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MTSS: T IERS OF I NSTRUCTION AND INTERVENTION Janet Stephenson.

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Presentation on theme: "MTSS: T IERS OF I NSTRUCTION AND INTERVENTION Janet Stephenson."— Presentation transcript:

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4 MTSS: T IERS OF I NSTRUCTION AND INTERVENTION Janet Stephenson

5 Welcome! 5

6 Great Behavior Resource

7 How to Find Behavior Site… MTSS Web Site – Resource Links – Polk County Behavior Or Google: : Polk Elementary PBS

8 T IERS OF I NSTRUCTION : B ECOME AN E XPERT !

9 HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

10 Tier 1 Instruction Versus Tier 2 Instruction Tier 1Tier 2

11 Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 1 Tier 2 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

12 Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem Student Name Item s Student 1 72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 2 72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1 Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1B/1A/1D/1 Student 4 72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0 Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1C/0D/0D/1 Student 6 40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0 Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 8 64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1 D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10 80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1 C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student 12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1 D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 15 72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0 A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17 56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1 Student 18 80A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct Responses Incorrect Responses Correct Response Percentag e 89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%94% 83%67%72%78%83%78% A 89% 28%6% 33%6%17% 100 % 6%11%28% 100 %28%72%6% 11%67%17%6%83%11% B 6% 100 %11% 22% 11%78% 6%22% 39%22%67%94%6% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11% 6% D 94% 11%67%6% 100 %6%83%17% 28% 6%94% 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?

13 Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 2 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.

14 Tier 1 Instruction Versus Tier 2 Instruction Tier 1Tier 2 HIGH QUALITY INSTRUCTION

15 Tier 3 – Most Intense More instructional time Smaller instructional groups More precisely targeted at the appropriate level Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for practice More opportunities for feedback

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