Implementing the Virginia Tiered System of Supports (VTSS) District-/School-Level Action Planning...

Implementing the Virginia Tiered System of Supports (VTSS)District-/School-Level Action Planning

December 11, 2013

Dr. George M. BatscheInstitute for School ReformUniversity of South Florida

www.floridarti.usf.edu

www.florida-rti.org

The Cultural Context Within Which We Are Trying to Facilitate Systems Change

• Challenging Times In Which to Educate America’s Children and Youth– 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

What Do We Know?What Does the Research Tell Us About Effective

Delivery Models?

Highly Effective Practices:Research

• The evidence of a transactional relationship (confined, collateral, combined) with reading and behavioral interventions. (Bruhn & Watt, 2013; Cook et al., 2013)

• High quality academic instruction (e.g., content matched to student

success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)

• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

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The integration/combination of the two:•are critical for school success•utilize the three tiered prevention model•incorporate a team approach at school level, grade level, and individual level•share the critical feature of data-based decision making•produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

School-wide Behavior & Reading Support

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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 .

Virginia Tiered System of SupportsThe Virginia Tiered System of Supports (VTSS) is a framework and philosophy that provides resources and support to help every student to be successful in academics and behavior. It begins with systemic change at the division, school and classroom level that utilizes evidence-based, system-wide practices to provide a quick response to academic and behavioral needs. These practices include frequent progress-monitoring that enable educators to make sound, data-based instructional decisions for students.

The following initiatives fall under the VTSS umbrella:– Response to Intervention (RTI)– Positive Behavior Interventions and Supports (PBIS)– Content Literacy Continuum (CLC)

What Does It Look Like?• Decisions made using a data-based, problem-solving

process• All problem-solving considers academic and behavior

(student engagement) together• A school-based team is responsible for monitoring

student performance to determine overall “health” of the school environment

• Parents are engaged in the problem-solving and instruction/intervention process

What Does It Look Like?• Student engagement is a primary priority• Lesson Study (Planning) is the focus for

effective instruction• Early Warning Systems are in place to ensure a

focus on prevention• Strong leadership exists at all levels• The school (Principal) is held accountable for

high quality implementation of MTSS as well as student outcomes

Critical Elements of VTSS

• Multiple Tiers of Instructional and Service Delivery

• Use of a Problem-Solving Process to determine the WHAT of instruction and service

• Data-based Decision making to determine if the WHAT is working and if not WHY

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Multi-tier System of Student Supports (MTSS):Response to Instruction/Intervention (RtI)

An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports

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

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

Think-Pair-Share

Student AchievementStudent Performance

• Academic Skills– Goal setting tied to state/district standards– Common Core State Standards– Developmental Standards

• Academic Behaviors-Student Engagement– Behaviors associated with successful completion of the academic

skills– On-task, listening, following-directions, ignoring distractions, self-

monitoring, goal setting, content of private speech• Inter-/Intra-Personal Behaviors

– Behaviors that support social skills– Social/emotional development

All Instructional Tasks Involve Academic Skills and Academic (Student Engagement) Behaviors

Instructional planning that involves both of these will maximize student growth

What Elements MUST Be Present to Have and Integrated VTSS Model?

• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)

• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)

• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)

• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

Table Top Activity #1

First Grade Literacy Standard:Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

1. Identify the ACADEMIC Skills necessary to complete this standard

2. Identify the ACADEMIC Behaviors necessary to complete this standard

http://vimeo.com/fcim/review/60200090/5e5ff3bc3e

What Do We Know About Successful Implementation VTSS?

It’s About

LEADERSHIP

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Every system is perfectly aligned for the results it gets.

How Do We “Do” MTSS

• Organized by a Plan

• Driven by Professional Development

• Supported by Coaching and Technical Assistance

• Informed by Data

Sustainable Scaling-Up

**Consensus Building throughout the Phases

Framework for Change

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

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

Critical Elements

Implementation: Critical Elements Checklist

• Common Language, Common Understanding• District and School Infrastructure• Problem-Solving Process• Realistic Data Sources/Matrix• Delivering the Goods

– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study

• Evaluating the Outcomes

Critical Element #1:Do We Have A Common LanguageCommon Understanding of MTSS?

PreK-12 Alignment

Comparing Elementary to Middle- and High-School Application of MTSS

• SAME critical components should be present K-12

• Implementation of the critical components will look different at the middle-and high-school levels.

• The differences are influenced by the organization of the level, type and focus of curriculum, logistics of scheduling at the middle- and high-school levels.

Comparing Elementary to Middle- and High-School Application of MTSS

Same• Problem-Solving Process• School-Based Leadership

Teams• Data Days to Evaluate

“Health and Wellness”• Data Matrix• Multi-Tiered System• Fidelity

Different• Consensus • Monitor Skills & Content• Types of data• Schedule Development• Integration of the Tiers• Student Involvement• Fidelity

Needed: A working definition and consensus

Virginia Tiered System of SupportsThe Virginia Tiered System of Supports (VTSS) is a framework and philosophy that provides resources and support to help every student to be successful in academics and behavior. It begins with systemic change at the division, school and classroom level that utilizes evidence-based, system-wide practices to provide a quick response to academic and behavioral needs. These practices include frequent progress-monitoring that enable educators to make sound, data-based instructional decisions for students.

The following initiatives fall under the VTSS umbrella:– Response to Intervention (RTI)– Positive Behavior Interventions and Supports (PBIS)– Content Literacy Continuum (CLC)

What are the characteristics of an effective school?

Guess what? These characteristics comprise the critical elements of an VTSS.

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)

• (

It's a Frame, Not a Box

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.

Parts of the “Frame”

• Instruction/interventions are modified and intensified based on student performance data

• Instruction is integrated and systematically planned across the tiers

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Multi-tier System of Student Supports (MTSS):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


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


Self Reflection:Think-Share-Discuss

• What has been presented that affirms what you already know and are comfortable with?

• What has been presented that makes you uncomfortable or would be a barrier to consensus in your school/district?

• What supports, strategies or resources would be necessary to eliminate or reduce the discomfort/barriers?

Foundations of MTSS:Fundamental Principles of Teaching and

Learning

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

AET

• Academic Engaged Time (AET)– 330 minutes of instruction/day– 1650 minutes/week– 56,700 minutes/year– 15,700 minutes for Reading

• Minutes are finite in number• Loss of minutes=Loss of achievement• Minutes are the currency we use for

instruction

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


• 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


• 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.

VTSS: Are We All On The Same Page?

Critical Element #1Table Top Activity

• Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus

Critical Element #2

District and School Infrastructure

Roles of District- and School-Based Leadership Teams

Key Points

• Unit of implementation is the building level.• Implementation process takes time.• Implementation progress must be monitored • Must be guided by data indicating implementation

level and integrity• Must be supported by professional development and

technical assistance• Driven by a strategic plan• It is a journey, not a sprint

Implementation Structure

District-based leadership team (DBLT)School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Evaluation Data

District-Level Structure

• 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

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

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

Role of District Administrators

• Communicate a clear and common vision-Always

• Demonstrate effective leadership practices to create a climate that supports and sustains staff during a reform process– Communicate frequently

– Seek representative input

– Monitor staff satisfaction

– Use data to make decisions

– Provide flexibility at building level, consistent with the overarching goal of using MTSS

– Monitor pace of implementation

• Provide personnel resources and logistical support for the implementation of the model

• Ensure district and school implementation rates and fidelity are part of leadership annual performance evaluation

School-Based Infrastructure

School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Master CalendarData DaysEvaluation Model

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

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

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

Critical Question:Does The District Have Clear Guidelines and Expectations For

Both the Infrastructure and Roles/Responsibilities At the District and School Levels?


• Top 2 priorities for district/school-based infrastructure

Critical Element #3:Problem-Solving Process

Problem-Solving Process:Critical Elements

• Structured and Evidence-Based– Desired Behavior Focused– Analysis Includes Internal and External Factors– Interventions Valid and Supported– Progress Monitored Appropriately

• Protocol used consistently for all 3 Tiers• Implemented with Fidelity• Focused on Instruction/Intervention


Analysis•Why are they unable to do it? (Hypotheses)•Validate Hypotheses (Assessment)•Links to Intervention Strategies

Goal Oriented:• What Do We Want Students to Know and Be

Able to Do? (Standards Driven)

Instruction/Intervention•Implement As Intended•Progress Monitor•Modify as Necessary•Implementation Support


Steps in the Problem-Solving Process1. Goal Identification

– 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. Instruction/Intervention Development– Develop interventions in those areas for which data are available and

hypotheses verified– Proximal/Distal– Implementation support

4. Evaluate (Response to Intervention-RtI)– Frequently collected data– Type of Response- good, questionable, poor

Integrated Problem-Solving: Problem Identification Critical Elements

• Academic Productivity– Accuracy (Standards/Skill Based)– Assignments Turned In– Amount of Assignment Completed

• Student Engagement Behaviors– Following Directions, Oral Responding, Turn Taking,

Sharing with Peers, Reading Independently, Ignoring Distractions, Persistence to Task for ___ Minutes

Integrated Problem-Solving

• Goal Identification– Retell stories, including key details, and

demonstrate understanding of their central message or lesson

Problem Identification

• Current Level of Performance– Retells with 20% accuracy

• Desired Level of Performance– Retells with 80% accuracy

• Peer Performance– 70% accuracy

• GAP – 60% to standard– 50% to peers

Analysis

Why is the student unable to Retell Stories, etc.

• Student Factors– Academic Skills– Academic Behaviors

• Curriculum• Instruction• Peers• Classroom• Home/Family

Components of the Instruction/Intervention Plan

• Time– How Much?

• What– What will be taught?– Intensity a function of focus and time

• Who– Who has the skills to teach the WHAT?– Who has the time to teach the WHAT?

• Where– The least important factor

Evaluation

• Academic Productivity– Accuracy of work– Number of assignments turned in– Completion rate of assignments

• Engagement– Academic engaged time– Rate of disruptions– % of time appropriate engagement demonstrated

Evaluation-Data Collection

• Academic Productivity (Teacher)– Accuracy of work-DAILY– Number of assignments turned in-DAILY– Completion rate of assignments-DAILY

• Engagement– Academic engaged time (TEACHER/SUPPORT STAFF)– Rate of disruptions (TEACHER)– % of time appropriate engagement demonstrated

(TEACHER/SUPPORT STAFF)

Monitoring the Fidelity of the Problem-Solving Process

• Monitoring occurs during all problem-solving sessions (self/group)

• Evidence-based relationship exists between number of steps completed accurately and student outcomes

• Documentation of the process• Source of data for PD

Problem-Solving Team Meeting Checklist (Initial)

Problem-Solving Team Meeting Checklist (Follow-Up)


• Identify your top 2 priorities around implementation of the Problem-Solving Process

Critical Element #4:Data Sources/Matrix

Types of Data

• Universal Screening

• On-Going Progress Monitoring

• Diagnostic

• High Stakes

Table Top Activity

• Identify one type of data that you collect for each of these methods:– Screening– Progress Monitoring– Diagnostic– High Stakes

• Discuss HOW you use these data to inform instruction/intervention and HOW OFTEN these data are used.

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Sources of Data

• Academic performance• Discipline data- Office discipline referrals (ODR)• Records• Referral history • Observation-Student Engagement Behaviors• PBS benchmark assessment• School climate surveys• Attendance data• End of year assessments (EOCs/High Stakes)

Using the Data

Characteristics

• Must answer YOUR questions• Part of the culture of the school/district• Easy to collect with fidelity• Directed relevant to the goal behaviors• Used immediately upon collection• Valued by the staff• Used, not admired• Directly related to instruction

How To Use Data:It must Be Integrated

• Data are used to answer the questions that you want to answer– “What percent of student receiving only Tier 1

instruction are proficient?”– “What percent of students have X number of Fs?”– “What percent of students with high behavior

referrals are proficient?”– “What is the impact of interventions on different

student demographic groups?”

District Example

XXX High School

ODR Progress and Goal

7615

5414

2000

0

1000

2000

3000

4000

5000

6000

7000

8000

2008-2009 2009-2010 Goal

ODRs

More than 2100 Hours (351 Days) of Instructional Time Recouped during 2009-2010 School Year

School is on-track to meet 2010-2011 Goal

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 More

40 or More

School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan

IntegratedAcademic and Behavior Data

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)

Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+

What Are The Questions You Want The Data To Answer Most Frequently?

• Identify your Top Two Questions


• Identify your top 2 priorities around the use of data

Critical Element #5

Delivering the Goods

TIER I: Core, UniversalAcademic and Behavior

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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

Characteristics of Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986)

Characteristic Guiding Questions Well Met Somewhat Met

Not Met

Goals and Objectives Are the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught?

Explicit Are directions clear, straightforward, unequivocal, without vagueness, need for implication, or ambiguity?

Systematic Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review?

Scaffolding Is there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary?

Corrective Feedback Does the teacher provide students with corrective instruction offered during instruction and practice as necessary?

Modeling Are the skills and strategies included in instruction clearly demonstrated for the student?

Guided Practice Do students have sufficient opportunities to practice new skills and strategies with teacher present to provide support?

Independent Application Do students have sufficient opportunities to practice new skills independently?

Pacing Is the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time?

Instructional Routine Are the instructional formats consistent from lesson to lesson?

What Does Core Instruction Look Like for Behavior?

• School-wide Positive Behavior Support• School-wide social skills/character skill education (e.g.,

Boys Town, Skillstreaming)• School-Home collaboration and partnerships• Active student engagement in promoting a prosocial

environment (e.g., bully prevention)• Active student engagement skill development—

Academic Behaviors• School-wide discipline plan that can be explained by

both staff and students

Calendar?

• Does the district expect schools to engage in regular data reviews and provide documentation?– Frequency for Tier 1?– Frequency for Tier 2?– Frequency for Tier 3?

• Does the district aggregate those data and follow-up with district-level data reviews?

Critical Data Questions:Tier 1?

• For students who are receiving ONLY Tier 1 services:– What percent are proficient?– What percent are not proficient?– What are we doing about those who are not

proficient?– What are the trend data for those students who

receive only Tier 1?

District Example

TIER II: Supplemental, Targeted

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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?

Critical Questions/IssuesTier 2

• Purpose and expectation of Tier 2 services should be explicit and understood by providers:– Increase performance of students relative to Tier 1

standards– Link curriculum content and strategies with Tier 1– Assess against Tier 1 expectations– 70% of students receiving Tier 2 should attain

proficiency.

Tier 2: Getting TIME• “Free” time--does not require additional

personnel– Staggering instruction – Differentiating instruction– Cross grade instruction– Skill-based instruction

• Standard Protocol Grouping• Reduced range of “standard” curriculum• After-School• Home-Based

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

Developing A Schedule

• How many students require how many minutes of WHAT?

• Build schedule around the:– How many students need X number of minutes?– What will occur during those minutes?– Who is available to deliver?– When can they deliver?– How do we use the resources we have?

Example of Grade Level Schedule

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


• For students who are receiving Tier 2 services:– What percent are proficient? 70%?– What percent are not proficient?– What rate of growth for those students who

receive Tier 2?– What are the decision rules for problem-solving

those students which insufficient rates of growth?– How do we intensify Tier 2 services—Tier 2 is not

a point/level but a continuum?

Does You District Have Explicit Criteria for What Tier 2 Instruction Looks Like?

TIER III: Intensive, Individualized

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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.

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Tier III

• Focus of School-based Intervention Team– Identify individual academic and behavioral

issues through data analysis– Develop intensive individual interventions &

supports– Ensure that these interventions and supports

are linked to core instruction– Assess integrity and intensity of

interventions

Ways that instruction must be made more powerful for students “at-risk”

for reading difficulties.

More instructional time

More 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


• For students who are receiving Tier 3 services:– What percent are proficient?– What percent are not proficient?– What is the rate of growth for those students who

receive Tier 3?– What are the decision rules for problem-solving

those students which insufficient rates of growth?– What does the district DO for intractable students?

What is the district policy that guides decision-making for these students?

Integrating the Tiers

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

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?

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?

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?

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?

Final Answer!

LESSON STUDYLESSON PLANNING

Effective Instruction is the Product of Effective Planning

Poor Planning, Poor Instruction

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?

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

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


• 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


• 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


• 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

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

Critical Element #5

• Identify your top 2 priorities around:– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study

Implementing the Virginia Tiered System of Supports (VTSS) District-/School-Level Action Planning...

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