Document

Report
MTSS: TIERS OF INSTRUCTION
AND INTERVENTION
AT
PALM BAY ACADEMY
Janet Stephenson
Brevard Public Schools
MTSS Trainer
Big Ideas of MTSS
Multi-Tiered System of Support
► Being proactive
► Early intervention for those who
need it
► High quality instruction using best
practices in Tier 1
► Data-based decision making
► Identifying the level of services
needed by which students
► Problem Solving Method
► More than just about eligibility
Florida SLD Criteria for Eligibility
after July 10, 2010
Condition 1
Underachievement in:
Oral expression
Listening comprehension
Written expression
Basic reading skills
Reading fluency skills
Reading comprehension
Mathematics Calculation
Mathematics
problem-solving
Condition 2
+
RTI:
Resource intensive or
insufficient response to
scientific, researchbased intervention
Condition 3
+
Conditions 1 and 2 not
primarily the result of:
Visual, hearing or motor
disability
Intellectual disability
Emotional/Behavioral
disability
Cultural factors
Irregular attendance
Environmental or
economic disadvantage
Classroom behavior
Limited English
proficiency
3
How Will We Respond
When Students
Don’t Learn?
Who are our students who struggle?
Special Education
Sea of Ineligibility
General Education
RTI WILL WORK IF IT IS IMPLEMENTED AS A
SCHOOL AND STUDENT IMPROVEMENT
INITIATIVE.
IT WILL NOT WORK WHEN IMPLEMENTED
ONLY TO DETERMINE ELIGIBILITY.
MTSS
ONE SYSTEM SUPPORTING IT ALL
WHAT HAPPENED TO RTI?
Problem Solving?
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Evaluate
Did It WORK?
(Response to Intervention –
RtI)
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?
RtI… The 5 Step Process
Another Way of Saying It…
1. Find ‘em (assessment)
2. Do Something with ‘em (interventions)
3. Watch ‘em (progress monitoring)
4. Make informed decisions (data-based)
5. Change .. if necessary (instructional
modification)
10
What are the components of MTSS?
Speaking the LINGO!
1.
Tiers of Intervention: Students who do not respond to high-quality
classroom instruction (Tier 1) and intervention (Tier 2) receive more
intensive, individualized research-based interventions (Tier 3). Tiers
are the level of intensity of the intervention.
2.
Progress Monitoring: Data-based documentation of repeated
assessments reflecting student progress.
3.
Data Based Decision Making: Students who don’t respond to these
interventions or require a highly individualized program to progress are
evaluated in a more comprehensive manner.
Multi-tier System of Supports (MTSS):
Response to Instruction/Intervention (RtI)
An Overview of Data-based Problem-solving within a Multi-tier System of 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
12
Getting Started
– Core instruction – differentiated, high quality
– Identify at risk students (FIND ‘EM)
• FAIR, observation, FCAT, formative assessments
– Interventions, progress monitoring
– Teacher Data Teams that can make collaborative
decisions
• Problem Solving method
• Is what we are doing working? Is there a better way?
WHAT DOES
TIER 1 LOOK LIKE?
Traditional Instruction
vs.
Standards-Based Instruction
Standards-Based Classroom
Traditional Classroom
•
•
•
•
•
•
Whole class instruction dominates
Student differences are acted upon when
problematic
Mastery of facts is focus of learning
Coverage of texts and curriculum drives
instruction
Lesson topic is selected from curriculum
and/or text
Single option assignments are the norm
•
•
•
•
•
•
•
•
•
Assessment is most common at the end of
learning to see “who got it”
A single form of assessment is often used
Teachers administers tests then moves on to
curriculum
•
•
•
Many instructional strategies are used
Students differences are studied as a basis for
planning
Use of essential skills to make sense of and
understand key concepts & big ideas are the
focus of learning
Student readiness, interest, and learning
profile shape instruction
Lesson topic is selected based on state
standards
Multi-option assignments are frequently used
Assessment is ongoing to understand how to
make instruction more responsive to learner
Students are assessed in multiple ways
Teachers assess and reteach based on
student mastery level
WHAT DOES
PROBLEM SOLVING
LOOK LIKE AT TIER
1?
Looking at Tier 1 Data - Grade 3 Math Inventory
Define the Problem
Student
Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
72
72
88
72
84
40
Item
s
1
A/1
C/0
A/1
A/1
A/1
B/0
2
B/1
B/1
B/1
B/1
B/1
B/1
3
A/0
C/1
C/1
C/1
C/1
A/0
4
D/1
D/1
D/1
D/1
D/1
D/1
5
C/1
B/0
C/1
C/1
C/1
B/0
6
A/0
C/1
A/0
D/0
C/1
A/0
7
C/0
B/0
D/1
D/1
D/1
C/0
8
A/0
B/1
B/1
B/1
B/1
D/0
9
A/1
A/1
A/1
A/1
A/1
A/1
10
D/1
D/1
D/1
D/1
D/1
D/1
11
C/1
C/1
C/1
C/1
C/1
D/0
12
B/0
D/1
D/1
A/0
D/1
A/0
13
C/0
D/0
A/1
C/0
A/1
C/0
14
A/1
A/1
A/1
A/1
A/1
A/1
15
B/1
A/0
A/0
B/1
A/0
C/0
16
A/1
A/1
B/0
A/1
B/0
B/0
17
B/1
C/0
B/1
C/0
B/1
C/0
18
B/1
D/0
B/1
B/1
B/1
B/1
19
D/1
D/1
D/1
D/1
D/1
D/1
20
C/1
C/1
C/1
C/1
C/1
A/0
21
C/0
A/1
A/1
C/0
A/1
A/1
22
D/1
D/1
D/1
A/0
D/1
B/0
23
B/1
B/1
B/1
B/1
C/0
B/1
24
A/1
A/1
A/1
A/1
D/0
A/1
25
D/1
D/1
D/1
A/0
D/1
A/0
Student 9
100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1
64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1
96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0
Student 10
80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1
Student 11
68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1
Student 12
88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1
Student 13
88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1
Student 14
88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1
Student 15
72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1
Student 16
92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1
Student 17
56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1
Student 18
80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0
Student 7
Student 8
Correct
Responses
16
18
10
17
14
10
12
14
18
18
16
15
5
18
7
13
12
17
17
15
12
13
14
15
14
Incorrect
Responses
2
0
8
1
4
8
6
4
0
0
2
3
13
0
11
5
6
1
1
3
6
5
4
3
4
Correct
Response
Percentag
e
A
B
C
D
100
100 100
89% % 56% 94% 78% 56% 67% 78% % % 89% 83% 28%
100
89%
28% 6%
33% 6% 17% %
6% 11% 28%
100
6% % 11%
22%
11% 78%
6% 22%
6%
56%
6% 94%
78% 56% 17%
11% 67% 6%
89%
33%
100
% 6% 83% 17%
100
% 39% 72% 67% 94% 94% 83% 67% 72% 78% 83% 78%
100
% 28% 72% 6%
11% 67% 17% 6% 83% 11%
39% 22% 67% 94% 6% 6%
6% 6% 28%
28%
83% 28%
6% 94%
11% 78%
6%
11%
6%
6% 72% 6% 17% 78%
1. What are some areas
of concern?
2. How would your
instructional action plan
be impacted by this
assessment?
3. What skills would an
instructor address in the
Universal, Core
Instruction(Tier 1) ?
4. How would an instructor
group students using
this data?
How Do We Find Them?
• Who is not meeting grade level
expectations?
– FAIR
– DRLA
– KINDERGARTEN LITERACY SCREENER
– MATH ASSESSMENTS
– RUNNING RECORDS
– ATTENDANCE
WE HAVE FOUND THEM!
TIER 2: DESIGNING INTERVENTIONS
DOING SOMETHING WITH ‘EM
WHAT DO WE DO FOR
STRUGGLING LEARNERS?
Diagnostic Assessments
•PSI – Phonics Screener
•PASI – Phonological Awareness
•DAR – Diagnostic Assessment of Reading
• ORF – Oral Reading Fluency >Error Pattern Analysis
•Math – Easy CBM Probes
Purpose of Diagnostic Assessments
• The major purpose for
administering diagnostic tests is to
provide information that is
useful in planning more effective
instruction.
THERE IS NO AMOUNT OF
INTERVENTION THAT CAN
SUBSTITUTE QUALITY
INSTRUCTION.
Progress Monitoring Data :
Is What We Are Doing Working?
 Progress monitoring data
• Determine response to interventions using
 PASI
 PSI
 ORF
 FAIR - OPM
24
Let’s Get This Baby Off the Ground!
Problem Solving Teams
School Leadership Team
Teacher Data Team
Individual Problem Solving
Team (IPST)
TEACHER DATA TEAMS
None of us is as smart as all of us!!!
Ken Blanchard
Highlights
• Started with expectations for the meeting
• Focused on data and identifying why students are
struggling
• Problem-solving as a team
• Made a plan to progress monitor student(s) exiting
intervention
• All staff who work with the students are at the table
and participating
The Work
► Discussing
ACADEMIC & BEHAVIOR NEEDS of
students.
► Problem Solving & Developing intervention plans
► Looking at Data-Are students being successful?
► Solving the problems that we identify at Tiers 1, 2,
and 3?
Interventions
Let’s Discuss
Where do I get
these
INTERVENTIONS?
Inventory
Your
Resources
And Try to Develop
More!
Riviera Elementary – Grade 2
Intervention Groups
Welcome!
Behavior:
What do I do?
41
Great Behavior Resource
How to Find Behavior Site…
• MTSS Web Site – Resource Links – Polk
County Behavior
Or
• Google:
:
Polk Elementary PBS
Getting Started
– Core instruction – differentiated, high quality
– Identify at risk students (FIND ‘EM)
• FAIR, observation, FCAT, formative assessments
– Interventions, progress monitoring, using DATA
– Teacher Data Teams that can make collaborative
decisions
• Problem Solving method
• Is what we are doing working? Is there a better way?
Paradigm Shift
Eligibility Focus
 Diagnostic/Test & Place Model
 PreReferral
 Get label
Outcome Focus
 Problem Solving/ Response to
Intervention Model
 Get help
T

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