building interventions in schools: udl, mtss, role of special education by zhanna preston, char...
TRANSCRIPT
INTERVENTION TEAMS TRAINING
JUNE 15, 20158:30- 3:30
MURRIETA VALLEY USD DISTRICT SUPPORT CENTER
Char Zhanna FaytheSueKathy
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Agenda8:30-11:30 – Building Interventions(Char, Kathy, Sue, Zhanna, Faythe)
Mindset Shared Leadership Instructional Implications: MTSS, UDL, Progress Monitoring, Data Analysis Role of Special Education Wrap-Up and Next Steps
11:30-12:30 – Lunch
12:30-3:30 – Work in Teams
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MINDSET
Plan for implementing a mindset culture
High level learners – everyone can get there
Goal setting
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Create avenues for two way communication and staff input via your leadership team.
Ensure that all players involved are bought in to the plan.
Responsibility of site based shared leadership with respect to LCAP
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Contract Language
8.10.2 RtI
Leadership teams, to include a Special Education representative, shall provide input
into site Response to Intervention (RtI) Models. Class size upper maximums shall not be
exceeded with RtI models. Concerns regarding RtI groupings can be forwarded to Association
Directors.
Multi-Tiered Systems of Support(MTSS)
Rate the Word
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Definition of MTSS CA
• Refer to Handout
• CDE’s definition of MTSS
• Differences with RTI2
• Similarities with RTI2
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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*Multi-Tier Prevention Model
*Curriculum: Scientifically Validated and Research-Based Programs
*Assessment: Universal Screening and Progress Monitoring
*Fidelity of Implementation
*Professional Development
*Connection and Collaboration Between School and Family
MTSS Framework
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Let’s Take a Practical Look……
Refer to System 44 HandoutTier 3 Example
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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READ 180: TIER 2 Example
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
26Origins of Universal Design
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
27UD Origin and Definitions
Drawbacks of Retrofitting• Each retrofit solves only
one local problem
• Retrofitting can be costly
• Many retrofits are UGLY!
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
29Universal Design for Learning
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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The Foundation: Universal Design for Learning:
TIER 1 and BEYOND
http://www.udlcenter.org/aboutudl/whatisudl/3principles
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Growth Mindset and UDL“Learners with a growth mindset are self-aware and active learners.” - From Theory to Practice, CAST, 2014
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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UDL Expert Learners
©CAST, 2014
Engagement Representation Action & Expression
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Scaffolding vs. RescuingScaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Scaffolding vs. RescuingRescuing refers to the teacher assisting the struggling learner too early and too deeply, thus not allowing the student to experience critical thinking and make mistakes as part of the learning process.
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
36Guidelines for UDL with examples
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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DATA-BASED INDIVIDUALIZATION (DBI)
Intensify, Intensify, Intensify
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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DBIWho Needs Intensive Intervention?
• Subgroup of Students who have the most persistent and severe learning and behavioral problems
• Students it a tiered program who have NOT responded to evidence-based intervention
• Students consistently NOT making adequate progress in meeting IEP goals
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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DBI• When and HOW to intensify USING DATA
• Systematic and frequent collection and analysis of student-level data……(page 3 DBI)
• DBI includes adapting and individualizing interventions that are implemented at the secondary level
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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• 5% of students in the general K-12 school population require intensive academic interventions (2.5 million students)
• 3% …..require intensive behavioral interventions ….. (1.5 million)
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Getting it Right: Barriers to Successful Implementation
1. Spotty Screening and Mediocre Monitoring
2. Inadequate Analysis3. Poorly Planned PD4. Left-Out Leaders
5. RTI Referral Syndrome
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Special Education Glossary of Terms
KEY POINT!!
Lose the Word Modification! For all but the neediest of learners: 1-2%
Instructional Implications:MTSS, UDL, Progress Monitoring, & Data Analysis
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Fred Balcom – one system of supports Role of SE teachers: Focus on IEP goals, serving as a
resource to GE teachers; provide specialized academic instruction; implement behavioral plans, assist students
with executive functioning difficulties (organizational skills). SE teachers and GE students
Role of Special Education
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Inclusion of RSP/SDC teachers into intervention planning
Making sure that the RSP and SDC teachers/programs get the same access to curricula,
materials, programs, books
Include SE into your site tech plans
SST Process v EMT model
Role of Special Education
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Role of Special Education
Specific Learning Disability: Explore new ways of identifying this
disability