10/24/16 ¡ GAP Kim Gibbons, Ph.D. Getting Results with a Sustainable Multi-Tiered System of Supports new realities new choices Raising achievement levels and narrowing the gap between students Tuesday, Oct. 25, 2016 on IEPs and their non-IEP classmates is a daunting challenge. #SPEDAhead Available On Demand Available On Demand Kimberly Gibbons, Ph.D. • Associate Director, Center for Applied Research and Available On Demand Educational Improvement, University of Minnesota • Ph.D. in school psychology, University of Oregon • Expert in problem solving model, curriculum based measurement, and research- based instructional practices • Past-president of the Minnesota Association of Special Educators 1 ¡
10/24/16 ¡ 20 years ago, before MTSS, there was database decision making using a problem-solving model. Part 1: Part Part Part 1 2 3 Key Elements and Key Elements Five Fidelity Assumptions and Areas of and Assumptions Implementation Evaluation Lost in the Woods 2 ¡
10/24/16 ¡ MTSS: An Economic Engine to Drive Outcomes Moral of the Story ü It’s hard give up what we do well, even if it is no longer relevant. ü We must continually reassess our direction. ü Implement research- based instruction to increase achievement levels of all students. Align efforts around what is most likely to improve results and reduce the achievement gap. What To Do With Buddy? 2004 IDEA Reauthorization • Feds were expected to • 1 st Grade; falling pay 40% of the cost of behind in reading special education • Slow progress • Funding had become a compared to peers big problem due to over-identification, • Likely to miss mostly for reading gaps benchmarks related to passing 3 rd Grade • Solution to problem? reading test Targeted reading and math interventions • Distractible, • RTI / MTSS as a inattentive, disruptive proactive model 3 ¡
10/24/16 ¡ Multi-Tiered System of Supports (MTSS) Purposes of Assessment • Screening • Diagnostics • Progress monitoring • Outcomes Assessment: Screening Assessment: Diagnostics Screen all students multiple times per year to see who’s on Use assessments to diagnose what students need track, ahead, and behind grade-level expectations. as their instructional target. Assessment: Progress Monitoring Assessment: Outcomes Progress monitoring reveals the effectiveness of the Use assessments to evaluate outcomes at the system level, instruction and interventions we’re providing. building level, grade level, and classroom level. 4 ¡
10/24/16 ¡ Effective Instruction and Intervention Effective Instruction and Intervention: Tier 1 Tier 1 Tier 1 Universal Instruction Tier 2 Tier 2 Tier 3 Tier 3 We expect that at least 80% of the students will be Academic and Positive Behavior Support proficient given universal supports alone. Effective Instruction and Intervention: Tier 2 Effective Instruction and Intervention: Tier 3 Tier 1 Tier 1 Tier 2 Tier 2 Supplemental Interventions Tier 3 Tier 3 Individualized Interventions We try to target no more than 15% of students needing For students who aren’t making progress with Tier 2 or supplemental resources. quality core and supplemental instruction. MTSS … Collaborative Teams Is Not Is A framework to implement An instructional program effective practices The old way of doing business with a Proactive and data-driven new label (pre-referral intervention) Intended to encourage Matching needs and resources placement of students Possible to implement alone A collaborative effort The same for every school Uniquely designed for each site A special education, a general An every education initiative Use data to make instructional decisions that education, a Title 1, a talented focusing on system change make the MTSS framework a success. and gifted initiative 5 ¡
10/24/16 ¡ MTSS Is … Why MTSS? R eally Tier 1 T errific Tier 2 I nstruction Tier 3 Why MTSS? Why MTSS? Increase Non- achievement The MTSS framework discriminatory for all assessment works well for Increase students practices collaboration behavioral support. Allocate resources based on High rates needs of referrals Unified for special framework of education academics and behavioral support Clarissa Zachary • 7 th grade student • 5 th grade student • Grade-level reading and • 99 th percentile in reading, math math, science • A’s and B’s on report card • Has met 8 th grade targets • Likes school • Is she applying • No reported concerns from herself? parents or teachers 6 ¡
10/24/16 ¡ Cassie Jesse • 9 th grade student • Second grade student • Partially proficient in • 4 th percentile in reading reading since 4 th grade • 2 nd percentile on MAP test • Below target on • Frequent disciplinary school-wide screening since referrals 4 th grade • Little progress after two • Struggles to keep up years of supplemental • She’s not sure she interventions is college material Key Assumptions • Move away from sifting and sorting • Make sure all students struggle • Start correcting learning problems with the instructional process • Focus on alterable variables 7 ¡
10/24/16 ¡ Move Away from Sifting and Sorting Make Sure All Students Struggle All students should be challenged with instruction matched to their zone of proximal development. Blow up the silos and start to look at how to best serve students regardless of labels. Start Correcting Learning Problems Focus on Alterable Variables with the Instructional Process Spend less time making predictions about students' lives and Intervene directly in the skill area you're concerned about. more time finding ways to make a difference in their lives. If the water in the aquarium is dirty, don’t spend time diagnosing individual fish. 8 ¡
10/24/16 ¡ • water. Don't diagnose the fish, change the water. Change the Question From This … To This … What about the What about instructional environment the student is can we alter so students causing the will learn and be more performance successful? discrepancy? Part 2 e r u t c u r s t a a t f r a n D I d n a n o i s V i n o p t i h i a s t r n e e d m a e e p l s L m n a I l P Implementation: s e v t i n e The Big Five e , c g n d I e w l o n K s l l k i S d n a y c a c i s f f e E c - r f u e l o S s e R 9 ¡
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