Leadership Teams and System Processes Functioning building/district teams with representation by both administration and teachers Vision and Commitment to multi-tiered systems of support – Knowledge development – Consensus for implementation
Leadership Teams and Systems Processes Support for sustained and continued professional development for all staff Commitment of resources Teams at all levels review student performance data to make decision
Building Data Indicates Need: Where is your response targeted? District Level Building Level Grade Level Classroom Level Small Group Level Individual Student Level Building Grade Level Classroom Small Group Student District
Multi-Tiered System of Instruction and Intervention High quality and standards-aligned curriculum and instruction and safe, supportive learning environments – Three tiered system for academics and behavior – Evidence-based instruction and intervention Flexible staffing – Meet needs of students based on student data
Multi-Tiered System of Instruction and Intervention Grade-level (teaching teams) teams – Comprised of regular education, interventionists, support staff – Responsible for instruction and instructional decision making Supplemental and intensive grouping of students is linked to intensity of student needs – More intense: smaller group size, more time, highly trained educator
In the Past General Education Title and/or Other Support Special Education Some “Fell’” Through Some “Fell’” Through
IDM: Full Continuum of Support General Education Title and/or Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I =
A Team Of Uniquely Talented Individuals with Unifying Purpose
Self Assessment and Implementation Tool Multi-Tiered Systems and Support Review Leadership Teams and System Processes and Multi-Tiered Systems of Support Have a brief conversation at your table about these components.
Assessment and Data-based Decision Making Comprehensive assessment system – Universal screening – Diagnostic/Functional behavior assessment – Progress monitoring – Reliable and valid – Measure all essential components of academics and behavior
Assessment and Data-based Decision Making Data management system – Reports for: Ease of use Clear communication and decision making Graphical representation of student performance and progress
Assessment and Data-Based Decision Making System capacity – Universal screening 3x/year – Discipline referrals – Use of documented decision rules – Progress monitoring data across the tiers Decision rules are documented and clear – Access to supports – Changing supports – Intensifying supports – Exiting supports
Self Assessment and Implementation Tool Multi-Tiered Systems and Support Review Assessment and Data-Based Decision Making Have a brief conversation at your table about these components
Curriculum and Instruction Aligned with student needs, state standards and are research-based Formal curriculum for teaching essential components of academic and behavior across tiers Staff is trained to deliver the academic and behavior core, supplemental, and intensive instructional materials Implemented with fidelity
Instruction Instructional practices are scientifically-based Implemented with fidelity and supported with coaching Include differentiation and incorporate principles of Universal Design for Learning (UDL) Flexible instructional practices to match to student needs based on data
Self Assessment and Implementation Tool Multi-Tiered Systems and Support Review Curriculum and Instruction Have a brief conversation at your table about these components.
Collaborative Problem Solving Collaborative problem-solving all teaming levels – Define problem using data – Analyze problem situations – Develop plan – Implement plan – Evaluate effectiveness
Collaborative Problem Solving Staff have understanding of data analysis and instructional decision making Problem solving process is used for continuous improvement at all levels
Problem Solving Framework 1. Problem Identification- What’s the problem? 2. Problem Analysis- Why is it occurring? 3. Intervention Design/Implementation- What are we going to do about it? 4. Response to Intervention- Is it working? Tier I Tier II Tier III
Positive School Climate Positive behavior supports visible at all levels Practice address the needs of all students (including students with disabilities and students with advanced proficiency needs) Learning supports are customized to make content relevant and responsive to all types of student diversity Commitment to partnership to families and community to improve student academic and behavioral outcomes
34 Do Strategies and Routines Travel? school-wide, class-wide, “intensified”class-wide, small-group, individuals 34
Self Assessment and Implementation Tool Multi-Tiered Systems and Support Review Collaborative Problem Solving and Positive School Climate Have a brief conversation at your table about these components.