ATSS PROCESS CORE INSTRUCTION, INTERVENTION SELECTION, EXTENSION - - PowerPoint PPT Presentation

ATSS PROCESS

CORE INSTRUCTION, INTERVENTION SELECTION, EXTENSION AND PROGRESS MONITORING

ATSS is a Process

• A process to analyze data
• A process to determine student strengths and need
• A process to make a plan to respond to strength and needs
• A process to monitor their progress

ATSS is not…

• A service that is provided
• A verb or something done to the student
• A 30 minute block of time called ATSS
• A singular program

Tier 1: Core Instruction

Focuses on differentiated, flexible, personalized and inclusive instruction Collaborative Teams work in Professional Learning Communities (PLCs) Teams make data-driven decisions based

• n student needs

While supporting each student’s academic behavioral, social and emotional well- being, teams:

• Unpack standards and identify learning targets
• Create common formative assessments
• Reinforce Power Standards
• Personalize instruction

Should meet the needs of

80-85%

• f students

Questions that guide each team:

Analyze Data (individual classroom level and collaborative teams) Determine Strengths and Needs Respond Monitor Progress

• 1. What do we want our

students to know/do?

• 2. How do we know when

they have learned it?

• 3. How do we respond

when they haven’t?

• 4. How do we respond

when they have?

Tier 1: Core Instruction

Focuses on differentiated, flexible, personalized and inclusive instruction

Classroom Level Data Analysis by Individual Teachers

Tier 1: Core Instruction

Focuses on differentiated, flexible, personalized and inclusive instruction

Collaborative Team Data to help inform Tier 1 Differentiation

Tier 1: Core Instruction

Focuses on differentiated, flexible, personalized and inclusive instruction

Tier 1: Core Instruction

Focuses on differentiated, flexible, personalized and inclusive instruction

Tier 2: Intervention/Extension

Typically short term (3-4 week cycle)

10-15%

• f students may

need intervention while the other students receive extension

• pportunities

Can support the student’s academic, behavioral and/or social and emotional needs Generally a 30-minute block, 3-5 times/week Progress is typically monitored every other week Questions that guide each team:

Tier 3: Intensive Intervention

Generally a 45–60 minute block, 5 times/week

1-5%

• f students

Can support the student’s academic, behavioral and/or social and emotional needs Progress is monitored every week Questions that guide each team:

Determining Strengths and Needs ~Making Groups for Tier 2 or 3

Status of ATSS Implementation

• All of our schools are utilizing Professional Learning Communities (PLC) to address

Tier 1. To every extent possible SPED, ESOL, Gifted, Reading Specialists and Math Coaches try to attend these meetings.

• Additionally, during the time allotted for PLC work collaborative teams are also

identifying students who need additional remediation or extension beyond core time.

• All 23 elementary school have built into their master schedule additional instructional

blocks of time to support Tier 2 and Tier 3

• 3/5 middle schools have also built into their master schedule additional instructional

blocks of time to support Tier 2 and Tier 3

• High schools try to use their Patriots/Generals/ or Warriors time to provide additional

targeted support

Scaling Up the ATSS Process~ Work in Progress

1.

Intervention Protocols

2.

Systemic Collection of Progress Monitoring Data

Intervention Protocols (coming in spring)

Concept Draft

ATSS Data/Intervention System Concept Draft

Arlington Public Schools 17

Full Implementation of ATSS includes the following practices:

Use data to measure and monitor progress Engage the family & community Flexible time for instruction plus intervention/ extension Employ strategies to support behavior and social-emotional needs Evaluate progress and adjust support as needed

Questions/Comments