Desarae A Witmer Executive Director Office of School Support If those within the school believe that the causes of student learning lie outside their spheres of influence in the genes or social background of their students school improvement efforts will be viewed as futile if not ridiculous ID: 622135
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Slide1
Multi-Tiered Systems of Support (MTSS)
Desarae A. Witmer
Executive Director, Office of School SupportSlide2
If those within the school believe that the causes of student learning lie outside their spheres of influence, in the genes or social background of their students, school improvement efforts will be viewed as futile, if not ridiculous. Therefore, it is important that principals help teachers recognize and believe in their individual and collective capacity to bring about change that benefits students.
Richard
Dufour
Solution TreeSlide3
Breaking down MTSS
Multi: many; much, more than 2; many times over
Tiered: layers; 1 of 2 levels arranged above another
Systems: group of related parts that work together
Support: to give help or assistance toSlide4
Foundations of Implementation
Established Professional Learning
Communities
Culture
of collaborationData Driven
Decisions
Team Work/Shared ResponsibilitiesSlide5
Tier 1
Tier 2
Tier 3
Structure or System of Support
Tier 3
Tier 2
Tier 1Slide6
What do all systems have in common?
More than
one
level of support.
Multiple options available in each level. A “fluid” system has been identified that indicates when to move on to the next level of support and intervention
.
Specific strategies are identified to provide support and intervention. (not always a consequence)Slide7
Tier 1
Tier 2
Tier 3
Schoolwide Protocols &
Classroom Expectations
Example:
Multi-Tiered System of Support
Individual Support and Re-teaching
Individual Support & InterventionSlide8
RtI and PBIS
RtI
: Response to Intervention
Academics
ES of 1.07*
PBIS: Positive Behavior Interventions and Supports
Behavior
ES of .68* (classroom behavior)
Both systems follow a multi-level system of support for students.
*Visible
Learning for Teachers, Maximizing Impact on Learning, 2012
: John HattieSlide9Slide10
4 Elements of RtI
Universal Screening
Research-Based Interventions
Progress Monitoring
Data-Based DecisionsSlide11
Universal Screening: screening administered early in the year to identify “at-risk” students and create local norms. Identified curricular strengths and weaknesses.
Research-Based Interventions
: Specific strategies that have been validated by research.
e.g. :
Repeated Reading, Hot/Cold, Cover/Copy/Compare, Explicit/Direct instruction.
Progress Monitoring
: Frequent formative assessment/feedback that provides data used for decision making. Aka – Curriculum Based Measurement (CBM).
e.g.:
AIMSweb
,
easycbm
, DIBELS
Data-Based Decisions: Using data from progress monitoring to “respond” to the progress of the student. Decision guidelines must be made in advance
based on the tools, resources and research. Slide12
RtI Tier 1
Strong core curriculum
Professional Learning Communities
Differentiated Instruction
After School Program e.g.: ZAPBefore/After School Assistance as needed by teacherCollaborative/Co-Taught
classes
Common Assessments/BenchmarksSlide13
Example: Tier 2 Reading (RtI
Class)
Fluency: Class-wide repeated reading 3x per week
Comprehension:
Supplemental Curriculum: e.g.: AMP
Curriculum
3
days per weekSupplemental Software: e.g.: Study Island,
Successmaker
, etc.
2x per week
Progress monitor both fluency and comprehension, 50
th percentile is the goalAdditional interventions if students fail to show progress (delivered by another member of the RtI
team – Co-Teacher, Teachers Assistant, SpEd Teacher): Hot/ColdSprintListening Passage Preview
QARStudents regrouped as neededSlide14
Example: Tier 2 Math (RtI
Class)
Computation: Timed Math Intervention 2x per week
Concepts:
Pre-Teach/Re-Teach
from daily class work 2x per week
OSTP Prep
: Supplemental Curriculum: Pearson, V-Math, etc. 2x
per week
Supplemental Software: Study Island,
SuccessMaker
,
etc.Students receive individual feedbackReview on their progress monitor data for correct/missed items
Progress MonitoringOnce per week with norm referenced goals.If student does not show progress: Explicit Instruction Protocol Utilized
(I-1 delivered by a member of the staff)Slide15
RtI Tier 3
Survey Level Assessment
Assess
student for specific components of reading
Receive individual interventions from member of the staff
Continue to receive all T2 interventions
Continue to progress monitor at T2 level, also progress monitor for specific skill being addressed at T3
Note: Tier 3 Placement does not equal Special Education placement!Slide16
Reading trumping Math?
Math gains for students who failed both math and reading in 2010 and ONLY received reading interventions.
Grade/Subject
Average Math OCCT Gain
Math Pass Rate
% who made gains on Math
6
th
Reading
23
40%
70%
7
th
Reading
23
33%
81%Slide17
Results are Possible
Grade/Subject
Average OCCT Gain
Pass Rate
% who made gains
6
th
Math
43
83%
88%
7
th
Math
63.7
73%
100%
Math Total
51
79%
92%
6
th
Reading12
32%
67%7th Reading
37.4
45%71%
Reading Total
25.1
39%
70%
Grade/Subject
Average OCCT Gain
Pass Rate
% who made gains
Must implement with FIDELITY!!Slide18
4 Elements of PBISSlide19
Outcomes:
Behavior
targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community
?)
Practices: interventions and strategies that are evidence based. (How will you reach the goals?)
Data:
information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers
?)
Systems
: supports that are needed to enable the accurate and durable implementation of the practices of PBIS. (What durable systems can be implemented that will sustain this over the long haul?)Slide20
PBIS from the PLC Perspective
How do we want our students to behave?
(
What are our common expectations?)
How will we know
students are meeting our expectations?
(What data are we collecting?)
What do we do if they do not? (Intervention/Reteach)
What do we do if they are? (Rewards/Incentives)Slide21
Common Expectations
Hallway
Classroom
Lunch
AssembliesCommonsSpecial EventsPassing Time
Are these defined in your school?Slide22
Schoolwide Protocols
What are the protocols in your school that reduce the barriers to learning and increase motivation and achievement?
School protocols are to benefit ALL students.
Often called “Universal Pre-Interventions”Slide23
Classroom Expectations
What classroom expectations can be applied to ALL
classes throughout the building?
What does it mean to be responsible?
What does it mean to be respectful?
What defines a tardy?
What does it mean to be prepared?Slide24
How will we know? What data?
Office Referrals
Attendance Rate
TardiesSlide25
What interventions/actions will occur if students are NOT performing?
Consequences vs. Re-Teaching
http://www.pbisworld.com
/Slide26
What do we do if students are performing?
How do we celebrate, recognize, reward students?
Who
is doing the right thing?
Making a difference on their campus?
Making good decisions.
What POSITIVE “interventions” and “supports” do we have in place to reinforce the good behavior we see in students?Slide27
Individual Support
Based on data from progress monitoring of the student’s goals.
Not a one size fits all – very individualized.
Remember – Fair isn’t always equal.
We are aiming for “equity” – providing every student the support and resources needed to meet the expectations that have been established for ALL students. Slide28
MTSS vs. RTI vs. PBIS
RtI
and PBIS
are
MTSS – multi-tiered systems of support. MTSS is considered a comprehensive approach to meeting the academic and behavior needs of students.
Provides support for ALL learners – struggling and advanced.
Works to ensure practices, policies and programs are aligned.
Has a strong goal of PREVENTION.Slide29
(Just a few) Resources and References
http://www.pbis.org/
Behaviordoctor.org
http://www.rtinetwork.org
www.readinghorizons.com
www.florida-rti.org
(outlines a common MTSS language)
Sprick
, R. S., R, P. D., &
Sprick
, Y. (2008).
Interventions - evidence-based behavioral strategies for individual students
. United States: Pacific Northwest Publishing.Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning. New York, NY: Taylor & Francis.Slide30
Desarae A. Witmer
Executive Director of School Support
405-522-3263
Desarae.Witmer@sde.ok.gov