1. Multi-Tiered System of Supports Sandy Aird & Trish Shaffer Area 1 – Bridget James Area 2 – Nicole Kattelman Area 3 - Tami Sakelaris Area 4 – Stephanie Sega Area 5- Micaela Gerardin-Frey AZ & Options – Stephanie Keating

2. More Alike Than Different

4. Get out your phone Stand up Find a person you do not know One partner find a picture on phone The other partner will try to match. Keep looking for pictures until you find a match Share about your photos When instructed, find a new partner

5. Working Agreements Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn. How do we hold each other accountable? *Taken from LearningForward.org…

6. Learning Intentions Why is MTSS needed? Key Principles of MTSS Core Features of MTSS Plan how to support your school with MTSS?

7. What We Know We know there are groups of students in all schools across the country who are not achieving at expected levels.

8. Our Obligation as Educators To put supports in place so all students have appropriate opportunities to succeed. The MTSS Framework allows us to do this effectively and efficiently so all students achieve.

9. Why MTSS with NVACS. CCSS/NVACS is an effort to elevate the overall level of student performance across grades to a level that allows success after graduation.. The standards determine WHAT we teach.. The MTSS framework is HOW we organize our school to accomplish successful outcomes for all students.. MTSS is the methodology with NVACS as the outcomes!

10. MTSS helps us accomplish NVACS for ALL Children NVACS are demanding a lot of school systems Schools must have a way of structuring supports that improves the possibility that all students will succeed at a high level

11. Objectives of MTSS To increase the overall quality of academic and behavioral performance for all students. To raise the overall quality of the school. To impact ALL children. So it is important to be sure ALL students have the opportunity to be educated appropriately

12. What is MTSS? At your table, describe MTSS at your site… – Key features – IAT/PLC structure How frequently do you meet Are Tier 2 decisions at the PLC level

13. What is MTSS? A multi-tiered model of service delivery – Provides appropriate academic and behavioral supports – For ALL students to meet high performance standards 6 key principles 3 core features

14. 6 KEY PRINCIPLES 1.Number off 1 to 6. 2.Review the key principle that is your number. 3.Go find your expert group (those having the same number) and discuss the importance of your key principle. Reflect, do you see this principle in action in your school or grade level? 4.When prompted, form a home group (1-6). 5.Beginning with number 1, each expert will then teach the home group their key principle and share ideas discussed in the expert group.

15. Home Group Expert Group

16. Key Principle 1 It is our obligation to provide the right level of support that will allow all students to learn

17. Key Principle 2 MTSS embodies a proactive and preventative approach to assist students before problems become severe – Students with needs are sought and supports are provided – Goal is to reduce and avoid the number of struggling students

18. Key Principle 3 Use of Evidence-Based Practices Use what works to give students the best chance at success! – Curriculum – High Quality Instruction

19. High Quality Instruction Rank these practices from most to least effective – Retention – Ability Grouping – Direct Instruction – … How do we know?

20. High Quality Instruction

21. Key Principle 4 Use of Data-Based Decision Making – We spend lots of precious time collecting data – It only helps us improve outcomes for students if we USE it!

22. Key Principle 5 Instructional Match – The right support means it is the right intensity, targeting the right skill deficits, results in improved student performance, and allows students to reach goals.

23. Instructional Match

24. Key Principle 6 Schoolwide use and collaboration for decision making at all levels – Whole school – Grade level – Teams – Classrooms – Intervention Groups – Individuals

25. Core Components of MTSS 25 Problem Solving Model Multiple Tiers of Instruction A Comprehensive Assessment System Use of the Problem Solving Model

26. Comprehensive Assessment System 26 Problem Solving Model Screener Diagnostic Progress Monitoring (Formative Assessment) Fidelity

27. Data-Based Decision Making Scheduling opportunities for systematic review of data at the school level, grade level, and individual level so that decision making takes place is critical. Questions being asked and data used to answer should be defined and time to ask and answer should be scheduled.

28. Measuring Fidelity Before we decide if an intervention worked for a student, we need to know if we implemented it with fidelity.

29. Improve fidelity and redo Intervention Not sure if Intervention would have worked Intervention didn’t work Measuring Fidelity Fidelity was good Fidelity was unclear, not good, or don’t know Checking for good fidelity avoids misattributing poor response to intervention when poor fidelity/implementation is the culprit Goal Not Met

30. With your group, review your comprehensive assessment system o Screener o Diagnostic o Progress Monitoring (formative Assessment) o Fidelity Reflection

31. Problem Solving Model 31 Problem Solving Model What is the problem? Why is it occurring? What are we going to do about it? Did it work?

32. What is the problem? – Student has stopped showing productivity Why is it occurring? – What are the possible barriers that could be preventing productivity for your student? Discuss with your shoulder partner some of the possibilities and jot them down on a post-it note. Problem Solving Example

33. If the student has stopped showing productivity because of academic difficulty, the way we intervene is going to be very different than if the reason for decreased productivity is tech problems or social emotional problems. Problem Analysis is KEY!

34. Multiple Tiers of Instruction 34 Problem Solving Model

35. 35 Universal instruction and support is provided to all students. At least 80% of students’ needs are met through this level of support. Targeted group support provided to 10-15% of students. Intensive individualized support provided to 3-5% of students. Problem Analysis Plan Evaluation Comprehensive Academics and Behavioral Services Use of the Problem Solving Model Intensity of Services

36. Importance of Multiple Tiers of Instruction Allow us to work efficiently Prevents “over-treating” students not requiring extra supports When problems occur, the system supports them – We know what to do – No guessing, no re-inventing – Saving valuable teacher time – Clearly defined tiers so all staff know what will occur at all levels

37. Take Away …

38. WCSD Vision for Core Instructional Practice for ALL Students

39. Professional Learning Community Four Essential Questions for Teacher PLC What do we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? How will we respond if they already know it? Four Essential Questions for MTSS IS PLC What do we expect our MTSS process to look like? How will we know we are learning? How will we respond to challenges? How will we respond if practices have been established?

40. 2015-16 Overview – Professional Learning Community structure Data Professional Inquiry Collaborate to learn and share solutions – Facilitated Conversations of Position and Expectation Statements – Aligned with Blue Fridays and Pink Wednesdays – Supports

41. August 4-6 Reflection Groups at Work – Copyright MiraVia LLC – All rights reserved How did you choose this Fundamental? Individual reflection Share at table Whole group share one strength and one opportunity for growth from each table.

42. Desired Outcomes for IS PLC Questions Focus – Each expectation on a separate piece of butcher paper – Groups write questions, then rotate to each of the other stations – Last group prioritizes top 3-5 questions – Come back together as whole group

43. Closure For next time… – Expectation 1: The MTSS process aligns with PLCs and school leadership team functions. – Expectation 2: Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine needed supports. – Think MTSS & PLC What artifact / data / information do you want to discuss with your colleagues? PLC* - Share your Professional Learning Commitment* Session Evaluation

44. Commitment As a result of todays discussions, I commit to supporting my school by…. I will check in with you on ______ via _______ Some sources of data to demonstrate success will be ……

46. Multiple Tiers of Instruction at North Star In your group, review your flowchart and tier description documents Make notes on the documents with edit ideas, additions, deletions.

47.  What questions do you have? 15-minute break

48. Scheduling Data Review Use of Data-Based Decision Making (principle 4) – We spend lots of precious time collecting data – It only helps us improve outcomes for students if we USE it!

49. Identify Consistent Agenda for Data Review What data will you review? – Attendance – Progress – Course percentage completion – Other? How often? What questions will you answer?

50. Data Decision Rules For each of the data areas reviewed, decide what prompts a response and what that response will be: Attendance Cut Score: __________Tier 1 Attendance Supports Cut Score: __________Tier 2 Attendance Supports Cut Score: __________Tier 3 Attendance Supports

51. With your group, refer to your comprehensive assessment system (CAS). For each part of the CAS, generate the questions you need to ask, the data you’ll use to answer them, and when and by whom they’ll be answered. North Star Plan for Scheduling Data Review

52.  Brain Break… Most Important: Write three things you just learned. Now put a star by the most important. Share with your table.

53. PBIS Guidelines for Identifying Expectations Identify expectations for all students in all situations 3 to 5 expectations – Difficult to remember after that and creates redundancy Short statements Positively worded – Describe what to do, not what not to do Identify expectations that can be translated into behaviors Can you visualize what the expectation looks like in all school settings?

54. Matrices Expectations are translated into rules across common settings – What does it look like? – What does it sound like? What are your school’s common settings? – Emails, message board, live lessons, virtual classroom, etc. Expectations: General description of behavior across all settings Rules: Specific skills and procedures you want students to follow in particular settings

55. Guidelines for Creating Rules No more than 5 for each setting You don’t need a rule for every single expectation (get the gist) Identify relevant/major rules – Ex: “Put equipment away when done” vs. “Keep trash in waste basket” in PE class.

56. Positive Communication Matrix

57. Positive Communication Matrix for Staff and Students With your group… Review Positive Communication Matrix for Staff in detail Review Positive Communication Matrix for Students Make notes for edits on your poster as you see appropriate, fill in blank cells

58.  Closing Superlatives: Identify the most __________ (important, useful, controversial, difficult to understand, surprising, universal, obvious, etc.) piece of information or concept presented today. Take a minute to jot this down then share with a partner.