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MTSS Contacts

MTSS Contacts. Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer . Expected Outcomes. What do we want you to Know ? The essential components to an effective MTSS system What do we want you to Understand ?

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MTSS Contacts

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  1. MTSS Contacts Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer

  2. Expected Outcomes What do we want you to Know? • The essential components to an effective MTSS system What do we want you to Understand? • Structures that need to be in place to assist in the success What do we want you to be Able to do? • Share your knowledge at your school • Create an action plan • Problem Solve using the IPST forms

  3. Agenda • Welcome and Introductions • Where are you now? • Problem Solving -Developing your School’s Infrastructure • Meetings – Data Teams & IPST • Data Based Decision Making • Building your knowledge

  4. Essential Question • How can you help strengthen the infrastructure for MTSS at your school?

  5. Where are you now? • Take a minute to self-assess the MTSS process in your building.

  6. What is MTSS? One system supporting it all What Happened To RtI?

  7. Florida SLD Criteria for Eligibilityafter July 10, 2010 Condition 1 Condition 2 Condition 3 Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving 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 RTI: Resource intensive or insufficient response to scientific, research-based intervention + +

  8. What are the components of RTI? 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, individualizedresearch-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. • 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.

  9. 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.

  10. Tiered System of Intervention Data Monitoring and Analysis Systematic Problem Solving 3 Cornerstones of RtI RtI

  11. Turn and Talk • Talk to a partner about which of the three cornerstones you feel is going well at your school

  12. Problem Solving-Developing your School Infrastructure

  13. 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

  14. Which of these is most valuable when making decisions? • Student Response Data • Teacher Experience • Grade Level Team Input • Specialist Expertise • Assessment Decision Tree

  15. A process that uses the skills of professionalsfrom different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students.

  16. New Way of Thinking From: “What’s wrong with this child?” To: “What supports does this child need to be successful?” Instruction Curriculum Environment Learner

  17. Support and Evaluation in Context

  18. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team

  19. Teacher Data Team Meetings

  20. Teacher Data Team Meetings • Defining the meetings within the building • Identifying roles and responsibilities • Determining the right data

  21. Teacher Data Meetings • Tier One Focus • Assess strengths of Tier One core instruction by reviewing benchmark data. • How can we improve differentiated instruction in the 90 min reading block. • Tier Two Focus (Find ‘em, watch ‘em): • Grouping kids in need of similar interventions/enrichment based on data. • Determine focus of interventions, set goals, determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc. • Decide on how interventions will be documented. • INDIVIDUAL STUDENTS who are not responding.

  22. Teacher Data Meetings • When: Planning Time – Two times a month • Who Attends (can be determined by purpose): • Must: • Grade Level Teachers • Guidance Counselor • Administration • Could: • ESE Teacher, • Speech Teacher, • Reading Coach, • Other experts as needed (e.g. school psych, behavior analyst)

  23. Teacher Data Team Meetings • During a data chat is when you can begin to identify issues within Tier 1 or Tier 2. • Types of data team meetings *Tier 1 – looking at the whole class data such as BELAA *Tier 2 – looking at intervention data on OPM sheets • Defining Meetings

  24. Student Monitoring Systems Teacher Data Team Meeting Student Documentations: • Individual student meeting notices • Record keeping • Grade Level Profile Sheets • How will you document Tier 1, Tier 2, Tier 3?

  25. Data Team Meetings

  26. Teacher Data Team Meetings Table Talk • What do they look like now? • How do you guide? • How would you change them? • How will you encourage teacher to bring data?

  27. Problem Solving - in IPST Forms

  28. Problem Solving through the IPST Forms Define the Problem What Do We Want Students to KNOW and Be Able to DO? Forms 1 - 6 Evaluate Did It WORK? (Response to Intervention –RtI) Problem Analysis Why Can’t They DO It? Form 8 Form 7 Use repeatedly until you finds what works! Implement Plan What Are WE Going To DO About It?

  29. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM1Individual Problem Solving Team (IPST) History and Cumulative Review Problem Analysis Why is the Problem Occurring? • First step in Problem Solving is to gather and review information about the “L” in ICEL. If the teacher has a concern about the “Learner”, historical information must be documented.

  30. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 2 Individual Problem Solving Team (IPST) Parent/Guardian Contact and Staff Consultations Problem Analysis Why is the Problem Occurring? • Parents play an integral part in informing and helping school personnel know how to support the student more effectively. • Seeking staff consultations helps the classroom teacher address the student’s area of difficulty.

  31. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 3Individual Problem Solving Team (IPST) Student’s teacher as observer Classroom Observation Problem Analysis Why is the Problem Occurring? • Gathering additional information in the general classroom setting addressing ICEL which focuses on the Instruction, Curriculum, Environment, and the Learner. • This information helps the team to determine what factors enable the student to learn.

  32. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 4Individual Problem Solving Team (IPST) Third Party ObservationClassroom Observation Problem Analysis Why is the Problem Occurring? • Successful problem analysis requires the team to look at multiple sources of data. • ICEL factors are documented as well as the relationship between the student’s classroom behavior and academic performance.

  33. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 5 Individual Problem Solving Team (IPST) Academic Data Collection Problem Analysis and Identification Why is the Problem Occurring? • Reviewing student performance data and comparing to peer groups will determine the magnitude of the academic concern. • This specific data assists the team to identify or eliminate concerns in Instruction and Curriculum (ICEL).

  34. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) ACADEMIC Academic Problem Identification / Analysis / Hypothesis Problem Identification/Analysis Why is the Problem Occurring? • The intent of the ICEL table on this form is to review of all the ICEL factors. It’s almost a check and balance system to ensure the focus is on the ICEL factors and not just the learner. • Keep in mind, when creating a hypothesis, it is important to determine if it is a skill deficit or motivation deficit? • Determining the point at which the target student will come in range of the expected rate of progress.

  35. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) BEHAVIOR Problem Behavior Identification / Analysis / Hypothesis Problem Identification/Analysis Why is the Problem Occurring? • Same format at IPST Form 6 Academics but focuses on the Behavior component. • The intent of this form is to guide the IPST to design effective interventions.

  36. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 7 Individual Problem Solving Team (IPST) Intervention Design and Ongoing Progress Monitoring (OPM) Intervention #: ______ Page ____ of ____ Implementation Plan What are We Going to do About It? • Spending time designing a quality intervention plan will be most beneficial to the student. • The alignment between the area of concern to the goal statement, intervention plan and ongoing progress monitoring tool is crucial.

  37. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 8 Individual Problem Solving Team (IPST) Analysis of Interventions and Recommendations EVALUATE Did it WORK? • The IPST will utilize the rate of progress data and post intervention analysis to make informed decisions regarding the educational needs of the student.

  38. Data-Based Decision Making

  39. Data-Based Decision Making Process What do we expect all students to know and do? State Standards Progress Monitoring Benchmarks How do we know if students are meeting the expectations? Screening Progress Monitoring Outcome Assessment Data • What do we do if students are not meeting expectations? Data Compilation & Analysis Diagnostic Assessments Decision Rules about Problem Solving / Response to Intervention Fidelity Checks

  40. Triangulation of Data • Triangulation of Data From the GPS (English Language Arts Pacing Guide)

  41. Fidelity of the Intervention • 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

  42. Intensive Intervention Decision rules Supplementary Intervention Decision rules General Instruction Data-Based Decision Making Should this student move to Tier 3? Should this student move to Tier 2? Intensity of Intervention

  43. Apply Decision Rules… • Is rate of progress acceptable? • If not, why and what should we do about it? • Frequency and amount of intervention • Instructional strategy • Opportunity for practice and application • Other factors? • Choices- try another intervention, modify existing intervention, other?

  44. Positive Questionable Poor Response to Intervention Expected Trajectory Performance Observed Trajectory Time

  45. DecisionsWhat to do if RtI is: • Positive • Continue intervention with current goal • Continue intervention with goal increased • Fade intervention to determine if student(s) have acquired functional independence.

  46. DecisionsWhat to do if RtI is: • Questionable • Was intervention implemented as intended? • If no - employ strategies to increase implementation integrity • If yes - • Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

  47. DecisionsWhat to do if RtI is: • Poor • Was intervention implemented as intended? • If no - employ strategies in increase implementation integrity • If yes - • Is intervention aligned with the verified hypothesis? (Intervention Design) • Are there other hypotheses to consider? (Problem Analysis) • Was the problem identified correctly? (Problem Identification)

  48. What does this graph tell you about the problem? Student Peers

  49. Student Peers

  50. Data-Based Decision Making • Is the student’s rate of progress (trend line) less than the expected rate of progress (aim line)? • Will the student’s rate of progress (trend line) allow the student to meet identified standard within the specified goal timeline or within a reasonable amount of time? • Is the plan able to be maintained in the general education setting? • If no, can student maintain rate of progress when interventions are modified or faded?

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