Secondary MTSS Road Map PowerPoint Presentation, PPT

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Interventions Part 1 . Scheduling for Success of all . Students. November 30, 2016. 1. Welcome!. Amber . Brundage. , PhD. PK-12 Alignment Unit Coordinator. FL PS/RtI Project. Deanne Cowley, . EdS. Regional Coordinator. ID: 750505

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Secondary MTSS Road Map

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Secondary MTSS Road Map
Interventions Part 1 Scheduling for Success of all StudentsNovember 30, 2016
1
Welcome!Amber
Brundage, PhDPK-12 Alignment Unit CoordinatorFL PS/RtI Project
Deanne Cowley,
EdS
Regional Coordinator
FL PS/RtI Project
Lisa Yount, MS, CCC-SLPRegional CoordinatorFL PS/RtI Project
Ann Selland,
EdS
Regional Coordinator
FL PS/RtI Project
Featured Exemplar Presenter3
Mark
Balestracci
,
M.Ed
Principal, Mashpee Middle/High School
Adobe Connect OrientationIntro to Adobe Connect (docs, materials, features, how to participate)Norms –
How to ask questionsHow to participateMute speakersNot rely on raising hands given the size of the group. “Because of the number of participants, we will not use this feature today – but we will have you all type in the chat box, etc..”
4
Secondary MTSS Series
5
Today’s AgendaIntroductions & Adobe Connect OrientationScheduling for the Success of All StudentsExemplar Presenter
#SecondaryMTSS
Florida’s Problem-Solving/Response to Intervention Projecthttp://www.floridarti.usf.edu/ Email: rti@usf.edu Facebook: flpsrtiTwitter: @flpsrti
Florida Positive Behavioral Interventions & Support Project
http://flpbs.fmhi.usf.edu/
Email:
flpbs@fmhi.usf.edu Facebook: flpbisTwitter: @flpbis7
Scheduling for the Success of All Students8
Learner Outcomes:After today’s session, participants will be able to…
Use examples to identify and discuss best practice approaches to illustrate supplemental and intensive intervention and implementation at the secondary
level.
2.
Identify the organizational structures necessary to develop secondary implementation and sustainability of tiered supports. 9
0
Bottom Line:
The only way the needle moves, is through an integrated,
schoolwide approach
in which
everyone owns part of the problem and believes big changes in achievement can happen.10Center on Instruction August 2010
1
Where do we begin? With the structure…Who and what is impacted by the master schedule?
Courses
Recovery
O
ptionsInterventionsPlanningAdministratorsStudents
TeachersTransportationSupport StaffProvidersCounselorsParentsData CollectionProblem SolvingDecision Making
Graduation
11
2
Master ScheduleFor many schools, the master schedule remains the same from year to year.
Why?It works for the majority of studentsThe majority of teachers are happy with it, it’s convenient for teachersIt accommodates the bus scheduleIt fits in all the lunches
Band, chorus and athletics are accommodated
12
Selecting and Scheduling Interventions
in Middle and High Schools 2011
3
Difference between Traditional and Flexible Master Schedules
13
Traditional
Flexible
Time Bound
Flexible and Fluid based on student needBased on a quarter, semester, or school year
Offers a variety of intervention courses based on student needs offer more in 9th and 10th grade and then taper them off as they need them less in 11th and 12th grade.RigidBase schedule on student need using data: students in most need get scheduled firstDifficult to changeChanges as students move within interventionsDeadlines for changing classes i.e.; drop add timeAbility to change classes as student need changesBased on adult wants and needs
Based on students needs
Selecting and Scheduling Interventions in Middle and High Schools 2011
4
Scheduling that Supports Student Needs
5
How is intensive intervention different from
supplemental interventions?
Supplemental
Intervention
IntensiveInterventionAligned with core instructionProvided in addition to core instructionDecisions are data based only15Lou DanielsonAdopted from Lou Danielson
6
16
“How the master schedule is constructed may be as important as what the master schedule contains. While the master schedule reveals what is really important to the school, how the master schedule is constructed reveals how professionals interact and how key decisions are made in the school.”
National Association of Secondary School Principals, add year.
7
We are all pretty sure what is best,
but how do we make it happen?
Best Practices
Student need should drive instructional decisions and the amount of support(s) provided
Instructional time should be maximized and increased
as necessary (e.g., supplemental instruction). Are we truly using our instructional time to the optimize student learning? Options for intensive classes should offer more variety than just standard intensive classes such as reading, math, science17
8
Decision rules
are established to determine when students will need and no longer need intensive programs
If FSA Level 1, and STAR LEXILE below ___ , and
iReady
below____
then REWARDS for phonological issue then Read 180 for comprehenison or If FSA Level 2, and STAR LEXILE below ___ , and iReady below____ then Socratic Questioning/Great BooksEstablishing decision points for students who may need or no longer need intensive interventions is important and should be based on data and transparent to both teachers and studentsStudent scoring _____ on Star Reading Assessment or passing the ACT or FSA will be moved to a CARPD intensive science course before Biology.Student scoring ____on Star Reading Assessment and not passing ACT or FSA will be moved to Intensive Reading II
using Great BooksBest Practice In Action….What does that look like?18EXAMPLE ONLYEXAMPLE ONLY
9
How do you develop a master schedule that is aligned to student need?
19
1. Establish the team
2. Determine all staff who are available to provide additional support
3. Review student data
4. Create the schedule
Establish scheduling team or committee (SBLT includes those who are involved in scheduling)
Establish team’s beliefs about student learning
0
How do you develop a master schedule that is aligned to student need?
20
1. Establish the team
3. Review student data
4. Create the schedule
2. Determine all staff who are available to provide additional support
Assess Staff capacity and availability
Assess teachers’ highly-qualified status and certifications
1
How do you develop a master schedule that is aligned to student need?
21
1. Establish the team
4. Create the schedule
2. Determine all staff who are available to provide additional support
3. Review student data
Review existing
data to anticipate the number of students in need, and what the needs are, for supplemental/Tier 2 intervention* and intensive/Tier 3 intervention*
Review intervention
maps with current student
needed
Review course
credit
codes
2
How do you develop a master schedule that is aligned to student need?
22
1. Establish the team
3. Review student data
2. Determine all staff who are available to provide additional support
4. Create the schedule
Determine what interventions will be delivered?
Decide when will they be delivered?
Who will provide the interventions?
What will process be when students’ needs change
?
3
Recommended Design Criteria for a Master Schedule Template
Selecting and Scheduling Interventions in Middle and High Schools 2011
4
Credit Generating Prevention/Intervention Classes
24
Can
be taken multiple times, earning credit
9
th grade intensive reading should not look like 10 grade intensive reading
5
Scheduling that Supports Student Needs
AcademiesTeam teaching
Instructional specialists
To deliver instruction to students
To support classroom
teachers25
Delaware DOE
6
Scheduling that Supports Student Needs, cont.
Modify the schedule
26
7
Scheduling the Intervention /Enrichment (I/E) Period
There are many options for scheduling the I/E Period including:1st periodBefore late lunch
After early lunch
At the end of the day
All grade levels simultaneously
Different grade levels at different timesEach option contains both pros and cons!27Selecting and Scheduling Interventions in Middle and High Schools 2011
8
The 7 Period Schedule with anIntervention/Enrichment PeriodPasco County Example
Intervention/Enrichment Period 30-45 Min.
Period 1
Period 2
Period 3
Period 4
Period 5Period 6Period 728
9
High School Example - Pasco County- Double Block
0
High School Example- Anchor Hour
Eau Gallie high school
1
Modified A/B Block Schedule
Day
M
T
W
THFMAB
ABABBlock1121212PeriodBlock
2
343
43
4
Period 55
55
5
5
5
Block 3
6
7
6
7
6
7
2
THE 8 A/B or 4X4 Schedule with 9th Period Intervention/Enrichment BlockHigh School Example – Pinellas County
Day 1
Day 2
0 Period
Intervention/Enrichment
Block I
1st period2nd periodBlock II
3rd Period
4
th
period
Block III
7th period
6
th
period
Block IV
9th period
8
th
period
32
3
33
4X4
4x1
Monday to Friday 7:40 a.m. to 2:40 p.m.
Monday to Thursday 7:15 a.m. to 3:25 p.m.
Optional Day (Friday) 7:50 a.m. to 3:25 p.m.Home room 7:40 a.m.-8:10 a.m.Block 1, academic 8:10 a.m.-9:40 a.m.Block 1 7:15 a.m.-9:00 a.m.Block 1 7:50 a.m.-11:55 a.m.Block 2, elective 9:50 a.m.-11:20 a.m.Block 2 9:05 a.m.-11:00 a.m.Lunch 12:00 p.m.-12:30 p.m.Block 3, academic 11:30 a.m.-1:00 p.m.Block 3 11:05 p.m.-1:30 p.m.
Block 2 12:35 p.m.-3:25 p.m.Block 4, elective 1:10 p.m.-2:40 p.m.Block 4 1:35 p.m.-3:25 p.m.10-minute breaks during morning and afternoon sessionsTutoring 2:45 p.m.-3:45 p.m.Tutoring 2:45 p.m.-3:45 p.m.Extracurricular Activities 4:00 p.m.-5:00 p.m.Extracurricular Activities 4:00 p.m.-5:00 p.m.© 2015 Hanover Research
Pompano Beach
4
Planning for Next Year
Who does our team consist of
When do we start
What are our priorities
What courses does our data support
Data on student needWhat data are we going to use?34
5
Mark’s Presentation Slides35
6
Bottom Line:
The only way the needle moves, is through an integrated,
schoolwide approach
in which
everyone owns part of the problem and believes big changes in achievement can happen.36
7
Questions
Questions/Clarifications
8
Contact InformationAnn Selland: aselland@usf.eduLisa Yount
: emyount@usf.eduDeanne Cowley: dcowley@usf.edu38
Florida’s Problem Solving/
Response to Intervention Project
A Multi-Tiered System of Supports
http://floridarti.usf.edu/