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Multi-Tiered Systems of Support (MTSS) in Secondary Schools

Multi-Tiered Systems of Support (MTSS) in Secondary Schools. Dean Richards Oregon RTI Project. Objectives. Discuss the reasons to change the current system. Explore a framework for how to move to a multi-tiered instructional model in secondary schools.

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Multi-Tiered Systems of Support (MTSS) in Secondary Schools

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  1. Multi-Tiered Systems of Support (MTSS)in Secondary Schools Dean Richards Oregon RTI Project

  2. Objectives • Discuss the reasons to change the current system. • Explore a framework for how to move to a multi-tiered instructional model in secondary schools. • Look at a few of the critical steps that you can begin to move toward MTSS.

  3. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in partner discussions • If you need a break, take one

  4. Partnerships • Pick someone near you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

  5. Diffusion of innovations Innovators 2.5% Early Adopter 13.5% Early Majority 34% Late Majority 34% Laggards 16%

  6. Everyone wants better schools. . . few want them to be different! First different, then better!

  7. Not another thing! MTSS CFA PLC Interventions ELL & Sheltered Instruction Schedules Behavior Professional development TAG Special Education Curricula Credit by proficiency Instruction w/ engagement Assessment THE BUDGET

  8. So. . . we adopt a different ways of thinking about: • Time • Schedules • Assessment • Students • Professional Development • Curriculum • Teamwork

  9. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

  10. Research on Secondary Literacy

  11. Why reading? • More than 8 million students in grades 4 – 12 are struggling readers. • 40% of high school students cannot read well enough to benefit from their textbooks . • 69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.

  12. Is your Mission and Vision matched by your data? Not actual data Educate every child.

  13. “But not everyone goes to college…”

  14. “But not everyone goes to college…”

  15. Resistance • Some teachers adjust the assignment and content rather than help students learn to read.

  16. Resistance • Some content-area teachers expressed resistance to teaching reading.

  17. Resistance • Some teachers just want to cover content unaware that helping them to read would help them understand content.

  18. The Use of Textbooks • The students’ difficulties with reading textbook materials were among the chief reasons for low performance in science and social studies. Gomez and Gomez (2007) Schmoker, Focus

  19. The Use of Textbooks • If we do not teach to read our content texts, how can they extend their understanding. • You cannot learn a discipline without being able to read that discipline! Schmoker, Focus

  20. A fundamental philosophical shift We teach students, not subjects!

  21. Talk Time • Cream please answer the following question: • What is your current practice for supporting literacy in your school/district at the secondary level? • Coffee please answer the following question: • How does this change in language/ philosophy resonate with you? With extra time switch questions • Explicit about my instruction • Explicit roles for each partner • Built in differentiation • It is the beginning of the conversation, I realize there will not be enough time

  22. So how do we make this happen? Interventions Progress Monitoring Decision Rules with Protocol Core Curriculum with strong instruction Early Warning System Data based teaming Leadership Professional Development

  23. So how do we make this happen? Data based teaming

  24. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

  25. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

  26. Reading Next Infrastructure recommendation • Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction

  27. Professional Learning Communities = Data Based Teaming • Four Questions for Professional Learning Communities • What do students need to know and be able to do? • How will we know when they have learned it? • What will we do when they haven’t learned it? • What will we do when they already know it?

  28. Types of Tier 1 Data • Prepare for resistance to new and different types of data. • We go with what we know. • Be clear about what carries the most weight. • Lead data • Walk through tools • Lag data • OAKS • EasyCBM • Grades • Behavior

  29. Roseburg Assessment Plan

  30. Teaming

  31. Teaming

  32. Teaming

  33. Teaming

  34. Talk Time • Make a quick list of teams that you have that regularly gather to look at student achievement data? • Coffee share first, then cream.

  35. Teaming • Literacy Leadership Team • Attendance: Principal, Literacy Specialist, Special Education, Classroom (1 representative per grade level) • Purpose: Look at school wide literacy • Plans professional development • Align Special Education, General Education and ELL

  36. Tier 1 Teaming Outcomes • Focus for staff • Coordinated instructional strategies • Professional development

  37. Types of Tier 1 Data • What data should be brought? • Who should bring it? • How will it be presented? • What was the purpose of the assessment? • Universal Screening/Progress Monitor (EasyCBM) • Mastery (In class assessments) • Diagnostic (SRAI, Placement assessments) • Program (OAKS, EasyCBM)

  38. Tier 1 Teaming • The purpose of a tier 1 meeting is to use data to help you know where your instructional focus should be. • Focused professional development • Coordinated plan

  39. Teaming • Schedule of meetings • Schedule generated at the beginning of the year.

  40. Tier 1 Teaming • Are the right people attending the meetings? • Counselor • Special Education • General Education • Administrator

  41. Tier 1Teaming • Agenda of Tier 1 meeting • Addressing infrastructure • Addressing instruction

  42. Tier 1 Teaming

  43. Tier 1 Teaming • What can all for your teachers do to improve outcomes for all? • Active engagement • Explicit instruction

  44. Talk Time • Cream please answer the following question: • What is your current practice for supporting literacy in your school/district at the secondary level? • Coffee please answer the following question: • How does this change in language/ philosophy resonate with you? With extra time switch questions

  45. So how do we make this happen? Early Warning System Data based teaming Leadership Professional Development

  46. Early Warning Systems

  47. Early Warning Systems • Testing • OAKS • CBM • Academic Failure • Grades/GPA • Students at risk of losing credits • Behavior • Absenteeism/Tardy • Office Discipline Referrals • Student survey • Walk through tools

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