Transcript MTSS Facilitator September Training

MTSS Facilitator Overview
Shelly Dickinson
Melissa Long
Welcome as a MTSS Facilitator!
1.
Sign In
**Title I Schools – Sign In on (2) sheets
2. Check the School Facilitator list and highlight if it is correct
**If it is NOT correct, mark through the name and fill out
the Facilitator form with the correct information
**Check other responsibilities on the School Facilitator list
3. Pick up packet of information
Agenda
 1.
Welcome (5)
2. Housekeeping (5)
3. Name Tent and Get to Know your Table (10)
4. Pre-Survey (10)
5. 4-Corners Activity (15)
6. MTSS Overview (1hr 25) – Break (10)
7. MTSS in Brevard (10)
8. What is a Facilitator (30)
9. Conclusion(5)
Housekeeping
1. Make sure you sign up for each month’s training
through ProGoE
2. Parking Lot for Questions
3. Meeting Norms
Meeting Norms
 We will treat each other with respect.
 We will honor time.
 We will table topics outside the agenda. (Parking Lot)
 We will encourage everyone to participate.
 We will complete our assigned tasks by our assigned
deadlines.
 We will use electronics respectfully.
Pre-Survey
1. Complete the survey to the best of your ability
2. We will pick up from your tables
Purpose:
To get an understanding of each person’s level of
understanding and how we can assist and guide our
future trainings.
4 Corners Activity

1.
Write down on a post it note….
What do you want to learn throughout the MTSS Facilitator trainings?
2. Choose a corner that describes what your background knowledge is about MTSS.
Take your post it note with you.
 Dirt Road – don’t know anything about MTSS
 Gravel Road – I know a little about it but haven’t used it
 Paved Road – I know about it and use it sometimes
 Yellow Brick Road – I know it, use it and could teach this class
3. Share what is on your post it note with the group in your corner
Multi-Tiered System of Support
Overview
3 Cornerstones of MTSS
Tiered System of
Intervention
MTSS
Systematic
Problem
Solving
Data
Monitoring
and Analysis
What are the Components of MTSS?
Speaking the LINGO!
1. Tiers of Intervention: Students who do not respond to high-quality
classroom instruction (Tier 1) and intervention (Tier 2) receive more
intensive, individualized research-based interventions (Tier 3). Tiers
are the level of intensity of the intervention.
2. Progress Monitoring: Data-based documentation of repeated
assessments reflecting student progress.
3. Data Based Decision Making: Students who don’t respond to these
interventions or require a highly individualized program to progress
are evaluated in a more comprehensive manner.
Overview of MTSS
Four primary goals:
1. Catch students early, be proactive instead of
reactive
2. Prevent over identification
3. Find student specific skill deficit
4. Closely monitor student progress
What is MTSS?
What it is…
What it is NOT…
1. Data based problem solving
and decision making is
1. Something that will just go
away
2. A label we put on students
(“These are my MTSS kids”)
3. Only to get an ESE label for
students
4. A one size fits all
practiced
2. High quality instruction
3. System for continuous
improvement
4. Ensures that every students’
needs are being met
Formative Check
Text the answer to the following question…
Keyword to 37607
What is one of the primary goals for MTSS?
a. 9999
b. 10003
c. 10004
Be proactive and not reactive
To have all instruction the same
for all students
To identify students for ESE
Three Tiered System
Tiered Model of School Supports
The Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports.
Tier 2: Targeted, Supplemental
Interventions & Supports.
Tier 1: Core, Universal
Instruction & Supports.
Tier 1 Instruction Versus Tier 2 Instruction
Tier 1
• Data focuses on grade level/subject
area/behavior
• Effective instructional strategies for
large group/small group
• Differentiate Instruction focuses on
diverse learners – skill/ability/interest
groups
• Should result in approximately 80%
of students achieving proficiency
• School-wide expectations align with
grade level targets and supports to
promote academic and behavioral
needs
Tier
2
Tier 1 Instruction Versus Tier 2 Instruction
Tier
1
Tier 2
• Focused on a skill that is a barrier
• Data is used to identify groups for
academic/behavior needs
• Problem solving is used to develop interventions
• Intervention is additional minutes of supplemental
instruction
• Instruction provided in Tier 2 must be integrated with
Tier 1 content and performance expectations
• Impact of Tier 2 instruction should result in 70% or
more of students achieving grade-level
expectations.
Tier 3 – Most Intense
 More instructional time
 Smaller instructional groups
 More precisely targeted at the appropriate level
 Clearer and more detailed explanations
 More systematic instructional sequences
 More extensive opportunities for practice
 More opportunities for feedback
Turn and Talk
Discuss with your partner…
Something that really stuck out as
new information or information
that you need to focus on this
school year in regards to
instruction within the Tiers.
Problem Solving
A process that uses the skills of professionals
from different disciplines to develop and
evaluate intervention plans that improve
significantly the school performance of
individual and/of groups of students.
Problem Solving Process
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Evaluate
Did It WORK?
(Response to Intervention –
RtI)
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?
In order to implement MTSS, you
need a few pieces of infrastructure:
Capacity to Problem-Solve
Capacity to Collect Data, and Make
Sense of it
Capacity to deliver instruction at
different intensities (Tiered-levels of
services)
Capacity to Display Data Over Time
Problem Solving Teams
School Leadership Team
Teacher Data Team
Individual Problem Solving
Team
Problem Solving
through the IPST Forms
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Forms 1 - 6
Evaluate
Did It WORK?
(Response to Intervention –RtI)
Form 8
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?
Form 7
Use repeatedly until
you finds what works!
Data Monitoring and
Analyzing
Which of these is most valuable when
making decisions?
Student Response Data
Teacher Experience
Grade Level Team Input
Specialist Expertise
Assessment Decision Tree
Turn and Talk
Quiz, Quiz, Trade
1.
Start with a card
2.
Find a partner to begin
3.
You will ask the partner your question, provide the
answer if needed
4.
Your partner will ask you their question, provide the
answer if needed
5.
Trade cards and move to a new partner
MTSS in Brevard
MTSS Foundational Beliefs in Brevard Public
 MTSS is both academic and behavioral services to improve outcomes for all students.
 The phrase MTSS was adopted by the State of Florida in 2012, and combines the two
systems previously referred to as Response to Intervention-Academic (RtI-A) and Positive
Behavioral Interventions and Supports (PBIS).
 Florida’s MTSS Foundational Beliefs
1. Culture
2. Standards Based Instruction
3. Assessment
4. Data Teams
5. Problem Solving
6. Leadership
MTSS Structure in Brevard Public Schools
To Serve Every Student with Excellence as the Standard
Culture
Standards Based
Instruction
Assessment
Data Teams
Problem
Solving
Leadership
Ensuring student active
engagement
Believe that all students
can learn
Professional development
is continuous
Master schedule supports
instruction
Resources are allocated
to support MTSS
Instructional Design (ex.
Essential questions, Goals,
Higher order questions)
Instructional Delivery (ex.
Flexible grouping,
Differentiated Instruction)
Assess to inform
Standards taught to the full
intent
Positive student and family
relationships
Tasks and assignments are
aligned to standards
Balanced assessment system
Data-Based decisions to
maximize student achievement
Informs instructional
decisions
Positive and collaborative team
approach
Guides responsive
teaching
All stakeholders involved
Progress monitoring
Conduct Problem Solving at all
Tier levels of instruction (ex. all
students, sub groups,
individuals)
Formative and Summative
Assessment
Ongoing problem solving for
schools, classrooms
and individual students
Decisions are made in the best
interest of individual
students
Administrators are engaged
in the MTSS
process
Leadership guides and
sustains the effectiveness of
MTSS
Ensuring Common Language
 Important that we are all speaking the same language
 Guidebook will have a common language to refer to
 Key Ideas of MTSS Common Language
1. MTSS is the overarching term for all instruction
2. MTSS is not a label we put on students or meetings
3. MTSS is a process of problem solving how to help every student learn to
their highest potential
4. Student identification for ESE is not the only thing to use MTSS for. We
want to use MTSS Problem-Solving Model to improve instruction for all.
What is an MTSS Facilitator?
Key role in understanding the MTSS
process
Goal is to improve student achievement
There are key components that make up
an ideal MTSS Facilitator
Directions for Independent Activity
Write down key characteristics of an “ideal”
MTSS Facilitator on post-it notes
Write as many as you can within the allotted
time
Directions for Group Activity
 Discuss with your group the recorded key characteristics
 Create a chart with the following headings:
Effective
Interpersonal
Skills
Data
Analysis
Collaborative
Problem Solving
Resourceful
Facilitates
and
Supports
Leadership
Professional
Development
 Place the post-it notes under the appropriate heading
Table Discussion on Facilitator
View the Task Force created lists of
characteristics
Discuss with your table the items you
found most important and items that were
not listed that may need to be addressed
Conclusion
Please complete the Exit Slip
Next Meeting: October 8th
Bring a binder