Presentation on theme: "CA Multi-Tiered System of Supports"— Presentation transcript:
1 CA Multi-Tiered System of Supports Facilitative Leadership ** Continuous Improvement *Aligned Systems * Capacity BuildingcurriculuminstructionFewSomeAllassessment
2 Multi-Tiered System of Supports A Comprehensive Framework for Implementing theCalifornia Common Core State StandardsProfessional Learning Module SeriesUnit 1: What is a Multi-Tiered System of Supports?dUnit 2: Data-based Decision MakingUnit 3: Instructional Planning and SupportsUnit 4: Leadership for Implementation of MTSS
3 Learning Objectives By the end of this unit, you will be able to: State the rationale for data-based decision making in MTSSDefine and describe the importance of universal screening and progress monitoringIdentify resources for screening and progress monitoringDescribe strategies for analyzing data to guide intervention
4 Unit 1 Take Away Activity Multi-Tier System of Support (MTSS)By: Orla Higgins Averill, Claudia Rinaldi, Urban Special Education Leadership CollaborativeUsing the graphic organizer in your Unit 2 Participant Packet, note:Features of RtIFeatures of PBISFeatures of MTSSSteps necessary to bring MTSS to scaleTalking Points:In order to more clearly understand the components of MTSS and the implementation process that will be highlighted in Unit 2, this Take Away Activity, will provide you with greater insight into the larger structural framework of supports that MTSS provides as well as a clearer understanding of the steps necessary to bring MTSS to scale at your school site. As you read the article, using the graphic organizer in your training packet, note the features of RtI, PBIS and MTSS. What steps are necessary for bringing MTSS to scale?Facilitator’s NotesDirect participant to handout #____, and instruct them to take notes and respond to the questions in the graphic organizer following the text of the article.
5 Review of Unit 1 Take Away Activity RtIUniversal screening of all studentsMultiple tiers of intervention service deliveryProblem-solving methodData-based decision makingPBISMulti-tiered, data-based approach to behavioral supportsUtilizes integrated data collection and an assessment system to make informed decisions at each tier of service deliveryMTSSLeverages the principles of RtI and PBISFurther integrates a continuum of system-wide resources, strategies, structures, and practices to offer a comprehensive and responsive framework for systemically addressing barriers to student learningBringing MTSS to ScaleRequires all district staff to change the way they have traditionally worked.Script:Features of RTI - practice of providing high-quality, multi-tier instruction and interventions matched to students’ needs, monitoring student progress frequently to make decisions about instructional methods, and evaluating routinely collected data on student progress to determine the need to refer for special education support• universal screening of all students,• multiple tiers of intervention service delivery,• a problem-solving method, and• an integrated data collection and assessment system to inform decisions at each tier of service delivery.Features of PBIS - preventative behavioral instruction is delivered to the whole school population in an effort to foster a positive school climate.• multi-tier, data-based approach to service delivery utilizing integrated data collection and assessment system to inform decisions at each tier of service delivery.• first tier includes teaching and reinforcing a set of appropriate behaviors within the whole school;• second tier efficiently activates behavioral interventions for students who do not respond to core instruction; and• third tier involves intensive, individualized behavior support plans for students who do not respond to primary or secondary prevention support
6 Time to Reflect Reflecting on your district or school What data for academics and behavior is being consistently collected?How is that data currently being used to guide services and supports?What additional data would be helpful to you as you plan to deliver instruction?
8 Essential Concepts CA MTSS RtI2 Addresses the needs of ALL Students Universal screeningMultiple tiers of interventionData-driven decision makingProblem solving teamsFocus on CCSSAligns the entire system ofinitiatives, supports, and resourcesImplements continuous improvement processes at all levels of the system
9 Data-Based Decision Making: It’s Not Just For Individual Students District LevelObjective data on student progress is used toGuide curriculum improvementHelp educators recommend innovations and make decisions on how to sustain practicesSupport targeting services and supports across schoolsGuide the allocation of resources for professional development
11 Data-Based Decision Making: It’s Not Just For Individual Students School Site LevelObjective data on student progress is used toExamine school and grade level trendsHelp determine the effectiveness of the curriculum and the fidelity of the instructional delivery
12 School Level Analyzing Growth by Ethnic Groups 140Caucasian120Unidentified100Target ScoresWords Read Correctly80Hispanic/Latino60African American40Asian20FallWinterSpring
13 Data-Based Decision Making: It’s Not Just For Individual Students Grade/Course LevelIdentify trends in academic and social/behavioral areas in order to:Adjust instructionEvaluate the effectiveness of the curriculum at that grade levelSet grade level goalsIdentify students who need additional assessment or instruction
14 Grade Level Analyzing Effects of Changes to Instruction Did Not Meet Criteria (Need More Intense Intervention)1009080157032Percent6047Did Not Meet Criteria (Need Some Intervention)5040305353538020Met Criteria for Established Benchmark10FallWinterSpring
15 Universal ScreeningEvaluates whether students are on an appropriate learning trajectoryConducted with all studentsAnswers the questionsIs the core curriculum and instruction effective for all students?What additional assessments and/or instructional supports might be needed?Addresses both academic and behavioral performance
16 Academic Achievement Screening PurposeIdentify which students might need additional supportsFocusAll studentsToolsBrief, valid, reliable, and evidence-basedTimeframeMultiple times a yearTypically fall, winter, and spring
18 Cut ScoreA score on a screening test that divides students who are considered potentially “at risk” from those who are considered not “at risk”Cut scores used to identify students as“at risk” may not be the sameMethod used to identify studentswho need supplemental support(National Center on Response to Intervention)
19 Establishing Cut Scores (National Center on Response to Intervention)
20 Establishing Cut Scores Educationally relevantBased on logical practicesBased on the likelihood of demonstrated mastery of core testingBenchmark testingTeams should ask:Do the screening tools we are using include national norms to establish cut scores?Do we have local norms from our own assessments that could be used as cut scores?
21 Benefits of District-Established Cut Scores May lead to more effective and efficient allocation of resourcesAllows district education teams to:Target schools with the greatest needIdentify effective approaches for scaling up in other sitesMake decisions about resources that are based on dataMake decisions about resource allocation that are relevant and timely
22 Benefits of District-Established Cut Scores Increased use of data by schools and teachersCommon message and focused activitiesExpectations across sites are clear and consistentFocus is on progressIncreased access to supplemental supports
23 Universal Screening Resources Screening Tools Chart:(National Center of Response to Intervention)
24 Progress MonitoringSystematic method for tracking and comparing learning progression through data collectionInvolves a set of assessment procedures that determine the extent to which students are benefitting from instructionEvaluates the effectiveness of instructionCan be implemented with individual students or an entire class
25 Progress Monitoring Purpose Focus Tools Timeframe Monitor students’ response to interventions in order toEstimate rates of improvementIdentify students who are not making progressCompare the success of different forms of instructionFocusStudents who have been identified as “at risk” through the screening processToolsBrief, valid, reliable, and evidence-basedTimeframeMonthly, weekly, or biweekly
26 Student Progress Data Should answer the following questions: Are students making progress at an acceptable rate that will allow them to meet the content standards?Are students meeting both short-term and long-term performance goals?Can the effectiveness of the intervention be supported by data and graphed?Does the instruction or intervention need to be adapted or changed?
27 Types of Progress Monitoring DiagnosticConducted before instructionMeasure current knowledge and skills for the purpose of planning instructionFormativeConducted during instructionTell how well students are responding to instructionSummativeConducted after instructionTell what a student has learned
28 Identify Students Not Making Adequate Progress Increasing Scores:Flat Scores:XGoal lineTrend lineXGoal lineTrend lineXXXX(NCRTI “What Is Progress Monitoring?” module 2012)
29 Progress Monitoring Resources Progress Monitoring Tools:(National Center of Response to Intervention)
30 Types of Decisions The Site Implementation Leadership Team asks: How effective is the instruction?What instructional changes need to be made?Are the supports provided in Tiers 2 and 3 successful for individual students?When should the team recommend additional assessments for possible identification of a disability?How does the team know the overall effectiveness of the core curriculum, instruction for all students, interventions, and the MTSS framework?
31 Decision Making Routines & Procedures The District Implementation Leadership Team should establish“Non-negotiable” areas in order to establish equity and consistency across the districtSite level procedures and routines for the grade/course level teams to use when conducting data reviewsDecision making processesExplicit decision rules for assessing student progress
32 Explicit Decision Rules Define what will guide the team whenLess than 80% have reached the cut scoreLack of progress is evidentStudent progress varies by target groupDecision rules should beestablished at all levels
33 Data Reviews Conduct data reviews at logical, predetermined intervals Schedule data reviews prior to the beginning of instructionUse established meeting structuresInvolve relevant team members
34 Problem-Solving Process “…Problem-solving is a self-correcting, decision-making model focused on academic and/or behavioral intervention development and monitoring using frequently collected, measurable data on student performance. The problem-solving process should be rich in data collected, and can be repeated as necessary.”(The New Hampshire Response to Instruction Framework, 2012)
35 Continuous Improvement Problem-Solving Process 1.Plan2.Do3.Study4.Act5.Communicate
36 1. Plan Collect and analyze data Define the problem Develop a plan of actionDefine the evidence-based interventions that will be usedAssign responsibilities to individual team membersIdentify the necessary materials and resourcesCreate an implementation timeline
37 2. Do Implement the plan with fidelity Collect progress monitoring data to determine academic and behavioral successExamine the fidelity of the implementation
38 3. StudyAnalyze the progress monitoring data collected to determine the fidelity of implementationDetermine ifThe student is making sufficient progressThe instruction or intervention is effective
39 4. ActMake any necessary refinements to the plan to improve the chance of successMight involveIncreasing the intensity of interventionAdjusting resourcesIncreasing expectationsDeciding that the student will benefit from less intensive intervention
40 5. Communicate Routine and frequent information sharing Communicate successes, challenges and lessons learnedAll teams have informationthat is usefulin ensuring that MTSSis effective and sustainable
41 Take Away ActivityReflect on the data-driven instructional planning elements in your setting:How do universal screening and progress monitoring occur?Are teams established to examine student data in academics and behavior?Are team members trained in problem-solving processes to guide decisions?
42 Time to Reflect What did you learn in Unit 2? What questions do you have?
43 Unit 3 Preview Instructional practice Universal design for learning Differentiated instructionAccommodationsModifications