MTSS Its Not Easy Being Green Stephanie Stollar
MTSS It’s Not Easy Being Green Stephanie Stollar Colorado READing Conference stollar_s@fuse. net
It’s Not Easy Being Green
The Importance of Prevention Dynamic Measurement Group 2016
Components of Effective Tier 1 Instruction Universal Screening Grade Level Planning Scheduling Flexible Use of Resources Focus Instruction on Essential Components Classroom Management Skill Continuums Active Participation Research-based Differentiation and Grouping Instructional Routines Progress Monitoring
Universal Screening �All Students, 3 Times a Year �Assessment must be � brief � predictive � reliable and valid �Used to reflect effectiveness of Tier 1 and to identify need for Tier 2
49% of Students At Risk for Reading Failure Which Student Should Get Intervention? What Student Is Eligible for Title 1 Services? Which Student is Eligible for Special Education Services?
Grade Level Planning At Least 3 Times a Year Protected Time All Educators Who Support the Grade and Building Leadership Use of Problem Solving Process Not for Student-Level Conversations
Grade Level Planning: NASDSE Blueprint https: //www. nasdse. org/Portals/0/SCHOOL. pdf
Scheduling �Based on Student Needs �Protected Block of Time �Everyone Can’t Teach Reading at the Same Time
Sample Schedule
Classroom Management �Room Arrangement �Pre-Teaching and Practicing Expectations and Routines � Transitions � Whole Group and Small Group � Partners � Independent Work �Silent Signals �Clear Consequences and Rewards
Physical Arrangement
Active Participation Partners Choral Responding Written Responses
Differentiation & Grouping �Use Screening and Diagnostic Data �Flexible, Skill-based Differentiation �During Tier 1 �More Practice, Opportunity to Respond, More Corrective Feedback, More Focused Instruction �Options � Within Classroom (with or without support) � Across Classrooms
Grouping Group # Students Skill Who 1 30 Fluency Teacher 1 2 30 Extension/Partner Activities Teacher 2 3 18 Advanced Word Study Teacher 3 4 6 Decoding Teacher 4 5 6 Decoding Reading Teacher 6 4 Decoding Special Ed Teacher
Flexible Use of Resources �Non-categorical Service Delivery �Groups Based on Skill Deficit, Not Funding Source, Label, or Service Provider �Push In, Pull Out
Focus on Essential Components
Skill Continuums
Research-Based Instructional Routines �Explicit and Systematic �I Do, We Do, You Do �Easy Before Hard Skills �Scaffolded Suports �Effective Practice
Instructional Routine Example Debbie Boersma, KRESA
Foundations of Explicit Instruction Focus on Critical Content Logical Sequence Break Down Complex Skills Organized and Focused Lessons Start With Clear Goals Review Prior to New Step-By-Step Demos Clear, Concise Language Range of Examples and Non. Examples Guided Practice Require Frequent Response Monitor Closely Immediate Corrective Feedback Perky Pace Help Students Organize Knowledge Distributed and Cumulative Practice Archer & Hughes, 2011 Explicit Instruction
Progress Monitoring �Formative Assessment �Alternate Forms at Same Level of Difficulty �Monitoring at Instructional Level, Not Necessarily Grade Level �Sensitive to Small Amounts of Learning �Decisions Based on a Series of Data Points, Not a Single Data Point �Real Time Changes to Instruction �Re-Grouping
Progress Monitoring
This Can Be Your School
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