Tiered System of Supports Students in a Multi- Supporting All€¦ · Tiered System of Supports...
Transcript of Tiered System of Supports Students in a Multi- Supporting All€¦ · Tiered System of Supports...
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Supporting All Students in a Multi-Tiered System of Supports
Vermont Family Network WebinarJune 1, 2016
Meagan Roy, CSSU Director of Student Support Services
Greg Marino, Williston School District Principal
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“Success rests on a systemic approach that
unifies general and special education in
deliberate, intentional, ongoing collaboration
to improve outcomes for all students”
- VT MTSS Field Guide (p7)
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• Understand what a Multi-Tiered System of Supports
(MTSS) is, and how it supports all learners to be successful
in school
• Explore the experience of a student and family in a
successful MTSS
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What is MTSS?
MTSS is a coherent continuum of evidence based, system-wide practices that support
• a rapid response to academic and behavioral challenges,
• frequent data-based monitoring
• instructional decision-making
in order for each Vermont student to achieve high standards. (Vermont Agency of Education)
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The Pyramid Model
Universal/Core Instruction • All students• Preventive & proactive• Differentiated
Targeted/Supplemental Interventions• Some students (at-risk)• Assessment-based• Rapid response• Differentiated
Intensive, Individual Interventions• Individual (Few) Students• Assessment-based• High Intensity• Differentiated
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The Integrated Model
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Vermont’s MTSS Guiding Principles
• Developed by consensus of the VT Statewide
Steering Committee on RtII
• Build on and extend earlier work regarding RtI
posted on the VTDOE website
• Designed to lay the foundation for all other
work that schools do with MTSS
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The 5 Components of VT MTSS
1. A Systemic and Comprehensive Approach
2. Effective Collaboration
3. High-quality Instruction & Intervention
4. Balanced & Comprehensive Assessment
System
5. Expertise (well- designed Professional
Learning)
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COMPONENT # 1: A SYSTEMIC, COMPREHENSIVE APPROACH
Several decades of research has demonstrated
that school improvement and change in
instructional practice can only be truly effective
and sustainable when they occur within a
systemic and comprehensive framework.
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COMPONENT # 2: EFFECTIVE COLLABORATION
◆ A collaborative culture is a distinguishing feature of effective schools, and a necessary condition for a successful multi-tiered system.
◆ Educators within a collaborative culture:◆ share mission and vision◆ accept collective responsibility for student learning◆ value the interchange of ideas with colleagues◆ hold high expectations for all◆ engage in collaborative activities
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COMPONENT # 3: HIGH QUALITY INSTRUCTION & INTERVENTION
Key attributes:
✓ provided by knowledgeable teachers
✓ informed by research evidence & responsive to student-teacher interactions
✓ differentiated, based on instructionally relevant assessment
✓ provides both explicit instruction and opportunities to learn self regulation during child-directed learning
✓ responsive to learning needs of diverse students
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COMPONENT # 4: COMPREHENSIVE & BALANCED ASSESSMENT SYSTEM
✓ Assessment is central in effective MTSS-RtII.
✓ Well-designed balanced assessment system includes tools and
processes that are effective to address various assessment
purposes.
✓ Purposes of Assessment: 1. Planning, supporting, monitoring and verifying learning
2. Investigating the cause of learning difficulties
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COMPONENT # 5: EXPERTISE (WELL-DESIGNED PROFESSIONAL LEARNING)
✓ School-wide collaborative professional learning is a
critical factor in increasing student achievement
(Learning Forward, 2011).
✓ Job embedded models have the best chance of
improving and sustaining professional practice.
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The Integrated Model
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Questions? Comments? Thoughts?
✓ What questions do you have about these components?
✓ Have you experienced these in your child’s school system?
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Outcome #2:
The Student Experience...
✓ What does a student experience in a multi-tiered
system of supports?
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Instruct
Assess
Provide Feedback
Adjust
Reflect
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Elements of MTSS
Early Identification of Students who are struggling
Expected Results Achieved?
Expected Results Achieved?
Adjustments to Classroom Instruction
TargetedInterventions (Tier II)
Enga
ges
Pare
nts
/ Fa
mili
es
Progress Monitoring
If not, then
decision point
here. (EST)
Instruct
AssessAdjust
Reflect
Progress Monitoring
If not, then
decision point
here. (EST)
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“Success rests on a systemic approach that
unifies general and special education in
deliberate, intentional, ongoing collaboration
to improve outcomes for all students”
- VT MTSS Field Guide (p7)
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Final Questions? Comments? Thoughts?
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Resources
✓ Link to Field Guide
✓ VT MTSS Guiding Principles Handout