MULTI-TIERED SYSTEM OF SUPPORT. Response to Intervention Positive Behavior Intervention System Data Teams

Transcription

1 MULTI-TIERED SYSTEM OF SUPPORT Response to Intervention Positive Behavior Intervention System Data Teams

2 CRITERIA FOR SUCCESS Participants will be able to: Have a working definition for MTSS Identify the components of a three tier model Determine when to begin a PEP Locate resources Provide appropriate interventions to support students Use the TIPS model to provide success for all learners

3 MULTI-TIERED SYSTEM OF SUPPORT NC MTSS is a multi-tiered framework which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using datadriven problem-solving to maximize growth for all.

4 REVIEWING THE THREE TIER MODEL

5 TIER I: CORE Who: All students are in Tier I (Core) What: Evidence-based programs and practices demonstrated to produce good academic and behavior outcomes for the majority of students Effectiveness: If at least 80% of all students are meeting academic and behavior benchmarks in Core alone. What about subgroups? Slide adapted from G. Batsche 5

6 TIER II: SUPPLEMENTAL INSTRUCTION Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students) What: Evidence-based programs and practices demonstrated to improve academic and behavior performance in Core Effectiveness: If at least 70-80% of students improve academic and behavior performance (toward Core standards) Slide adapted from G. Batsche

7 TIER III: INTENSIVE INSTRUCTION Who: Students needing Intensive support in addition to Supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improve academic and behavior performance Effectiveness: Academic and behavior progress toward performance in Core Slide adapted from G. Batsche 7

8 PEP: WHO NEEDS IT AND WHEN? After a problem is identified, the team should problem solve without a personal education plan. The PEP should begin when the team determines the child needs a personal plan to address his or her needs.

9 WCS MULTI-TIERED SYSTEM OF SUPPORT Based on the Team Initiated Problem Solving (TIPS) model for problem solving Based on a framework of problem solving for ALL students including those who have already been identified Focused on total school improvement; putting all tiers together to meet the needs of all students

10 WCS RESOURCES Wilkes County Schools Webpage>WCS Staff>RTI Tab

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12 TIPS Model: PROBLEM SOLVING MODEL Steps to Follow Identify the problem Evaluate and revise the plan. Develop Hypothesis Develop and Implement Action Plan Discuss and select solutions.

13 PROBLEM SOLVING SORT Team Initiated Problem Solving: What it is and what it is not?

14 TIPS: TEAM INITIATED PROBLEM SOLVING

15 IDENTIFY THE PROBLEM Math Fact Mastery Problem Solving Computation ELA Written Comprehension Accuracy Fluency Behavior Focus Impulsiveness Anger Management Self-Control

16 DEVELOP HYPOTHESIS Determine cause and triage Collect multiple means of data Make an informed guess Answer, Why?

17 INSTRUCTION: HOW? Guiding Questions How was content delivered? What was the duration of the instruction?

18 CURRICULUM: WHAT? Guiding Questions What programs have been implemented in this area? To what fidelity was the program implemented?

19 ENVIRONMENT: WHERE? Guiding Questions When do pullouts happen? Were students in a small group? Is their home environment contributing to the problem? * Where was the student seated?

20 LEARNER: WHO? Guiding Questions Why do you think the student does that? What skills do you think the student lacks, that other students the same age understand and use? What is keeping the student from learning these skills? What should we concentrate on first?

21 PLAN AND TEST HYPOTHESIS Review Interview Observe Test

22 CASE STUDY: MARCUS 2 nd grader Lack of number sense Poor memory skills Gives up easily Lack of focus Day dreamer Supportive home environment Enjoys working with a partner Causes and Cures, p. 59 Weak vocabulary Poor math fluency Skips problems, entire rows Cannot remember directions Poor self image Likes to draw Plays piano

23 DATA FOR MARCUS Assessment Data He can identify the greater number only 40% of the time. He counts accurately about 60% of the time. Makes most of his mistakes between the numbers of Conclusions Encoding problem Difficulty seeing patterns and relationships among symbols they represent Working memory problem

24 PRECISE PROBLEM STATEMENT Report and discuss outcomes to the team Identify and record the precise problem statement Narrow the focus from step one using the results of RIOT

25 DISCUSS AND SELECT SOLUTIONS Solution should be based on the precise problem statement which is developed around instruction, curriculum, learner and/or environment Precise, clear statement must be set before plan implementation

26 DEVELOP AND IMPLEMENT AN ACTION PLAN Identify interventions that are researchbased/evidence based Describe plan of action (who, what, where, how often) Include specific goals (SMART) Progress-monitoring plans included

27 INTERVENTIONS ARE A layer of support that builds upon CORE instruction Research based Evidence based Systematic Specific to student deficits Plan of action for student growth ARE NOT Not isolated or pulled from CORE instruction Small group instruction One on one instruction Preferential seating Modified assignments Randomly selected

28 SMART GOALS Specific Measurable Attainable Reasonable SAMPLE: Measurement Strategy: Data Decision rules: If then. Review Date: Timely

29 POSSIBLE AVAILABLE DATA AT FOUNDATIONAL CORE EOG EOC Universal Screening Benchmark Academic Common Formative Assessments Behavior Office Discipline Reports Attendance Reports Survey Data

30 EVALUATE AND REVISE THE PLAN Discuss student outcomes Review plan Revise if necessary

31 POSSIBLE NEXT STEPS Continue the plan Choose a new intervention plan (same tier) Move to next tier Involve other student service personnel (counselor, psychologist, social worker, speech therapist, resource teacher, etc )

32 CRITERIA FOR SUCCESS Participants will be able to: Have a working definition for MTSS Identify the components of a three tier model Determine when to begin a PEP Locate resources Provide appropriate interventions to support students Use the TIPS model to provide success for all learners

33 FOLLOW UP What support do you still need at the district level to implement MTSS successfully within your school?