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Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Housekeeping• Introductions• Sign in • PD Express• MTSS Binder• Wi-Fi code on table tents • Breaks/Lunch• Restrooms• Cell phones on vibrate
Curriculum, Instruction and Professional Development
Courageous Conversations
Four agreements1. Stay engaged2. Speak your truth3. Experience discomfort4. Expect and Accept non-closure
Curriculum, Instruction and Professional Development
MTSS Year One
Curriculum, Instruction and Professional Development
Day One Overview
Curriculum, Instruction and Professional Development
Agenda – Day 18:30 Welcome / Overview
9:00 Beliefs Survey
9:15 What is MTSS?
10:00 Break
10:15 The Components of MTSS
10:30 Arriving at MTSS
10:45 Paradigm Shift
11:15 Systems Change & Implementation
11:45 Lunch
12:45 Problem-Solving Teams/SBLTs
1:45 Decision Making for Results
2:15 PBIS Example
2:45 Break
3:00 Beliefs Survey Results
3:45 Wrap up
Curriculum, Instruction and Professional Development
Learning Targets – Day 1
1. I can explain the components of Saint Paul Public School’s Multi-Tiered Systems of Support.
2. I can explain the MTSS “Paradigm Shift.”
3. I can identify the three elements necessary for developing a successful MTSS system.
4. I can identify the six steps of the Problem Solving Process.
5. I understand how our leadership team will be central in developing multi-tiered systems of support.
Curriculum, Instruction and Professional Development
Today’s Meet
http://todaysmeet.com/mtss
Curriculum, Instruction and Professional Development
Beliefs Survey• To identify current beliefs and practices
• To identify how they will influence your MTSS planning and development.
• To measure changes in beliefs over time.
• To inform the leadership team of opportunities and challenges in developing consensus around this work.
• To maintain the honest dialogue essential to implementation of our MTSS framework.
Curriculum, Instruction and Professional Development
Beliefs Survey
Who: SBLTs and school staffs
What: A baseline measurement of teams’ beliefs about how students should be served
Why: To inform the work we need to do
When: SBLTs complete survey during training; school staff complete survey by next meeting.
Curriculum, Instruction and Professional Development
Beliefs Survey
A link for the survey is available on:
https://www.surveymonkey.com/s/GSW7PWQ
Curriculum, Instruction and Professional Development
Organizing Our Work
Curriculum, Instruction and Professional Development
What is a Multi-tiered System of Supports?
Myla Pope, MTSS Coach
Curriculum, Instruction and Professional Development
What is MTSS?
• What happened to RTI?
• Why the name change?
Curriculum, Instruction and Professional Development
What is MTSS?
MTSS is the practice of:(1) providing high-quality instruction/intervention matched to student needs and
(2) using learning rate over time and level of performance to
(3) make important educational decisions to guide instruction.
- NASDSE, 2005
Curriculum, Instruction and Professional Development
MTSSA Multi-Tiered System of Supports (MTSS) is a term used to
describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.
“Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
What does it look like?
Characteristics of a Building with MTSS:
A. Frequent data collection on students in critical areas
B. Prevention
C. Early identification of students at risk
D. Early intervention (ECFE & Kindergarten)
E. Interventions evaluated and modified (if necessary) frequently
F. Tiered levels of service delivery
G. All decisions made with or verified by data
Curriculum, Instruction and Professional Development
What does it do?
District Outcomes of MTSS:
A. Improved rate of academic and behavior performance
B. Significant reduction of disparities between student groups
C. Reductions in special education referrals and placements
D. School improvement efforts clearly defined, monitored, and evaluated
Curriculum, Instruction and Professional Development
MTSS IS: •A process designed to maximize student achievement•Focused on outcomes•About student progress•Good first teaching (Tier 1, Core Instruction)
MTSS IS NOT:•A way to avoid special education placement•A hoop to jump through to ensure Sp. Ed. placement•A block of time (Tier 2/3)
What it is and What it’s NOT
Curriculum, Instruction and Professional Development
Group Discussion
•What is your new thinking about MTSS?
•Turn and Talk.
Curriculum, Instruction and Professional Development
Four Essential Components
Curriculum, Instruction and Professional Development
1. Screening Tools2. Core Instruction & Interventions3. Individual Interventions4. School level implementation5. Allocation of Instructional
Resources
Amanda VanDerHeyden, Ph.D., Education Research and Consulting, Inc.,
Problem Solving Process Data-Based
Decisions
Curriculum, Instruction and Professional Development
Data-Based Decisions
Universal Screening: Academic: MAP, ACCESSBehavioral: SWIS, Campus
Progress Monitoring informs Core Instruction & Interventions
Students receiving Tier 2 or 3 interventions are monitored more closely to inform interventions implemented
Curriculum, Instruction and Professional Development
Tier I: High-Quality Classroom Instruction and Management, Screening and Group Interventions
Tier 2: Targeted Interventions
Tier 3: Intensive Interventionswww.rtinetwork.org
Tiers of Support
Curriculum, Instruction and Professional Development
Tiers of Support
Curriculum, Instruction and Professional Development
1.) Focus on CORE instruction
2.) Differentiated Instruction across all tiers for all students
3.) Establishing systems and infrastructure to support Tier 1
4.) No capacity to support high numbers of students needing supplemental (Tier 2) and intensive services (Tier 3)
Tiers of Support
Year 1 is Tier 1
Curriculum, Instruction and Professional Development
Professional Development
Accountability is Reciprocal
The system invests in capacity development in
return for more accountable performance.
Curriculum, Instruction and Professional Development
Professional Development
Curriculum, Instruction and Professional Development
Define the Problem
• Defining Problem/Directly Measuring Behavior
Problem Analysis
•Validating Problem•Identify variables that contribute to problem•Develop plan
Implement Plan
•Implement as intended•Progress Monitor •Modify as necessary
Evaluate
•Response to instruction•Evaluate implementation
Problem Solving Process
Curriculum, Instruction and Professional Development
1. Individual Student & Teacher LevelPST, Teachers
2. Classroom/Grade/Department LevelDT/PLCs
3. Building Leadership TeamsDecision Making for Results
4. District LevelDepartments, District Improvement Plan
Problem Solving Process
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Group Discussion
•What student-centered data are you gathering?
•How is the data being used to make decisions about programs and interventions?
•What changes do you think should be made to improve or increase the impact of interventions on student performance?
Curriculum, Instruction and Professional Development
What student centered data are you currently gathering?
How is the data being used to make decisions about programs and
interventions?
What changes may need to be made to improve or increase the impact
of interventions?
Data Gathered How Data is Used Possible Changes to Make
Data Gathered How Data is Used Possible Changes to Make
Data Gathered How Data is Used Possible Changes to Make
Curriculum, Instruction and Professional Development
Lynn Pham, Title I
Curriculum, Instruction and Professional Development
Statutory & Regulatory Impact
NCLB• Rigorous scientific & evidence-based research• Emphasis on Teacher Quality
IDEA 2004• Students with disabilities have access to and make progress in the general education curriculum
•Least restrictive environment
Curriculum, Instruction and Professional Development
Shifts in Federal Policy and Law
Curriculum, Instruction and Professional Development
Accountability
• School-based (SCIP)• New designation labels - Multiple Measurement Rating (MMR) and Focus Rating (FR)• Ensure equitable outcomes for all students• Read Well by Third Grade • Council of the Great City Schools’ Audit - Need for well developed tiered academic and behavioral systems
Curriculum, Instruction and Professional Development
Past - School Improvement
Some schools submitted two improvement plans based on AYP status- School Continuous Improvement Plan (SCIP) and the School Improvement Plan (SIP).
Curriculum, Instruction and Professional Development
Present - School Improvement
• Minnesota has a new accountability system – the Multiple Measurement Rating (MMR) and Focus Rating (FR).
• This year, the SCIP will suffice as the improvement plan for both the district and the state. SCIP as a “living” document.
• SCIP serves as the Title I School- Wide Plan for all SPPS Title I schools.
Curriculum, Instruction and Professional Development
Under Strong Schools, Strong Communities, Saint Paul schools are expected to re-emerge at the Heart of the Community by:
Raising Student AchievementAligning Resources Sustaining Improvements
In order to raise student achievement by 25% and close the opportunity gap, every school needs to make significant improvements and continued growth .
Present- SY 2012-2013
Curriculum, Instruction and Professional Development
Future- SY 2012-2013
• In order to better align our resources, various departments represent the MTSS Training Team to help with school-wide improvement efforts.
• MTSS Training Team will provide on- site assistance to support the MTSS Framework and the problem solving process Decision-Making for Results (DMR) to guide the SCIP.
Curriculum, Instruction and Professional Development
Paradigm Shift
John Peterson, Data Coach
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Paradigm Shift
Is what you are doing getting the results you
want?
Curriculum, Instruction and Professional Development
Kalisha
•Current Grade Placement = 3rd•Current Reading Level = 1st•Current Office Referrals/Suspensions = 8 per month
Adapted from Jim Wright
Curriculum, Instruction and Professional Development
Current System
Interventions attempted
Student is referred
Student is tested
Voilà– Severe discrepancy
– Label: LD, EBD, OHD, ASD, lazy, etc…
– Placement in special education Adapted from Jim Wright
Curriculum, Instruction and Professional Development
The Assumption is…
A discrepancy exists, thus there must be something wrong with the student
Adapted from Jim Wright
Curriculum, Instruction and Professional Development
The Question is…..
How do we know what caused the concern if we never looked at anything
but the student?
What questions would you ask?
Curriculum & Instruction? Services?
Student Data? Equity?Adapted from Jim Wright
Curriculum, Instruction and Professional Development
THE PASTAssume problem resides WITHIN the student
THE SHIFTAssume FIRST that the problem is with instruction, structures
The MTSS Paradigm Shift…
Adapted from Jim Wright
Curriculum, Instruction and Professional Development
Proactive vs. Reactive
• Avoid the “Wait to Fail” mindset• Move to Screening early and often
• Formative Assessments• Progress Monitoring• Benchmark Assessment• Universal Screening• Screening Assessments• Summative Assessments
Curriculum, Instruction and Professional Development
A Shift in Thinking
The central question is not: “What about the student is causing the
performance discrepancy?” but…
“What about the interaction of the curriculum, instruction, learners and
learning environment should be altered so that the students will learn?”
Ken Howell
Curriculum, Instruction and Professional Development
Paradigm Shift
Constant Variable
PastInstruction &
TimeLearning
The Shift LearningInstruction &
Time
Curriculum, Instruction and Professional Development
Intensity: Instruction & Time
Intensity can be adjusted based on:
• Time• Frequency• Group size• Duration• Zone of Proximal Development• Specialist/Experienced Teacher
Curriculum, Instruction and Professional Development
Elementary Literacy
Curriculum, Instruction and Professional Development
Math Department
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Systems Change and Transformational Change
Model
Nancy Páez, Equity Coach
Curriculum, Instruction and Professional Development
“Every system is perfectly aligned for the results it gets.”
Curriculum, Instruction and Professional Development
Effective Schools
Curriculum, Instruction and Professional Development
Table Top Activity
• Identify the characteristics of effective schools that you feel are PRESENT and those that are ABSENT in your school.
• Which of these characteristics would become a priority for your team?
Curriculum, Instruction and Professional Development
Why have past efforts failed?• Failure to achieve consensus
• School culture is ignored
• Purpose unclear
• Lack of ongoing communication
• Unrealistic expectations of initial success
• Failure to measure and analyze progress
• Participants not involved in planning
• Participants lack skills and lack support for the implementation of new skills
Curriculum, Instruction and Professional Development
What Do We Know About Systems Change?
• Communicate a clear and common vision
• Planned and pursued in a systematic manner over time
• One size does not fit all
• Professional development is critical
• Outcome evaluation is critical
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Reaching Consensus: Why Change?
Educators will embrace change when two conditions exist:
• They understand the need for change
• They perceive that they either have the skills or the support to implement change
Curriculum, Instruction and Professional Development
Critical Elements of Consensus Building
Shared Beliefs• What do we believe about students and how they are best served?• Are the beliefs aligned-or not—with the MTSS model?• Are beliefs a resource, an obstacle or BOTH?
Understanding of Current Practices and Skills• What are we currently doing and does this align with our beliefs?• Do the practices of this model align with beliefs• Are we currently doing things that result in good outcomes for students?• Do we have the skills to do this or will get be able to get them AND the
support (PD)?
Common Understanding of Need• Are we happy with our student outcome data?
(
Curriculum, Instruction and Professional Development
What is Consensus Building?
A process that:
• Gets people on the same page
• Shows people precisely what is being proposed
and why
• Gives people time to explore and ask questions
• Is open, honest, accurate
• If done well, results in commitment and buy-in
Tilly, 2007
Curriculum, Instruction and Professional Development
In other words, Consensus is built when…
• Belief is shared
• Vision is agreed upon
• Implementation requirements are understood
Curriculum, Instruction and Professional Development
Consensus
Achieved when a group of individuals with a common goal agree to support activities necessary to achieve that goal, even if that agreement differs from the wishes of individual members of the group.
Curriculum, Instruction and Professional Development
Consensus
Making the shift to a new paradigm, like
MTSS, does not simply involve accepting a
new set of skills. It also involves giving up
certain beliefs in favor of others.
Ken Howell
Curriculum, Instruction and Professional Development
Infrastructure
The structures needed to support the on-going work taking place.
-Schedules--Allocation of resources ($ & FTE)
-Assessments-Data reporting systems
-Tiers of support-Professional Development Plan
Curriculum, Instruction and Professional Development
Infrastructure Development
May look different across buildings•Based on data, identify professional development (PD) needs •Create a PD plan •Assess and establish tiered systems of instructional delivery•Data systems and management•School Policies
Curriculum, Instruction and Professional Development
Infrastructure needed for MTSS
• Organized by a Plan
• Driven by Professional Development
• Supported by Coaching and Technical Assistance (Skill Set)
• Informed by Data
Curriculum, Instruction and Professional Development
School-Based Infrastructure
• School-based leadership team (SBLT)• School-based coaching• Process Technical Assistance• Interpretation and Use of Data• Master Calendar• Data Days• Evaluation Model
Curriculum, Instruction and Professional Development
Implementation
Implementing the plan on behalf of all students.
Curriculum, Instruction and Professional Development
Group Discussion
•Discuss the 3 elements: Consensus, Infrastructure, and Implementation
•Which of these are your building’s area of strength and of need?
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Hmmm….
How does all this fit together?
Andrea Hafiz, MTSS Coach
Curriculum, Instruction and Professional Development
Problem Solving Teams
Margaret Mead Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed, it is
the only thing that ever has.
Curriculum, Instruction and Professional Development
Teams that use the problem solving process…
• Attendance• PBIS• SATs• Data Teams• Other?
Curriculum, Instruction and Professional Development
Can you say “Team?”
• Agreement through consensus
• People stay focused on common goal
• This is about the student(s)
• The goal is significant improvement-not a cure
• Resources must be managed well
Curriculum, Instruction and Professional Development
SBLT Members
• Principal/Assistant Principal
• Data Coach-role, not necessarily title
• Facilitator
• General Education Teacher (grade or subject area representation)
• Special Education Teacher
• Specialized Teacher-e.g., reading, math
• Student Services
• Other?
Curriculum, Instruction and Professional Development
Responsibilities of SBLT
• Acquire the skills necessary to implement the MTSS process
• Evaluate the impact of instruction & interventions in Tiers
• Collaborate with building staff to strengthen or modify instruction and interventions
• Embrace the leadership responsibility in the building to promote the use of data-based decision-making to achieve high student performance
Curriculum, Instruction and Professional Development
Responsibilities continued…
• Master School Calendar – allocate time…
• Facilitate Data Days
• Interpret and Use Data Consistently
• Evaluation
• Provide training and mentoring for all staff in the use of the problem solving process
Curriculum, Instruction and Professional Development
Core Skill Areas for All Staff
• Data-Based Decision Making Process
• Coaching/Consultation
• Problem-Solving Process
• Data Collection and Management
• Instruction/Intervention Development, Support and Evaluation
Curriculum, Instruction and Professional Development
All Problem-Solving Teams
•Apply a systematic problem solving process
•Focus on modifying the environment to support students
•Use interventions that have been determined to have a high probability of success given the problem identified
•Collect relevant data and monitor student progress frequently to assess response to the interventions
Curriculum, Instruction and Professional Development
Two Sides of Problem Solving
1. Interpersonal/Group Process
2. Content/Problem Solving
Both are Necessary, but Neither is Sufficient
“An Analysis of Failed Consultation”
Curriculum, Instruction and Professional Development
Problem-Solving Teams:
Common structures for Problem Solving Teams:
Standing: These are the most effective but least efficient
Ad hoc: These are the least effective but most efficient
Core: These are as effective as a Standing Team, but with higher efficiency than a Standing team.
6 – 8 Members
Grade-Level Representation, Coach, Admin
Curriculum, Instruction and Professional Development
Sound Familiar?
Curriculum, Instruction and Professional Development
Interpersonal Process
•Collaborative Relationship•Active Involvement•Trust/Confidentiality•Voluntary•Non-Judgmental•Decision-Making
Curriculum, Instruction and Professional Development
Decision-Making For Results
A School-Based Leadership Team Problem Solving Framework
Amanda Herrera-Gundale, Data Coach
Curriculum, Instruction and Professional Development
Four Essential Components
Curriculum, Instruction and Professional Development
Building Collaborative Culture
Create a future vision:
What would it be like if we had better discipline and fewer hopeless students in May?
What would it be like if every teacher understood the work of core instruction?
What would it be like if our systems aligned to create multiple opportunities for student success?
Curriculum, Instruction and Professional Development
DMR & PLCs with Data Teams Correlation
Decision-Making for Results PLCs as Data Teams
6 Step Process 6 Step Process
•Who? Building Leadership Team
•Big Picture for School Improvement•Focus on Building or District needs
•Multiple Data SourcesState Assessments, Disc., AttendanceMultiple Years (3) for trends, patterns
•Year-long Goals – End of Year
•Goal is to Create and Monitor SCIP
•Who? All Teachers on PLC/DTs
•Focused on Improved Instruction•Student Instructional Needs •Ideal focus is on one priority standard
•Single data sourceCFAs, 1 Month PBIS/attend/disciplineSingle Assessment administration
•Goal has specific, shorter timeline•Goals set for End of Unit/Segment or Standard
•Agree on Strategies in areas of- Leadership - Organization- Program - Instruction
•Agree on strategies for•Instruction
Curriculum, Instruction and Professional Development
PLCs and SBLTs align
All school- based problem solving teams work in tandem with each other
Curriculum, Instruction and Professional Development
Decision Making for Results
Curriculum, Instruction and Professional Development
Inquiry
• Data-driven decision making begins by asking fundamental questions.
• What data sources are you using to gather the specific information?
Curriculum, Instruction and Professional Development
Step 1: Conduct a Treasure Hunt
Why? To gather and organize data in order to gain insights about teaching and learning practices
Considerations• Measures of data• Disaggregation • Triangulation • Reflection
Curriculum, Instruction and Professional Development
Measures of Data
• Student learning • Attendance, Discipline• Demographics• Perceptions• School processes – Behaviors within
our control: instructional and leadership strategies,
programs and resources, and organization
Curriculum, Instruction and Professional Development
Example of Data Collection
Curriculum, Instruction and Professional Development
Discipline Issues in Percentages
Curriculum, Instruction and Professional Development
Other Measures of Data• Teacher learning/ Professional
Development• Tiers-
What type of programming do we have and who gets it?
• Who is involved in the decision- making processes for our school?
Curriculum, Instruction and Professional Development
Step 2:Analyze Data to Prioritize Needs
• Why? To identify causes for celebration and to identify areas of concern
• Considerations
– Strengths– Needs– Behavior– Rationale
0
1
2
3
4
5
6
Curriculum, Instruction and Professional Development
Step 3Establish SMART Goals
Why? To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process
Specific, Measurable, Achievable, Relevant, Timely
Curriculum, Instruction and Professional Development
Step 4: Select Specific Strategies
• Why?
• Adult actions will impact student achievement
• Strategies are –
• Action-oriented• Measurable/accountable• Specific• Research-based, evidence- based, proven
• Considerations: Instructional, organizational, leadership, programmatic
Curriculum, Instruction and Professional Development
Examples of Strategies at the SBLT level
Instructional strategies: • Professional development for teachers based on
the cause data
Leadership strategies:• Goal- setting based on data
Programmatic strategies:• Strategies aligned to mission/vision; student/
teacher orientations to these
Organizational strategies:• Scheduling; spaces
Curriculum, Instruction and Professional Development
Step 5:Determine Results Indicators
Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies
Curriculum, Instruction and Professional Development
Results Indicators
Considerations
• Serve as an interim measurement
• Used to determine effective implementation of a strategy
• Used to determine if strategy is having the desired impact
• Help to determine midcourse corrections
Curriculum, Instruction and Professional Development
Step 6Monitor and Evaluate Results
Why? To engage in a continuous improvement cycle that –
• Identifies midcourse corrections where needed
• Adjusts strategies to assure fidelity of implementation
Curriculum, Instruction and Professional Development
Decision Making for Results
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Example Using DMR/PBIS Implementation at Building
Level
Kristin Reilly, PBIS Specialist
Curriculum, Instruction and Professional Development
Step 1: Treasure Hunt• The leadership team regularly reviews data
from a number of sources:• SWIS - PBIS• Attendance - Campus• Academic performance – MCAs, MAP,
DataZone
Curriculum, Instruction and Professional Development
Inquiry Questions
How healthy is our PBIS triangle?
• Tier I- Are at least 80% of our students successful with our Tier I instruction?
(0-1 referrals per year)• Tier II- What percentage of students require
Tier II intervention/supports? (2-5 referrals per year)
• Tier III- What percentage of our students require Tier III interventions/supports? (+6 referrals per year)
Curriculum, Instruction and Professional Development
Inquiry Questions Continued
• Which sub-groups and students make up the Tiers?
• What time of day are we seeing the highest referrals?
• Location?• What problem behavior is showing up most
often?• Is there a relationship between referrals
and academic achievement?
Curriculum, Instruction and Professional Development
Step 2: Analyze Data to Prioritize Needs
• High number of referrals led to discovery that our triangle was imbalanced
• AA students made up disproportionate number of referrals
• Location and time of day: cafeteria and recess • Problem Behavior = “Disrespect”• A small % of students made up majority of
referrals
Curriculum, Instruction and Professional Development
Step 3: Establish SMART Goals
• Out of classroom referrals will decrease 10% in one year as measured by SWIS data.
• Out of classroom referrals for African American students will decrease by 10% in one year as measured by SWIS data.
• Cafeteria and playground referrals to decrease by 10% in one year as measured by SWIS data.
Curriculum, Instruction and Professional Development
Step 4: Select Specific Strategies
• Create PBIS Data Teams meeting 2x month and focused on all 3 Tiers (graph)
• Create a new cafeteria plan (22 minute lunches and highly structured climate)
• Schedule reflected what is best for students not adults
• Change recess to Structured Play
• Provide PD to whole staff on PBIS related topics, Equity and Diversity, and fill teachers’ tool boxes.
Curriculum, Instruction and Professional Development
Step 4: Select Strategies
Curriculum, Instruction and Professional Development
Professional Development to Support Strategies
Professional Development:• Developed school-wide matrix and how it will be directly taught to students(Tier I)• Beyond Diversity training • Power of Language/Positive Reinforcement- Four to One positives• Building Positive Relationships with Students• Recognition Program• Focus Room Expectations
• What constitutes an Out of Classroom Referral?• Classroom Management Strategies- Best Practices• Responsive Classroom • Children Living in Poverty• Teach Like A Champion- Entry Routines, 100% Compliance• Active Supervision (being present and involved, scanning ,proximity)• De-escalation Techniques
Curriculum, Instruction and Professional Development
Step 5: Results Indicators/Progress Monitoring
Curriculum, Instruction and Professional Development
Step 6: Monitor and Evaluate resultsPlayground referrals decreased by 84% from 2010-11 school year to
2011-12 school year as measured by SWIS data
Curriculum, Instruction and Professional Development
Percentage of Students by Ethnicity With Referrals
Am Ind/ Native 20.00 %Asian 32.20 %Black/ Af Am 50.59 %Hisp/ Latino 17.54 %Haw/ Pac Isl 0.00 %White 25.00 %
Step 6: Monitor and Evaluate Results
Curriculum, Instruction and Professional Development
Step 6: Monitor and evaluate resultsSchool-wide results: Out of classroom referrals decreased by 20% from
2010-11 school year to 2011-12 school year as measured by SWIS data.
Curriculum, Instruction and Professional Development
Next Steps:
Aligning Data Processes
Attendance
Achievement
PBIS
Curriculum, Instruction and Professional Development
Four Essential Components
Curriculum, Instruction and Professional Development
SBLT Table Talk…
*What Problem-Solving Teams already exist
at your school?
* What are their roles and functions?
* How would you rate their effectiveness?
Curriculum, Instruction and Professional Development
Beliefs Survey
Ty Thompson, MTSS Coach
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
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Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Unpacking the Beliefs Survey
Discuss your team’s belief survey results
What are your beliefs?
How are beliefs aligned with school data and current practices?
Next steps?
Curriculum, Instruction and Professional Development
Wrap-Up
Paul Holm, Program Manager, MTSS & PBIS
Curriculum, Instruction and Professional Development
I know God won’t give me anything I can’t handle.
I just wish he didn’t trust me so much.
Mother TeresaMother Teresa
Curriculum, Instruction and Professional Development
SURTHRIVAL
The fine art of growing, no matter what the situation and/or other people
throw at you.
Stevan Kukic
Curriculum, Instruction and Professional Development
A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.
Curriculum, Instruction and Professional Development
A leader is a person you will follow to a place you would not go by yourself.
Joel Barker, Future Edge,
It is about Leadership…It is about Leadership…
Curriculum, Instruction and Professional Development
Work to Date {
{Work Remaining
There Is A Lot of Work To Be DoneThere Is A Lot of Work To Be Done
Curriculum, Instruction and Professional Development
Curriculum, Instruction and Professional Development
Remember…
It’s not the falling down, but the getting up that matters…
Curriculum, Instruction and Professional Development
1. One thing you learned, relearned, rediscovered after today’s session.
2. One thing you need more clarification about.
Two Minute Paper
Curriculum, Instruction and Professional Development
Homework
• Establish, in writing, members of the SBLT, meeting dates & times
• Review SBLT Belief Survey Results
• Administer Belief Survey to building staff by November 2nd
• Administer Perceptions of Practices survey to SBLT
• Review the results and come with top 3 share outs
• Read RtI Article in your binder: What and Why?
• Choose one additional article and discuss with your team. Find article at thecenter.spps.org/mtss - go to MTSS documents
*Complete by training day 3