MTSS at Oak Park
description
Transcript of MTSS at Oak Park
MTSS at Oak Park MTSS Trainers: Janet Stephenson
Melissa LongSchool Psychologist: Griselle Zeno
Overview Instruction at Tier 1, 2 and 3 Intervention Process & Design Fidelity of the Intervention Data Team Meetings
Agenda
Essential Question: How does the MTSS process help students?
Outcome: 1. To understand that MTSS is the school effort for
improving student achievement.2. To understand differences in Tier 1,2 and 3
instruction. 3. To know the process of meetings and paperwork
expectations at Oak Park.4. To understand the importance of fidelity and direct
instruction.
Essential Question and Outcome
Overview of MTSS
New Way of Thinking
From: “What’s wrong with this child?”
To: “What supports does this child need to be successful?”
InstructionCurriculumEnvironmentLearner
Tiered Model of School Supports &
The Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports.
Tier 2: Targeted, Supplemental
Interventions & Supports.
Tier 1: Core, Universal Instruction & Supports.
Problem Analysis: Why is it occurring?
Problem Solving Teams
School Leadership TeamTeacher Data Team
Individual Problem Solving Team
In order to implement MTSS, you need a few pieces of infrastructure:
–Capacity to Problem-Solve–Capacity to Collect Data, and Make Sense of it–Capacity to deliver instruction at different intensities (Tiered-levels of services)–Capacity to Display Data Over Time
9
Click icon to add picture
Don’t Jump Yet…
What Should Instruction Look Like at
Tier 1, 2 and 3?
What is the Focus of Tier 1 ? Academic
High quality instruction and classroom management
Universal Screening to determine each student’s level of proficiency
Differentiated instruction is used and student’s progress monitored
Differentiation occurs in small, teacher-led flexible groups during the 90 min block
What is the Focus of Tier 1?
Behavior High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask?
◦ Do 80-90% of students in the school respond positively to the school-wide discipline plan?
◦ Does the behavior level of the target student differ significantly from that of the peer group?
Activity: Tier 1 Instruction , Tier 2 and Tier 3 Instruction
Tier 1 Tier 2
Tier 3
Tier 1 Instruction Versus Tier 2 Instruction
Tier 1 Tier 2
• Data focuses on grade level/subject area/behavior
• Effective instructional strategies for large group/small group
• Differentiate Instruction focuses on diverse learners – skill/ability/interest groups
• Should result in approximately 80% of students achieving proficiency
• School-wide expectations align with grade level targets and supports to promote academic and behavioral needs
Tier 1 Instruction Versus Tier 2 Instruction
Tier 1
Tier 2• Focused on a skill that is a barrier• Data is used to identify groups for
academic/behavior needs• Problem solving is used to develop
interventions• Intervention is additional minutes of
supplemental instruction• Instruction provided in Tier 2 must be
integrated with Tier 1 content and performance expectations
• Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.
Tier 3 – Most Intense◦ More instructional time◦ Smaller instructional groups◦ More precisely targeted at the
appropriate level◦ Clearer and more detailed explanations◦ More systematic instructional sequences◦ More extensive opportunities for practice◦ More opportunities for feedback
What do they have in common?
Tier 1 Tier 2HIGH QUALITY
INSTRUCTION
Tier 3
Remember: TIERS are the level of support students need in order to be successful.
Intervention Design Must Target the missing skill(s) Include Explicit instruction Within a supported learning environment
Purposeful Well-planned Based on data Focused on alterable variables within the
Instruction, Curriculum, Environment
Daily consistency – no cancellations Teaching the same skill for the entire
intervention cycle. Same teacher is teaching the group for the
entire intervention cycle. Progress monitoring regularly Instruction is direct Instruction is scaffolded (I Do, We Do, You Do) Progress monitoring tool matches the
intervention
Fidelity of the Intervention
Data Team Meetings
Problem Solving Teams
School Leadership TeamTeacher Data Team
Individual Problem Solving Team
Teacher Data MeetingsPurpose
Student AchievementCollaborate to problem solve and plan interventions both at Tier 1 and Tier 2 level
Monitor student progressLearn from each other
24
Data Team Meetings
Be able to “tell the story” Intervention Log(s) – (Form 7)
◦ Know when interventions started, began, changed.
◦ Include ongoing progress monitoring data – matched to intervention.
◦ Include data for all kids that were in the intervention group.
Parent Conference Info – (Form 2) Cume Folder/Cume Folder Review – (Form 1) Other formative/diagnostic assessments
Examples of what to bring to Data Team Meetings and IPST
Click icon to add picture
Hoping you all stay afloat and know we are here to support you!
Janet ext. 448 Melissa ext. 358