Definitions

Report
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Curriculum Director
Network
March 25, 2014
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Purpose
1.
Review Definition of Multi Tiered System of Support (MTSS)
2.
Identify the Multi Tiered System of Support (MTSS) Building Blocks
1.
Introduction to Collaborative Inquiry Questions
1.
Review MTSS assessment video
1.
Lessons Learned from the Tier I Pilot – Guest Speaker
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MTSS – Activity #1
Definitions:

What IS Multi Tiered System of Support (MTSS)?
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So, What is MTSS About in Iowa?
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Implementation of the Iowa Early Learning Standards
and the Iowa Core
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Evidence-based instruction and intervention
•
Used with academics and behavior
•
Prevention and early intervention
•
Linking and matching instruction to the assessment at
all levels
•
Tiered or leveled intensification of intervention
•
On-going monitoring and response
•
Collaborating for Iowa’s Kids
•
Phase One Implementation • Fall 2013 •
4
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MTSS – Activity #1
Definitions:

What IS Multi Tiered System of Support (MTSS)?

What ISN’T Multi Tiered System of Support (MTSS)?
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6
What MTSS is Not About in Iowa
 Only
struggling learners
 A single
way of doing
business
 A special education
identification process
 A means of finding
learning disabilities
 Used only for Child Find
purposes
•
 Doing what we
have
always done
 Only
interventions to
Simply doing ‘something’
as an Intervention
 Failing to teach missing or
deficit skills
 Failing to provide
going monitoring
Collaborating for Iowa’s Kids • Phase One Implementation • Fall
2013 •
on-
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MTSS – Activity #1
Definitions:

What IS Multi Tiered System of Support (MTSS)?

What ISN’T Multi Tiered System of Support (MTSS)?

What are the BENEFITS of implementing a Multi Tiered
System of Support (MTSS)?
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•
8
Benefits of MTSS

Provides immediate
assistance to students

Know immediately, “Is
what we are doing
working?”

Proactive not Reactive

Uses resources wisely in a
school system

Focus is on ALL students
from the beginning

Know which students need
more/different

Know what each individual
student needs

Raise student achievement
systemically

Provide structures to
deliver what students need

Embrace a culture of
“every student can learn”
Collaborating for Iowa’s Kids • Phase One Implementation • Fall
2013 •
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MTSS Building Blocks
•
Consensus
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Infrastructure
•
Implementation
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Sustainability
•
Collaborating for Iowa’s Kids
•
Phase One Implementation • Fall 2013 •
9
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Building Blocks, con’t
•
Collaborating for Iowa’s Kids
•
Phase One Implementation • Fall 2013 •
10
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So…What how do we begin our
MTSS work?
 Collaborative
Inquiry Questions (Handout)

Introduction

Format

C4K document previously embargoed
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Collaborative Inquiry Questions
- Partner Participation
1.
Establish a Partner
2.
Review the Document
3.
Using the Collaborative Inquiry Question quick write
(handout), determine…..
a.
Identify 3 things your group was excited to see
a.
Individually share your thoughts about how you will
use this document in your district
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Iowa’s TIER - Video
https://www.educateiowa.gov/early-literacy-implementation
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Early Literacy Guest Speaker(s) –
Lesson Learned

Guest Speaker(s)

What lessons did you learn from your involvement in the Tier I
Pilot?

Tell us about the assessments – FAST and IGDS

Thinking about continuing this work into next year, what excites
you?
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Building Blocks - Consensus
Is…


Arriving at a final decision
acceptable to all
A gathering or synthesis of
ideas
Is Not…

Everyone agreeing

A unanimous vote

A majority vote

A process for group decision
making

Conflict or resistance will be
overcome immediately

Used in leadership teams,
grade levels or buildings

Everyone’s first choice

Achieving better solutions
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Building Blocks - Infrastructure


Leadership Team

District Leadership Team (DLT)

Building Leadership Team (BLT)

Professional Learning Committee – PLC (Grade Level Team)
Collaborative Inquiry Process – questions that guide thinking


MTSS Guiding Questions (Handout)
On-going professional development, consensus checks, and
infrastructure review
•
Collaborating for Iowa’s Kids
•
Phase One Implementation • Fall 2013 •
16
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Building Block – Infrastructure,
Guiding Question, Core

Guiding Question #1 - Measuring the effectiveness of your
Core

Are 80% of your students proficient in Core?

How do you know?
•

What assessments do you monitor closely?
How do you track this for ALL students and subgroups?
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Data Tracking Example
Group
Age 4
Pre-K
Kind
Proficiency
SubGroups
Ethnicity (determine for each group)
ELL
SpEd
1st
2nd
3rd
4th
5th
TOTAL
F/R
TAG
How might this data tracking be
easier within our district?
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Building Blocks – Infrastructure,
con’t

Do you have PLCs or Data Teams?

Do you have established protocols? (i.e., clear expectations,
consistent questions, analysis of specific assessments,
protected meeting dates and times, etc.)

Are these PLCs/Data Teams changing instruction in the
classroom?

How do you know?
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Thoughts


Think, Pair, Share
1.
What barriers have you overcome and how?
2.
What barriers to you foresee on the near horizon?
Identify your Next Steps and what supports you might need

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