RtI to MTSS
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RtI to MTSS

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  • Comprehensive system of tiered supports that includes evidence-based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data-based instructional decision making focused on positive student outcomes.
  • Comprehensive system of tiered supports that includes evidence based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data based instructional decision making focused on positive student outcomes.
  • http://www.florida-rti.org/floridamtss/history.htm

RtI to MTSS RtI to MTSS Presentation Transcript

  • UCP of Central Florida From RtI to MTSS 2013-2014
  • Welcome & Introductions Presenters  Audience  Parking Lot  Materials and Supplies 
  • Routines Learning Goal  Rating Scale/Self Assessment  Celebration of Success 
  • Expectations Respectful Listening  Be engaged/Multi tasking  Ipad/Cell phones 
  • Agenda Define Response to Intervention  RtI to Mulit Tiered System of Supports (MTSS) Rationale  Define MTSS  Discuss 3 Big Ideas of MTSS  ◦ Multi tiered service delivery model ◦ Data based decision making ◦ Problem solving process
  • Learning Goal  Participants will be able to describe RtI and MTSS and name the 3 big ideas of MTSS  Response to Intervention  Multi-Tiered System of Supports
  • How will we learn this?  Describing RtI and MTSS and anming the 3 big ideas of MTSS through discussions, examples, and activities.
  • Learning Goal: Participants will be able to describe RtI and MTSS, and name the 3 big ideas of MTSS 4 3 2 1 0 1 2 3 4
  • RtI Myths or Truths A statement will appear on the screen.  Participants will hold up their response cards identify if they think the statements are Myths (M) or Truths (T) 
  • Let’s Play….
  • Myth or Truth The outcome and intent of RtI is to identify students with a disability.
  • Myth or Truth  Tier 3 = Special Education
  • Myth or Truth  The primary focus of RtI is to reduce the number of students receiving Exceptional Student Education (ESE)
  • Myth or Truth  The sole function of RtI is pre-referral.
  • Myth or Truth  Comprehensive evaluations do not change with RtI, so districts should continue to do traditional assessments.
  • Myth or Truth  The research base for RtI is limited to reading.
  • Myth or Truth  No current RtI research including student outcome data are available.
  • Myth or Truth  There are only 3 tiers in an RtI model.
  • Myth or Truth  Tier 2 requires 6-8 weeks of intervention.
  • Myth or Truth  Tweaking what we’re doing is essentially all that’s needed in an RtI model.
  • Uncovering the Truths: Jigsaw Each group assigned a section of the NASDE Myths and Truths document.  All group members read assigned section, identify at least one key point (truth) and bullet their responses on an index card.  Groups choose a “recorder” to list all truths (bullet form) on chart paper and s designated “spokesperson” to share with whole group. 
  • Review time…  Technical Definition of RtI
  • What is RtI?  A practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.  NASDSE, 2006  National Association of State Directors of Special Education
  • Quick Write…  Define RtI in your own words....
  • “RtI is not a special ed initiative; RtI is not a general ed initiative; RtI is EVERY ED initiative.” ~Judy Elliot
  • Learning Goal: Participants will be able to describe RtI and MTSS, and name the 3 big ideas of MTSS 4 3 2 1 0 1 2 3 4
  • RtI has now become MTSS!!!!
  • Multi-Tiered System of Supports (MTSS) Evidence based model of schooling that uses data based problem solving.  Integrated instruction and intervention delivered to students in varying intenstities (multiple tiers) based on need.  “Need-driven” decision making focused on the success of ALL students. 
  • Why FL, Why Now???? The shift from RtI to MTSS… Research based initiatives/efforts were merged to form MTSS: -A preventative, integrated data based planning and problem solving system.
  • The Shift Cont. MTSS reinforces a SYSTEM vs a process that can sometimes be confused with RtI  MTSS provides a structure/continuum of supports for all students, while RtI is often thought of in terms of “he’s going through RtI” or “she’s in RtI” 
  • Importance of Language… In order to be clear and align ourselves with the state… MTSS will be the term used going forward!
  • Core Principals of MTSS         We can effectively teach ALL children. Intervene early Use a multi tier model of service delivery Use a problem solving model to make decisions within a mult tier model. Use scientific research based validated intervention and instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. **A data based decision regarding student response to intervention is central to RtI practices. Use assessment for screening, diagnostic, and progress monitoring.
  • Quick Write  Define MTSS in your own words…
  • Learning Goal: Participants will be able to describe RtI and MTSS, and name the 3 big ideas of MTSS 4 3 2 1 0 1 2 3 4
  •  10 Minute Break
  • Focus of the Day 1. Multi Tiered Model of Service Delivery  2. Data-Based Decision Making  3. Problem Solving Process 
  • Big Idea #1  Multi Tiered Model of Service Delivery ◦ What does this mean to us as educators? ◦ What does it look like in our schools?
  • Multi Tiered System of Supports
  • Tier 1 Characterized Effective interventions must be built on solid foundations of high quality core instruction  School and district resources should be directed first and foremost to improve Tier 1 core instruction  Approximately 80% of students achieve proficiency  Screening utilized with all students 3 times a year  We CANNOT intervene our way out of core instructional problem(s) 
  • Tier 1: Dig a Little Deeper…    What is your current core program(s)? Do you know if it is validated by scientifically-based research? Thoughts to consider: ◦ How would you determine it’s scientifically based? ◦ What does the research tell you about it’s effectiveness? ◦ What kind of demographics or sample population was included in the research? ◦ How does the sample population align with your school population?
  • Tier 2 Characterized For appx 20% of students  Core + Supplemental  Increasingly intensified services:  ◦ ◦ ◦ ◦ More time to practice Focused/narrow skills or content Direct instruction of content Increase frequency of progress monitoring (monthly or bi-weekly)  **provided as soon as a student is identified as “at risk” through benchmark/screening assessments
  • Tier 3 Characterized For appx 5% of students  Core + Supplemental + Intensive Individual Instruction  More frequent progress monitoring (weekly)  Intensity Increases in:  ◦ ◦ ◦ ◦ Group Size (2 or 3 students or 1:1) Time/duration Frequency (days per week) More individual explicit instruction, targeted at appropriate level
  • Collaborative Learning Activity  Stand up, Partner Up, Share  Describe a type of support at your school and where it would fit within Multi Tiered Systems of Supports
  • Big Idea #2 Data Based Decision Making (DBDM)  An objective approach for using assessment data for the purpose of making educationally relevant instructional decisions.  Promotes good instructional matching  Increases our likelihood of intervention success
  • DBDM cont. Decide what is important for student to know  Teach what is important for students to know  Keep track of how students are doing  Make changes according to the results you collect 
  • Decision Making Rubric Are over 20% of students struggling? Are between 5% and 20% of students struggling? Are 5% or fewer students struggling? Skill needs will be most efficiently addressed during Core/Content Area Instruction; examine delivery, curriculum, & environment for needed adaptations. Develop small group intervention Design Individualized Intervention
  • Popcorn Out  Identify one thing that Data Based Decision Making helps us to do.
  • Big Idea #3  Problem Solving Process What is it and how is it useful?
  • Problem Solving Process Step 1: What is the problem? Step 4: Is it working? PSP Step 3: What are we going to do about it? Step 2: Why is it occuring?
  • Assessment Answers Questions! Typical Questions Assessments Purpose Screening “First Alert” Diagnostics “In depth review” Who needs extra support? How should groups be formed? Which skills need to be emphasized? Progress Monitoring “Growth Charts” Have we accomplished our goals for a student? A class? A district? What are the things to Outcome “Reaching our Goals” Who is at risk? Who needs close monitoring? What are a student’s strengths & weaknesses?
  • Assessment  What does it look like at my school? ◦ Create four door foldabel with your team (table partners). ◦ Identify what assessment(s) are available across the four types. ◦ Each team will review their foldable with the whole group.
  • Why is Progress Monitoring the KEY? Improve student outcomes  Enhance motivation  Visual comparison of performance  Timely decisions about instruction  Determine intervention success 
  • RALLY TIME  Name the 3 Big Ideas of MTSS
  • Learning Goal: Participants will be able to describe RtI and MTSS, and name the 3 big ideas of MTSS 4 3 2 1 0 1 2 3 4
  • Questions & Feedback