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Response to Intervention; A Common Language _ Process

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					MTSS:
Multi-Tiered System of Supports


TBAISD Leadership Academy
Leigh Kennedy and Marianne Swank

August 2012
             MDE’s Definition


 “RtI is an integrated, multi-tiered system of
   instruction, assessment, and intervention
    designed to meet the achievement and
behavioral needs of all learners.” (MDE, 2011)
             Agenda/Purpose
n   MDE & Eleven Essential Components of RtI
    Framework
n   MTSS & Increased Student Achievement
n   MTSS models & Keeping RtI/MTSS on Track
n   TBAISD Support for Implementation
n “Implementing a RtI [MTSS] model is a
  means to expand a school’s capacity to
provide rigorous curriculum and instruction
for all students, reach and support diverse
learners, and deliver early interventions to
        at-risk learners to close skill or
     performance gaps with peers.”
                   (Wright, 2007)
Purpose                       Text Rendering
n Collaboratively construct meaning, clarify, and expand our thinking about a text or
   document.
Roles
n A facilitator to guide the process.
n A scribe to track commonalities and implications.
Set Up
n Individually read the document and mark the sentence, the phrase, and the word that
   you think is particularly important for your work as a leader.
Steps
n   1. First Round: Each person shares a phrase from the document that
    he/she thinks/feels is particularly significant. Scribe records each phrase.
n   2. Second Round: Each person shares a sentence that he/she thinks/feels
    is particularly significant. Scribe records each phrase.
n   3. Third Round: Each person shares the word that he/she thinks/feels is
    particularly significant. The scribe records words.
n   4. Scribe summarizes commonalities. Group discusses what they heard and
    discusses implications for their district/building. Scribe records implications.
n   5. The group ‘shares out’ some commonalities that emerged and
    implications for district/buildings.
                                                             STATE OF MICHIGAN
                                                         DEPARTMENT OF EDUCATION
                                                                 LANSING
      Designing School-Wide Support Systems for
      Student Success
     Academic Systems                                     Behavioral Systems

Intensive, Individual Interventions                         Intensive, Individual Interventions
•Individual Students                     1-5%   1-5%        •Individual Students
•Assessment-based                                           •Assessment-based
•High Intensity                                             •Intense, durable procedures


Strategic Group Interventions                                   Strategic Group Interventions
•Some students (at-risk)              5-10%       5-10%         •Some students (at-risk)
•High efficiency                                                •High efficiency
•Rapid response                                                 •Rapid response




Universal Interventions         80-90%                 80-90%        Universal Interventions
•All students                                                        •All settings, all students
•Preventive, proactive                                               •Preventive, proactive
AIMSweb NWF: First Grade, 2009-2010
Before Implementation of Research-Based Core
Program




                     AIMSweb NWF: First Grade2010-2011
                     AFTER Implementation of Research-Based Core
                     Program
SWIS Behavior Data—
All referrals
SWIS Behavior Data—
Major referrals
SWIS Behavior Data—
Minor Referrals
                             Three MTSS Models
n   Standard Protocol Model
     ¨ A standard set of research-based interventions implemented progressing
       in intensity.
     ¨ Assumes GE teacher provides quality curriculum & used universal
       screener to determine students for tier 2 support.

n   Problem-Solving Model
     ¨ A standard problem-solving process for instructional decision making to
       guide, implement, & assess instruction across all three tiers.
         n   Define the problem, plan intervention, implement intervention, & evaluate progress.


n   The Combined Approach
     ¨ A set group of SBRR interventions are used to address the most common
       academic problems.
         n A problem-solving approach used to determine which intervention to
           apply first.
         n Repeat problem-solving approach to determine a more
           targeted/individualized intervention.



                                                                                        (MAASE, 2007)
                  Tier 1
n Focus
n Program/materials
n Grouping
n Time
n Assessment
n Leadership   supports
                     Keeping RtI on Track
                       (VanDerHeyden & Tilly, 2010)

                  Expert Group Jigsaw
n   Each member of a team takes on a portion/aspect of a
    topic or skill.
n    The team splits up and everyone goes to an “expert”
    group of all the people from all the teams taking on the
    same portion.
n   The “expert” group masters the topic/skill or does the
    research necessary. The “expert” group plans a way to
    present their learning in the best possible way and
    practices the presentation if necessary.
n   The “experts” all return to their teams where they make
    presentations to their team members.
    Synthesis is done in the teams.
Stages of Implementation
TBAISD Support of MTSS
n   TBAISD Cabinet
n   TBAISD MTSS Implementation Team
     ¨ MTSS Facilitator
     ¨ MTSS Liaison
n   Support to LEA Implementation Team
     ¨ Direction
     ¨ Training
     ¨ Coaching
     ¨ Content Expertise
     ¨ Materials
                     Content Check
  Cards at tables are numbered 1-3. The number you receive
            determines which question you answer.

•Consider the 11 essential components of MTSS, what might
the implications be as you support effective teaching?

•What might your role be in ensuring MTSS fidelity of
implementation within your building/district?

•As we think about our focus today at Leadership Academy,
how might an administrator’s understanding of MTSS positively
impact teacher evaluation?
“For every increment of performance
expected, we have an equal responsibility
to provide them with the capacity to meet
that expectation”
                         (R. Elmore, 2002)
              TBAISD MTSS Facilitator:

             Marianne Swank
               mswank@tbaisd.org
                 231-922-6242

				
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posted:8/16/2013
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