic Data Sources/Matrix5. Delivering the Goods
a. Effective Instructionb. Integrating the Tiersc. Schedulesd. Intervention Supporte. Student Engagement/Lesson Study
6. Evaluating the Outcomes
![Page 28: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/28.jpg)
Critical Element #1
Common Language/Common Understanding
![Page 29: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/29.jpg)
in order to meet benchmarks.
=
These students get these tiersof support
+
Three Tiered Model of Student Supports
The goal of the tiers is student success, not labeling.
![Page 30: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/30.jpg)
30
RtI2 & the Problem-Solving ProcessACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports.
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic
and behavior instruction and supports.
Tier 2: Targeted, Supplemental Interventions & Supports.
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports.
General academic and behavior instruction and support provided to all students in all settings.
Revised 12/7/09
![Page 31: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/31.jpg)
Model of Schooling
• All district instruction and intervention services have a “place” in this model.
• If it does not fit in the model, should it be funded?
• All supplemental and intensive services must be integrated with core.
![Page 32: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/32.jpg)
www.florida-rti.org(educator resources, MTSS Guidance
![Page 33: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/33.jpg)
How Do We “Do” MTSS• Organized by a Plan
• Driven by Professional Development
• Supported by Coaching and Technical Assistance
• Informed by Data
![Page 34: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/34.jpg)
It's a Frame, Not a Box
![Page 35: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/35.jpg)
Parts of the “Frame”• 3 Tiers of service delivery into which all
academic and behavioral instruction/intervention “fit.”– Content is not been defined by the model
• Use and regular review of data to ensure students are responding to the tiered instructional delivery.
![Page 36: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/36.jpg)
Parts of the “Frame”• Instruction/interventions are modified
and intensified based on student performance data
• Instruction is integrated and systematically planned across the tiers
![Page 37: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/37.jpg)
Foundations of MTSS:Fundamental Principles of Teaching and
Learning
![Page 38: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/38.jpg)
Some Fundamental Principles• Academic Engaged Time (AET)
– AET predicts student performance better than any other variable, including:• IQ• Language• SES• Disability• Culture/Race
– Amount of time students are engaged in quality instruction
– Includes evidence-based instructional strategies– Matched to student context, culture and relevance– With student engagement in the process
![Page 39: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/39.jpg)
Some Fundamental Principles• Standards Based Instruction
– What students should know and be able to do– Clearly defined for each grade level and subject
area– Serve as the content for high-stakes assessment– Utilizes benchmark assessment to determine if
students and the curriculum is “on-track”– Assists in the identification of “essential elements”
of instruction
![Page 40: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/40.jpg)
Some Fundamental Principles• Essential Elements Instruction
– The critical skills required to progress to the next grade level
– Typically, critical skills are those required to be successful at the beginning of the next year
– Not all skills taught during the year are the “critical skills” necessary for student progression
– When we are “running out of time” with some students, prioritizing “critical skills” can accelerate student performance
![Page 41: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/41.jpg)
Some Fundamental Principles
• Rate of Growth• Where is the student now?• Where is the student supposed to be?• How much time do we have to get there?• Is that time realistic?
– Rate of growth is the best measure of student response to instruction and intervention
– Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction
– Rate of Growth is the best measure of effectiveness of instruction AND the most fair measure.
![Page 42: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/42.jpg)
Table Top Discussion
• What about MTSS would your school/district be able to embrace to achieve consensus?
• What about MTSS would your school/district view as barriers to MTSS?
![Page 43: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/43.jpg)
Critical Element #1Table Top Activity
• Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus
![Page 44: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/44.jpg)
Critical Element #2
District and School Infrastructure
![Page 45: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/45.jpg)
Implementation Model
District-based leadership team (DBLT)School-based leadership team (SBLT)School-based coaching
Process Technical AssistanceInterpretation and Use of Data
Evaluation Data
![Page 46: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/46.jpg)
District Infrastructure
• District Leadership– Common Language/Common Understanding– Is there a “unified” system of instruction at the district level?
• District Plan Requirements– Consensus, Infrastructure, Implementation– District Policies– Professional Development and Technical Assistance– Implementation Monitoring– Implementation Fidelity– Evaluation Plan
![Page 47: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/47.jpg)
District Responsibilities• Ensure that a common language/common understanding
exists around the rationale for and the purpose and expected outcomes of MTSS
• Communicate clearly that MTSS is the “way of work” at the district and school levels
• Organize work groups at the district level around integrated functions (academics, behavior and technology at planning table together) and multi-tier representation (gen ed, supplemental instruction, intensive instruction
• Clearly identify who has the responsibility for what and how these individuals will be held accountable
![Page 48: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/48.jpg)
District Responsibilities• Ensure that district policies are supportive of and
not barriers to the implementation of MTSS• Provide sufficient support (professional
development, technical assistance, data systems) to ensure that the implementation plan and timelines can be achieved
• Identify clearly the district- and school-level leaders who will have implementation expectations as part of their annual performance reviews
![Page 49: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/49.jpg)
School-Based Infrastructure
School-based leadership team (SBLT)School-based coaching
Process Technical AssistanceInterpretation and Use of Data
Master CalendarData DaysEvaluation Model
![Page 50: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/50.jpg)
School-Based Leadership Team
• Responsible for monitoring the “health and wellness” of the school– Regular Data Checks
• Facilitate building level problem solving• Align PD with student-centered data• Ensure teachers have supports• Ensure integration of academic and behavior instruction at
all tiers• Ensure integration of the tiers• Monitor consensus, staff satisfaction, morale, communicate
frequently
![Page 51: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/51.jpg)
Principal’s Role in Leading Implementation of MTSS
• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success
![Page 52: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/52.jpg)
Core Skill Areas for ALL Staff
• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and
Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills
![Page 53: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/53.jpg)
Capacity to Implement MTSS
.00
1.00
2.00
3.00
District LevelSelf-Assessment of Problem Solving Implementation (SAPSI)
Infrastructure Development: Data Utilization
Year 1_BOYYear 1_EOYYear 2_EOYYear 3_EOYYear 4_EOY
Item
Stat
us
3= Maintaining2= Achieved1= In Progress0= Not Started
![Page 54: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/54.jpg)
Critical Element #2Table Top Activity
• Top 2 priorities for district/school-based infrastructure
![Page 55: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/55.jpg)
Critical Element #3:Problem-Solving Process
![Page 56: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/56.jpg)
Evaluate•Response to Instruction & Intervention (RtI2)•DID IT WORK?
Problem Analysis•Why are they unable to do•It?
Define the Goal• What do we want students to know and be able
to do? Standards Driven
Implement PlanWhat are we going to do about it? Integrtiy. Sufficiency
Problem Solving Process
![Page 57: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/57.jpg)
Steps in the Problem-Solving Process1. GoalIdentification
– Identify replacement behavior– Data- current level of performance– Data- benchmark level(s)– Data- peer performance– Data- GAP analysis
2. Analysis– Develop hypotheses (brainstorming)– Develop predictions/assessment
3. Intervention Development– Develop interventions in those areas for which data are available and
hypotheses verified– Proximal/Distal– Implementation support
4. Response to Intervention (RtI)– Frequently collected data– Type of Response- good, questionable, poor
![Page 58: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/58.jpg)
Critical Factors
• It is a way of thinking• One method that everyone is taught and
embraces• Solution focused• Informed by data• Integrity and Sufficiency are necessary• Support a MUST to ensure integrity and
sufficiency
![Page 59: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/59.jpg)
Intervention Fidelity Strategies
• Tier 1– Walkthroughs assessing
presence/absence of effective instructional strategies
• Tier 2/3– Intervention Support Practices
![Page 60: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/60.jpg)
Intervention Support• Intervention plans should be developed based
on student need and skills of staff• All intervention plans should have intervention
support • Principals should ensure that intervention
plans have intervention support • Teachers should not be expected to implement
plans for which there is no support
![Page 61: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/61.jpg)
Intervention Support Meeting Activities
• Review student performance data
• Identify barriers to successful implementation of the instruction/intervention– Problem-solve barriers
• Review critical components of the instruction/intervention
![Page 62: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/62.jpg)
![Page 63: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/63.jpg)
Problem-Solving Team Meeting Checklist (Initial)
![Page 64: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/64.jpg)
Problem-Solving Team Meeting Checklist (Follow-Up)
![Page 65: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/65.jpg)
1. D
ata
to d
eter
min
e ef
fect
iven
ess
of c
ore
2. D
ecis
ions
mad
e to
mod
ify c
ore
or d
evel
op in
terv
entio
ns
3. U
nive
rsal
scr
eeni
ng u
sed
to id
gro
ups
need
ing
inte
rven
tion
4. T
eam
use
s hy
poth
eses
to id
entif
y re
ason
s fo
r not
mak
i...
5. D
ata
used
to d
eter
min
e hy
poth
eses
for n
ot m
akin
g be
nc...
6a. M
odifi
catio
ns m
ade
to c
ore
inst
ruct
ion
- Pla
n do
cum
ente
d
6b. M
odifi
catio
ns m
ade
to c
ore
inst
ruct
ion
- Sup
port
docu
m...
6c. M
odifi
catio
ns m
ade
to c
ore
inst
ruct
ion
- Im
plem
enta
ti...
7a. S
upp.
inst
ruct
ion
deve
lope
d or
mod
ified
- Pla
n do
cum
e...
7b. S
upp.
inst
ruct
ion
deve
lope
d or
mod
ified
- Sup
port
docu
...
7c. S
upp.
inst
ruct
ion
deve
lope
d or
mod
ified
- Im
plem
enta
tio...
8. C
riter
ia fo
r pos
itive
RtI
wer
e de
fined
9. P
rogr
ess
mon
itorin
g da
ta s
ched
uled
/col
lect
ed
10. D
ecis
ion
rega
rdin
g st
uden
t RtI
was
doc
umen
ted
11. P
lan
to c
ontin
ue, m
odify
, or t
erm
inat
e in
terv
entio
ns p
ro...
.00
1.00
2.00
Florida PS/RtI Project Pilot SchoolsTier I & II Critical Components Checklist Data: Reading
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
Item
Impl
emen
tatio
n Le
vel
0 = Absent1 = Partially Present2 = Present
Problem Identification Problem Analysis Intervention Development & Implementation: Tier I
Intervention Development & Implementation: Tier II
Prog Eval/RtI
![Page 66: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/66.jpg)
Critical Element #3Table Top Activity
• Identify your top 2 priorities around implementation of the Problem-Solving Process
![Page 67: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/67.jpg)
Critical Element #4:Data Sources/Matrix
![Page 68: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/68.jpg)
Types of Data
• Universal Screening
• On-Going Progress Monitoring
• Diagnostic
• High Stakes
![Page 69: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/69.jpg)
Possible Ways to use Current School Assessments
•MAP (Prior year)•DIBELS•SRI•CBM•Degrees of Rdg Power•EPAS•Vision/Hearing•Behavior
• Behavior Screeners• ODRs• EWS
•MAP subscore•Diagnostics• DIBELS•ITBS•PLAA/ PMA•Teacher tests/quiz•Specific skills AssessmentsBehavior Observations Checklists Ratings
•DIBELS•AIMSWEB•Degrees of Rdg Power•Teacher test/quizzes•Common AssessmentsBehavior Observations Checklists Ratings
•WKCE•MAP•Final exams• Common Finals•Post Tests
![Page 70: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/70.jpg)
District Example
![Page 71: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/71.jpg)
XXX High School
% of Students with Excessive Absences
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2008-2009 2009-2010 Goal
20 or More40 or More
School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan
![Page 72: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/72.jpg)
IntegratedAcademic and Behavior Data
It is the RELATIONSHIP between data elements that is important—
not just the data themselves.
![Page 73: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/73.jpg)
Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)
![Page 74: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/74.jpg)
Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)
![Page 75: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/75.jpg)
Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+
![Page 76: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/76.jpg)
![Page 77: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/77.jpg)
Critical Element #4Table Top Activity
• Identify your top 2 priorities around the use of data
![Page 78: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/78.jpg)
Critical Element #5
Delivering the Goods
![Page 79: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/79.jpg)
Multi-Tiered System
79
Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?
Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.
![Page 80: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/80.jpg)
Effective Instruction is the Product of Effective Planning
Poor Planning, Poor Instruction
![Page 81: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/81.jpg)
Lesson Study:Integrating Academic Instruction
and Student Behavior• What are the evidence-based instructional
strategies that will attain the academic skill set?• What academic engagement behaviors will be
necessary to translate the academic skill into academic performance?
• What social/emotional behaviors are resources and obstacles to the skill and performance goals?
• HOW WILL WE MATCH THE INSTRUCTIONAL STRATEGIES WITH ENGAGEMENT FACTORS?
![Page 82: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/82.jpg)
Critical Questions• How do we ensure that Tier 2 and Tier 3
instruction aligns with the Learning Goals/Standards that are the focus of instruction in Tier 1?
• How do we ensure that the instructional strategies and student engagement skills expected in Tier 1 are incorporated into Tier 2 and Tier 3 instructional planning?
![Page 83: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/83.jpg)
Critical Questions
• How do we ensure that the focus of instruction in Tiers 2 and 3 incorporates CCSS student engagement/performance expectations—critical thinking, reasoning, problem-solving?
• How do we ensure that the supplemental/intensive instructional strategies and specially designed instruction are incorporated into Tier 1 setting?
![Page 84: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/84.jpg)
Final Question
• How do we ensure that all of the providers of instruction (across all Tiers) have their act together so that it is not the student’s responsibility to integrate instruction across tiers?
![Page 85: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/85.jpg)
Final Answer!
LESSON STUDYLESSON PLANNING
![Page 86: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/86.jpg)
Characteristics of Effective Planning-Tier 1
• All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services– Question: at YOUR grade level lesson
planning meetings, do ALL providers of instruction attend or just the general education teachers?
![Page 87: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/87.jpg)
Characteristics of Effective Planning-Tier 1
• The Learning Goal/Standard/Progression levels is/are identified explicitly
• Instructional strategies (evidence-based) for the goal/level and student skill levels are identified
• The explicit student performance behaviors necessary to engage the instruction are identified—GAPS for individual students identified
![Page 88: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/88.jpg)
Characteristics of Effective Planning-Tier 2/3
• Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting
• Instructional strategies, engagement behaviors, instructional materials that support student success in Tier 1 are identified
![Page 89: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/89.jpg)
Characteristics of Effective Planning-Tier 2/3
• Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis
• This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1
![Page 90: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/90.jpg)
Characteristics of Effective Planning-Tier 2/3
• Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1
• The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1
![Page 91: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/91.jpg)
Characteristics of Effective Planning-Tier 2/3
• Tier 2/3 providers observe their students in the Tier 1 environment to ensure alignment of instruction across Tiers
• Tier 2/3 providers increasingly take an active role in the Tier 1 Lesson Study to share specially designed instructional strategies and student engagement supports during the Tier 1 Lesson Study meetings
![Page 92: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/92.jpg)
Good News/Bad News• Good News
– Integrated instruction CAN occur– Transfer of learning from Tiers 2/3 to Tier 1 CAN
happen at greater levels– Students CAN become active partners in this
integration process IF they see the integration
• Bad News – This takes time to do well– Adults have to play well together– Check egos at the door! Everyone is a critical player
here
![Page 93: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/93.jpg)
Summary
• Instruction/Intervention Decision Making
– TIME: how much time needed to achieve goal?
– WHAT: what will be covered during the time?
– WHO: who has the skills to teach the WHAT?
– WHERE: the best setting that will accommodate
the time, what and who
![Page 94: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/94.jpg)
TIER I: Core, UniversalAcademic and Behavior
94
GOAL: 100% of students achieve at high levels
Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?
Questions 1 and 2 help us ensure a guaranteed and
viable core curriculum
![Page 95: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/95.jpg)
TIER II: Supplemental, Targeted
95
Tier II For approx. 20% of students
Core +
Supplemental…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?
![Page 96: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/96.jpg)
Tier 2: Curriculum Characteristics
• Standard protocol approach• Focus on essential skills• Most likely, more EXPOSURE and more FOCUS of
core instruction• On average 50% more time than Tier 1 allocation for
that subject area• Linked directly to core instruction materials and
benchmarks• Criterion for effectiveness is 70% of students
receiving Tier 2 will reach benchmarks
![Page 97: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/97.jpg)
TIER III: Intensive, Individualized
97
Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?
Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.
![Page 98: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/98.jpg)
Ways that instruction must be made more powerful for students “at-risk”
for reading difficulties.
More instructional timeMore powerful instruction involves:
Smaller instructional groups
Clearer and more detailed explanationsMore systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
![Page 99: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/99.jpg)
Integrating the Tiers
![Page 100: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/100.jpg)
Basic Principles
• Generalization• Transfer of training• Common stimuli (materials, “signs”)• Common assessments• Common standards• Training “loosely” or “specifically”?
![Page 101: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/101.jpg)
Critical Element #5
• Identify your top 2 priorities around:– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study
![Page 102: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/102.jpg)
What Outcomes Do You Want To Evaluate?
![Page 103: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/103.jpg)
% Elementary Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in MATH
2010-11
Cohort 1 Cohort 2 No Cohor66.00%
68.00%
70.00%
72.00%
74.00%
76.00%
78.00%
80.00%
82.00%
84.00%
Series1
![Page 104: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/104.jpg)
% High Schools Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in Reading/Language Arts
2010-11
Cohort 1 Cohort 2 No Cohort0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Series1
![Page 105: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/105.jpg)
Levels of Implementation and Impact on RtI2 Schools in LAUSDHi Implementing Schools Low Implementing
SchoolsDeveloping hypothesis for undesired performance
40% 20%
Data collected to confirm hypothesis
50% 32%
Intervention Plan Developed
30% 21%
Teacher receives staff support to implement plan
40% 14%
Data Collected to Ensure Plan Was Implemented As Intended
60% 14%
API 08-09API 09-10Growth
747763+16
710721+11
![Page 106: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/106.jpg)
Wichita Disaggregated Data
2006 2007 2008 2009 2010 201145
50
55
60
65
70
75
80
85
WhiteAfrican-AmericanHispanicELLFree/Reduced Lunch
Perc
ent M
akin
g Pr
ofic
ienc
y
![Page 107: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/107.jpg)
Critical Element #6• Identify your top 2 priorities areas
around which to report outcomes next year.
![Page 108: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/108.jpg)
A Deeper Look Into Problem-Solving: Leading Systems
Change
![Page 109: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/109.jpg)
Problem-Solving crosswalk:4-step 8-step
1. Problem Identification
2. Problem Analysis
3. Intervention Development
4. Response to Intervention (RtI)
1. Set a goal and ID how you will measure that goal
2. Identify Resources & Obstacles to attaining that goal.
3. Prioritize the obstacles.
4. Identify strategies to eliminate or reduce the obstacle
5. Develop action plan to implement strategies.
6. Develop follow-up plan.
7. Evaluate impact of the action plan.
8. Evaluate progress on original goal.
![Page 110: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/110.jpg)
Overview: Small Group Planning & Problem Solving Steps
1. Identify the problem or goal in concrete, descriptive, behavioral terms
2. Record all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced.
3. Select one obstacle from the list
4. Brainstorm strategies to reduce or eliminate only the obstacle selected
5. Design a concrete plan of action, specifying who, will do what, and by when
6. Follow-up plan
7. Evaluation plan – removed barrier selected in step 3?
8. Evaluation plan – attainment of goal in Step 1?
![Page 111: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/111.jpg)
Goal Identification
1. Identify the goal in concrete, descriptive, behavioral, measurable terms
![Page 112: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/112.jpg)
Problem Analysis
2. Identify all potential resources/ideas achieving the goal, and all obstacles that must be overcome or reduced
• Brainstorm – free flow of ideas• Structured Brainstorming
• Include intangibles (e.g., extent of concerns)
![Page 113: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/113.jpg)
Problem Analysis
3. Select one obstacle from the list• Select an important obstacle, but avoid
identifying the most important one• In early stages of skill development, choose
something likely to be workable• Other obstacles will be selected later
![Page 114: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/114.jpg)
Intervention Development
4. Brainstorm strategies to reduce or eliminate only the obstacle selected• These are only ideas!• Not limited to ideas on Resource list – they
are only a stimulus
![Page 115: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/115.jpg)
Intervention Development& Follow Up
5. Design a concrete plan of action, specifying who, will do what, and by when
• Contract for action• Name or title• Detailed description• Specific date
6. Establish detailed procedures for following up with person(s) responsible for action plans• Prompts for action• Periodic updates• Additional support• Modification or New action plan
![Page 116: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/116.jpg)
Evaluation Plan
7. Develop a plan describing how you will know if:– Your action plans developed in Step 5 are
reducing/eliminating the barrier you identified in Step 3 – Specifically address who will be responsible for collecting
and analyzing what by when
8. Develop a plan describing how you will know if:– You are attaining the goal identified in Step 1– Specifically address who will be responsible for collecting
and analyzing what by when
![Page 117: F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports](https://reader035.fdocuments.us/reader035/viewer/2022062410/56816222550346895dd24dad/html5/thumbnails/117.jpg)
Table Top
How does this problem-solving process differ from the one you are currently using?
What do you believe are the strengths and weaknesses of this model?