Nancy SteeleKelly Vanderbosch

The Power of Teams in RtI as a Multi-Tiered System of Support

To continue to enhance and celebrate the leadership for RtI and PBIS across the NW BOCES

To learn from reflections on this year ’s learning about how best to implement RtI and PBIS as a Multi-Tiered System of Supports (MTSS) in alignment with UIP, READ Act, Teacher Effectiveness,

To reinforce the power of teams in MTSS implementation

Purpose of Today’s Meeting

Know some leadership practices that build and support sustainable teams

Learn from the common trends of MTSS implementation from other schools and districts across the region

Begin to plan for next year

Today’s Outcomes

Gallery Walk- See questi ons on the following slides The charts will circulate amongst the tables with key

questionsWe will share out and draw some summary

statements/conclusions from this year The Power of Refl ecti on and Teams

Presentation by Nancy and Kelly Exploring Team Draft Structure Next Year

AGENDA

What have you and your teams learned about MTSS implementati on th i s year?

1

Reflection

What have you seen that has made eff ecti ve school/district problem solving teams?

2 Reflection

What have teams done this year that has been eff ecti ve in providing, monitoring and adjusti ng supports for students?

3 Reflection

What teaming structures and protocols do you have in place to support MTSS Problem Solving across your school?

4 Reflection

What successes have you seen related to student academic growth? How is this related to teaming and support?

5 Reflection

What successes have you seen related to student behavioral growth? How is this related to teaming and support?

6 Reflection

What have you done to increase parent/family engagement this year?

7 Reflection

Our Reflections

Integrating academic behaviors into problem solving

Elements of MTSS- updates from CDEProviding supports based on standardsNon cognitive reportSharing great practices across the region

Review of Information Covered Over the Past Year

More cohesive conversations and collaboration across the region

Integration of behavior and academics!! RtI and PBIS

Systems thinkingBett er use of dataBett er use of protocolsTying RtI and PBIS into bigger initiatives and

systems

What has Changed

We see schools grasping universal and intensive and still struggling to effectively manage interventions

Get started!! Use existing team structures to begin to make changes.

Engage the whole staff in the process-planfully

Reflections

The Power of Teams for MTSS

“Members of a true team work interdependently to achieve common goals for which members are mutually accountable.” Student learning outcomes All team members take collectively responsibility to ensure each student

succeeds Team members gain a great deal from each other They are bett er as a team than alone

A Case for Healthy Teams

One of the leadership team’s greatest leverage points is its ability to determine the structure, ti ming and content for staff conversati ons

All stakeholders need a voice The discussion about MTSS is ongoing from a systems level, to

classroom instructi on, to interventi ons to individual students Commitment comes when people see that the changes work Teams have to be the point to start doing the work in order to

get that level of commitment

A Case for Healthy Teams

Guiding, not directi ng Collaborati ng, not competi ng Guidelines, not rules Acti viti es, not lectures. Diversity, not sameness Openness, not secrecy Acti ve, not passive Involved not isolated

From What Makes Effective Teams Tick

Healthy Teams

Teaming Document

Review and discuss Team Document See what you think about the document… What is missing? What questions do you have? How can it be used for schools to think about their teaming practices?

On blank one, list what you have in place for teams in your schools

Review of Teaming Document

Who is on it? How oft en do they meet? What data and informati on do they use? What decisions do they make? How do they communicate with school community? How do they communicate and partner with families? Is PBIS separate team or within this team?

if separate, how do teams communicate?

Describe your school  leadership team(s)

Academic and Behavior Supports and Data for Leadership Team(s)

New learning and the part that is so important for managing interventi ons eff ecti vely.

Ask how their schools/teams are doing these tasks. Tier 2 Arti cle- see website

Example from the article

Intervention Team

Arti culati ng a purposeDistinguishing interventions from Tier one Instruction

Evidence-based Small group instructionClearly articulated intervention implemented with fidelity

Goal of targeted interventi ons is to remediate academic (and/or behavioral) so students can successfully parti cipate in classroom instructi on without extra support

Overview of Article on Intervention Team

Identifying needed components Data management system

A process for collection, review and useClear decision points

Toolbox of interventions based on the needs identified through data analysis

A Team charged with oversight and management of the Tier 2 intervention systemBuilding leaders and teachers/staff working together

Overview of Article on Intervention Team

Key Areas for ImplementationBest approached as a systems issueNew process for most schoolsAlignment of instruction to student need through

Personnel proceduresProcedures for interpreting data

Decision rulesAllotment of resourcesCommunication system-students, staff, families,

community

Overview of Article on Intervention Team

Example: School interested in developing a Tier 2 system with a focus on reading1. Reviewed benchmark data—found 85% meeting profi ciency targets

with Tier 1 instruction, but at-risk students not showing growth2. Defined need—Tier 2 instructional program to meet needs of students

at risk for poor reading outcomes3. Developed a process for data collection and evaluation

Regular data-review meeti ngs established Movement within AND across ti ers

4. Data used to inform decisions about instructional programming—direct instruction of lett er-sound correspondences

5. Dedicated a school-level team to manage the process—looked at data across grade levels and within Tier 2 program

Overview of Article on Intervention Team

Tier 2 Team—meets on a regular basis to:Review dataProblem-solve for students who are not making progressRefine Tier 2 instruction so it’s highly effective for at-

risk students

*Tendency in schools is to provide intervention support immediately, without engaging in the systems planning approach described above

Overview of Article on Intervention Team

Academic and Behavior Supports and Data for Intervention Team

How are they structured (grade-level, dept., etc.)? How oft en do they meet? What data and informati on do they use? What protocols are used? How are decisions made? How do they communicate with school community? How do they partner with families?

Collaborative Teacher Teams

Academic and Behavior Supports and Data for Collaborative Teacher

Teams

Who is on these teams? How oft en do they meet? What data do they collect? How are decisions made? How do they communicate with school community? How do they partner with families?

Individual Student Support Teams

Academic and Behavior Supports and Data for Individual Student

Support Teams

Next Year Plans