Transcript MTSS/ Rti Supporting Student Achievement

Lake County Schools
Investing In Excellence!
College and Career Readiness
MTSS/RtI : Supporting Student Achievement:
Leadership Makes the Difference
Jeanette Tietjen, MTSS Program Manager
Robin Neeld, Program Specialist Title III & ELL
Academic Services
C² Collaborative Cohort
February 20, 2014
Quiet Signal
“Give Me Five”
• Hands up
• Stop talking
• Eyes on the speaker
• Signal others to stop talking
• Listen
Which Shoe Fits your role?
• 4 Corners
• Move to the corner of the room with the style of shoe that reflects
how you feel about your role as an Administrator/ TEAM Evaluator in
MTSS/RtI.
• Think about why you feel like the shoe in this corner reflects your role
in MTSS/RtI?
• Turn to a partner in the group and share with them why you chose
this particular shoe.
• Using the chart paper provided, develop a list of reasons with your
group to reflect why this shoe fits.
• Select someone to report why the style of shoe your group chose
reflects how you feel about your role in RtI.
Participant Scale and Reflection
Learning Goal: Participants will analyze the role of leadership in the MTSS/ RtI process to achieve
priority learning goals for All Students.
4-Innovating
SUM-IT UP
• In addition to
the criteria of
Applying,
enhanced
understanding
of MTSS/RtI
implementation,
monitoring, and
execution of
strategies to
sustain the a
high quality
process.
3-Applying
• Consistent
understanding
of the
components of
MTSS/RtI
implementation
along with
effective
monitoring
strategies to
effective.
3 Things I Learned:
2 Interesting Facts:
1 Question I still have:
2-Developing
• Moderate
understanding
of the
components of
MTSS/RtI and
how to sustain
implementation
with minimal
support to
monitor the
process.
1-Beginning
• Little
understanding of
the components
of MTSS/RtI and
require support
to sustain and
monitor the
implementation.
0-Not Using
• No
understanding
of the
components of
MTSS/RtI and
have taken
nothing away to
confidently
sustain &
monitor the
process.
Learning Goals:
Participants will analyze the role of leadership in
the MTSS/RtI process to increase student
achievement.
I Do
Benchmarks: LEADS
Domain 1 : Student Achievement
Domain 2 : Instructional Leadership
We Do
Objective
 Participants will:
 Analyze their leadership role in MTSS/RtI.
 Become familiar with the MTSS/RtI
Implementation Card to identify
instructional strategies.
 Become familiar with and incorporate the
tools and resources in a high quality
MTSS/RtI Process.
Essential Question
How do we revolutionize the way we teach,
lead and learn to achieve 21st Century skills ?
Common Language
Data-Based Decision Making
Leadership Role
Resources
Prevention
Attributes
Monitoring
Implementation Card
You Do
• Identify research-based leadership
attributes for school leadership in
the MTSS/RtI process.
• Utilize the MTSS/RtI Implementation
Card to identify the Four Step
Problem Solving Model.
• Examine a scenario through databased decision making.
• Reflect on the roles of leadership
covered in this session, connect how
leadership can influence successful
student outcomes.
Sum-It-Up
Compare
pre-scale
to
post-scale score
&
3 Things you learned
2 Interesting Facts
1 Question you still have
NEXT STEPS:
Utilizing your new understanding of the role of
administrators in the RtI process, what will you
change when you return to your school?
Lake County Schools
Vision
Statement
• A dynamic, progressive and collaborative learning community
embracing change and diversity where
will
graduate with the skills needed to succeed in postsecondary
education and the workplace.
• The mission of the Lake County Schools is
Mission
Statement
• Lake County Schools is committed to excellence in all curricular opportunities and
instructional best practices. This focus area addresses
, increased graduation rate, decreased dropout rate, increase in Level 3 and above
scores on the FCAT, achieving an increase in the number of students enrolled in advanced
placement and dual enrollment opportunities and implementing the best practices in
instructional methodology.
Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning
The Office of Academic Services encompasses the core business of Lake
County Schools. We provide guidance and support to develop instructional
leaders through the coordination of district curriculum initiatives, professional
learning, along with teaching and learning programs that result in improved
learning for ALL. Our goal is to work collaboratively with schools to
continuously and significantly improve student achievement, align
curriculum and instructional practice to Florida’s standards, assist schools to
develop their capacity to implement data-driven planning and review
processes that foster continuous school improvement.
Assurances
We will ensure that we work with district staff and school administrators to
design and collaborate on systems that address professional learning needs
related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous)
meeting local, state, and national standards.
We will ensure that researched-based best practices (programs and processes)
are utilized regarding student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap
by improving the performance of all students while drastically accelerating
the achievement of students of color, English Language Learners (ELL),
Exceptional Student Education (ESE) and students living in poverty.
21st Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking
& Problem Solving
2. Collaboration
& Leadership
3. Agility & Adaptability
4. Initiative &
Entrepreneurialism
5. Effective Oral Written
Communication
6. Accessing &
Analyzing Information
7. Curiosity &
Imagination
Academic Services 2014
Academic Services 2014
What do we know about MTSS/RtI?
• At each table you will find
a large piece of blue
paper.
• Each table team will need
to elect a Scribe
• In the center of the paper
write “MTSS/RtI.” Team
members will brainstorm
& write terms or phrases
that define MTSS/RtI.
• Select a team Reporter to
share with whole group.
MTSS/RtI
MTSS/RtI
Frame your map. Respond to the following question in the frame.
How does this information relate to your role as an administrator?
Be prepared to share out from your table team.
MTSS/RtI Leadership
Relentlessly doing whatever it takes to sustain the change necessary to improve
the achievement of ALL students.
1.
2.
3.
4.
5.
6.
The administrator is the leader that brings folks around the table
to have open dialogue about what is working and how do we
know — and what is not — and what do we need to do.
RtI has its roots in the pioneering work of such giants as Madeline
Hunter, Siegfried Engelmann, Anita Archer, Ron Edmonds, Louisa
Moats, Don Deshler, Sharon Vaughn, Jane Fell Green, Doug
Carnine, Rick DuFour, Judy Elliott, Robert Marzano, and thousands
of other educators and parents who decided that ALL of their
students WILL learn.
The base of the aligning leader in his quest to build and monitor
consistent implementation with fidelity of effect research based
practice, that practice is a commitment to effect instructional
practice.
Be a visionary realist moving urgently with deliberate speed.
What do you do when students do not learn after initial teaching?
“Schools control the factors necessary to assure student mastery
of the CORE Curriculum – ALL Students Can Learn!”
School Transformation Model
Table Talk
• After watching Dr.
Kukic’s video, turn to a
shoulder partner and
for one minute each
share your reaction. Is
your role as an
administrator integral
to the MTSS/RtI
process?
• Be prepared to share
your response with the
whole group.
RtI has consistently been defined in Florida as the practice of providing high‐quality instruction and
intervention matched to student needs using learning rate over time and level of performance to
make important instructional decisions. This multi‐tier system of student supports involves the
systematic use of assessment data to most efficiently allocate resources in order to improve
learning for all students. To ensure efficient use of resources, the school-based leadership team
using the problem-solving method, begin with the identification of trends and patterns using
school‐wide and grade‐level data. Students who need instructional intervention beyond what is
provided universally for positive behavior or academic content areas are provided with targeted,
supplemental interventions delivered individually or in small groups at increasing levels of intensity. Within a MTSS, all school‐
based efforts such as lesson study, universal design for learning, and continuous school improvement, are unified and
accelerated by collaborative teaming to result in increased student achievement.
Four-Step Problem-Solving Model
Problem Solving is a data-based decision making process that is used to identify needed
interventions for students in Tiers 1, 2, and 3. Decisions are made by different RtI
Teams that are composed of individuals who are qualified to make important
educational decisions and to determine the allocation of resources. As a general rule,
the composition of an RtI Team changes by adding specialists’ expertise as services are
delivered from tier to tier. Whether the team is the school leadership team, teacher
team, or multidisciplinary (individual) problem solving team, the problem solving
process is applied in a systematic process in order to analyze the data. The Problem
Solving Method is simply an organized way for the team to make decisions using
available data. The Four-Step Problem-Solving Model should be applied to any Tier of Support.
Identify the Problem
Analyze the Problem
Develop the Plan (Intervention)
 The problem should be stated in
objective measurable terms
 The defined problem must focus on
teachable skills
 A problem is defined by the difference
between what was measured and
what was expected
 To determine the extent of the
problem, the expected benchmark for
the assessment must be known.
 Once the benchmark is known, a
comparison is made between the
grade level, class average, and
possible individual student average.
This information will determine if the
problem should be addressed as a
Tier 1, Tier 2, or Tier 3 concern.
 Ask “Why is the problem occurring?”
 What are all of the relevant
hypotheses?
 Use all available information to
confirm your hypothesis. This
includes looking at the whole picture
of ICEL, a process for considering
the interaction between the
Instruction, Curriculum, Environment,
and Learner domains. This is
accomplished by Reviewing,
Interviewing, Observing, and/or
Testing of ICEL. It is possible that
more data might be needed in one or
more domains to support hypothesis
generation
 Explicitly defines the skills to be
taught
 Focuses on measurable objectives
 Defines the who, what, when, where,
and how of the intervention
 Describes how the
instruction/intervention will be
progress monitored
 Includes a Goal Statement to identify
the necessary gain a student needs
to make to close the gap
 Difference between the student and
peers identifies how big the gap is
Response to
Instruction/Intervention
 Answer the question, “Is it working?”
 Make sure that the growth rate is
sufficient and that the gap is not
getting larger when compared to peer
data
 Progress Monitor throughout the
intervention. The team should assess
whether the data shows the student(s)
are progressing sufficiently along the
Goal Line
 Modify Plan based on Progress
Monitoring data by determining the
response
 Is “Gap” closing, widening or is there
is no change
School-based Leadership Teams should use the Problem Solving Process to inform decisions concerning school-wide
implementation of all areas of MTSS, including changes to instruction, curriculum, and environment
RESEARCH-BASED EFFECTIVE TEACHING STRATEGIES
1.Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
 generate mental images representing academic content
 construct “Thinking Maps”
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypothesis
9. Nonfiction Writing
Use engaging text for student to practice interdisciplinary nonfiction
writing
10. Cues, Questions, and Advance Organizers
Instructional Strategies
TIERED LEVELS OF SUPPORT
Multi-Tiered System of Support Implementation Card
Focusing on Data-Based Decision Making
• Individually, read the scenario in the
yellow folder on your table. After
reading the scenario, as a team, answer
the following questions:
• Did the team identify the problem and
what data was used?
• Was an analysis of the data completed
and a hypothesis developed?
• Was a specialist included on the team to
address specific details related to the
topic?
• Were the variables, alterable or
unalterable?
• Can an intervention be reasonably
implemented to address this problem?
Since 2006 - It’s the Law!
• The Individuals with Disabilities Education Improvement Act
(IDEIA) regulations (2006) specify that:
• A child must not be determined to be a child with a disability … if
the determinant factor for that determination is lack of
appropriate instruction in reading (or math), including the
essential components of reading instruction.... (34 C.F.R. §300.306
[b][1][i-iii]) To ensure that underachievement in a child suspected
of having a specific learning disability is not due to lack of
appropriate instruction in reading or math, the group must
consider, as part of the evaluation … data that demonstrate that
prior to, or as part of, the referral process, the child was provided
appropriate instruction in the regular education setting, delivered
by qualified personnel…. (34 C.F.R. §300.309 [b][1])
Tools and Resources
In table groups, we are going to look at the tools and resources
available in Lake County to support MTSS/RtI.
Your table groups are going to address the following question:
How can these tools be used to enhance understanding of the
MTSS/RtI implementation, as well as, monitoring and execution of
strategies to maintain a high quality process?
1.
2.
3.
4.
MTSS: PS/RtI Guide
Guiding Tools for Instructional Problem Solving(GTIPS)
MTSS/RtI Quick Reference Guide
MTSS Implementation Card
Select a reporter,
follow the directions of the “Tools & Resources” handout,
and be prepared to share with the whole group.
2 Minute Pause
• The effective leader can choose to thrive by aligning the
school around the following research-based components:
•
•
•
•
•
•
Teaching to student success
High expectations
Realization of the potential of RtI
Improvement based on data
Validation of curricula based on student success
Effective interventions, implemented with fidelity
Thriving on Chaos by Tom Peters, 1987
Learning Goals:
Participants will analyze the role of leadership in
the MTSS/RtI process to increase student
achievement.
I Do
Benchmarks: LEADS
Domain 1 : Student Achievement
Domain 2 : Instructional Leadership
We Do
Objective
 Participants will:
 Analyze their leadership role in MTSS/RtI.
 Become familiar with the MTSS/RtI
Implementation Card to identify
instructional strategies.
 Become familiar with and incorporate the
tools and resources in a high quality
MTSS/RtI Process.
Essential Question
How do we revolutionize the way we teach,
lead and learn to achieve 21st Century skills ?
Common Language
Data-Based Decision Making
Leadership Role
Resources
Prevention
Attributes
Monitoring
Implementation Card
You Do
• Identify research-based leadership
attributes for school leadership in
the MTSS/RtI process.
• Utilize the MTSS/RtI Implementation
Card to identify the Four Step
Problem Solving Model.
• Examine a scenario through databased decision making.
• Reflect on the roles of leadership
covered in this session, connect how
leadership can influence successful
student outcomes.
Sum-It-Up
Compare
pre-scale
to
post-scale score
&
3 Things you learned
2 Interesting Facts
1 Question you still have
NEXT STEPS:
Utilizing your new understanding of the role of
administrators in the RtI process, what will you
change when you return to your school?
Leadership
“RtI does not come from a place; it
comes from a unified vision of
effective teaching and leadership that
demands high expectations for all
students.”
Stevan Kukic
Participant Scale and Reflection
Learning Goal: Participants will analyze the role of leadership in the MTSS/ RtI process to achieve
priority learning goals for All Students.
4-Innovating
SUM-IT UP
• In addition to
the criteria of
Applying,
enhanced
understanding
of MTSS/RtI
implementation,
monitoring, and
execution of
strategies to
sustain the a
high quality
process.
3-Applying
• Consistent
understanding
of the
components of
MTSS/RtI
implementation
along with
effective
monitoring
strategies to
effective.
3 Things I Learned:
2 Interesting Facts:
1 Question I still have:
2-Developing
• Moderate
understanding
of the
components of
MTSS/RtI and
how to sustain
implementation
with minimal
support to
monitor the
process.
1-Beginning
• Little
understanding of
the components
of MTSS/RtI and
require support
to sustain and
monitor the
implementation.
0-Not Using
• No
understanding
of the
components of
MTSS/RtI and
have taken
nothing away to
confidently
sustain &
monitor the
process.