1 / 21

Problem Solving Within the MTSS Framework

Problem Solving Within the MTSS Framework. Shelly Dickinson Janet Stephenson. Goals of Presentation. Understand the Problem Solving process within a multi-tiered system Understand that the Problem Solving process looks the same in all three tiers

imelda
Télécharger la présentation

Problem Solving Within the MTSS Framework

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Problem Solving Within the MTSS Framework Shelly Dickinson Janet Stephenson

  2. Goals of Presentation • Understand the Problem Solving process within a multi-tiered system • Understand that the Problem Solving process looks the same in all three tiers • Use the Problem Solving process when analyzing Tier 1 data

  3. Who are you? Why are you here?

  4. MTSS GUIDING DOCUMENTS MTSS IMPLEMENTATION COMPONENTS A TEACHER’S GUIDE TO PROBLEM SOLVING WITHIN THE MTSS FRAMEWORK INTENSIVE INTERVENTIONS FOR STUDENTS STRUGGLING IN READING AND MATH

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

  6. Big Picture + _______________________________________________________________________ =

  7. What is 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?

  8. What doesTIER 1 look LIKE?

  9. Traditional Instruction vs. Standards-Based Instruction Standards-Based Classroom Traditional Classroom INSTRUCTION INSTRUCTION ASSESSMENT ASSESSMENT

  10. Traditional Instruction vs. Standards-Based Instruction Standards-Based Classroom Traditional Classroom instruction instruction • 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 ASSESSMENT ASSESSMENT

  11. What does problem solving look like at tier 1?

  12. Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

  13. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

  14. Activity: Tier 1 Instruction , Tier 2 and Tier 3 Instruction Tier 3

  15. Tier 1 Instruction VersusTier 2 Instruction • 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

  16. Tier 1 Instruction VersusTier 2 Instruction • 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.

  17. What do they have in common? Tier 3 HIGH QUALITY INSTRUCTION

  18. There is no amount of intervention that can substitute quality instruction.

  19. What do we do for struggling learners?

  20. JIGSAW ACTIVITYIntensive Interventions for Students Struggling in Reading and Mathematics 1. Supporting Cognitive Processes – p. 9-13 2. Integrating Executive Functions/Self-Regulation – p. 14-16 3. Intensifying Instructional Delivery – p. 17-21 • Explicit/Systematic Instruction • Opportunities for student response and feedback 4. Increasing Learning Time – p. 22-26 • Reducing Instructional Group Size – p. 27-31 • EXAMPLE LESSONS – P. 44-54 • Summarize • Implications for the Instructor

  21. ACADEMIC LEARNING = Cognitive Processing Executive Functioning Intensifying Instructional Delivery Increase Learning Time Instructional Group Size

More Related