New Jersey Department of Education New Jersey Tiered

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New Jersey Department of Education New Jersey Tiered System of Supports June 24, 2020

New Jersey Department of Education New Jersey Tiered System of Supports June 24, 2020

Why NJTSS? MTSS/ NJTSS RTI I&RS 2

Why NJTSS? MTSS/ NJTSS RTI I&RS 2

New Jersey Tiered System of Supports for Early Reading (NJTSS-ER) ○5 - year federal

New Jersey Tiered System of Supports for Early Reading (NJTSS-ER) ○5 - year federal grant ○Partnership with Rutgers Graduate School of Applied and Professional Psychology ○30 school districts implementing in about 60 schools ○Goal to Scale Up and Expand to Mathematics and Behavior ○Includes Family Engagement and Leadership https: //www. nj. gov/education/njtss/ 3

An Introduction to New Jersey Tiered System of Supports (NJTSS) Dr. Deitra Spence June

An Introduction to New Jersey Tiered System of Supports (NJTSS) Dr. Deitra Spence June 24, 2020

Presenter - Dr. Deitra Spence ● FEA Consultant/Coach ● Former Asst. Supt. , Trenton

Presenter - Dr. Deitra Spence ● FEA Consultant/Coach ● Former Asst. Supt. , Trenton Public Schools ● Former teacher and administrator in PA ○ social studies teacher ○ reading specialist ○ elementary principal ○ middle school vice principal ○ middle school principal ○ high school vice principal ○ supervisor of secondary counseling

Today’s ● Provide a common understanding of NJTSS; ● Describe the essential components of

Today’s ● Provide a common understanding of NJTSS; ● Describe the essential components of NJTSS; ● Identify steps for the initial planning and implementation of NJTSS in your district; and ● Identify key resources to support its implementation

NJTSS is. . A framework for supporting students through a continuum of services provided

NJTSS is. . A framework for supporting students through a continuum of services provided through core programs and interventions

NJTSS is. . A framework consisting of core components for multi-tiered academic and behavioral

NJTSS is. . A framework consisting of core components for multi-tiered academic and behavioral supports designed to promote student achievement and success.

NJTSS is. . A framework for using data to drive decisions building upon the

NJTSS is. . A framework for using data to drive decisions building upon the Intervention and Referral Services (I&RS) process

Why do we implement NJTSS? ● Uses a systemic and consistent approach to prevention,

Why do we implement NJTSS? ● Uses a systemic and consistent approach to prevention, intervention, and enrichment ● Provides a continuum of supports based on student learning ● Emphasizes high expectations for all students ● Enhances the capacity of the classroom teacher ● Supports PLCs (Professional Learning Communities) ● Helps to improve post-school outcomes

NJTSS is supported by Scholarly Research “The right supports to the right students at

NJTSS is supported by Scholarly Research “The right supports to the right students at the right time help every student on the path to college and career readiness. ” “A tiered-system that promotes support that is collaborative. ” “Targeted, data-driven, inclusive of all students. ” “Proactive - not reactive. Assists children before they fail instead of using failure as a prerequisite for support. ”

Foundational Components of NJTSS ● Effective district and school leadership ● Family and community

Foundational Components of NJTSS ● Effective district and school leadership ● Family and community engagement ● Positive school culture and climate ● High-quality learning environments, curricula, and instructional practices: Tiers I, II, and III ● Universal screening ● Data-based decision making ● Collaborative problems solving teams ● Progress monitoring ● Staff professional development

Effective District and School Leadership District and building leadership teams provide direction and coordinate

Effective District and School Leadership District and building leadership teams provide direction and coordinate school personnel in various aspects of the multi-tiered service delivery. Tasks include: ● Select and apply protocols and procedures ● Analyze data ● Evaluate effectiveness of core programs ● Coordinate multi-tiered instruction/intervention services ● Include various stakeholders - school and community ● Grade level and teacher leaders are key decision-makers

Family and Community Engagement Ongoing participation of family and community members as partners in

Family and Community Engagement Ongoing participation of family and community members as partners in the design, implementation, and sustainability of the NJTSS framework. ● Parents are provided with information about NJTSS and its impact on their children’s education ● Parents and community members are partners in data-based discussions about student progress ● Clearly defined procedures are in place for notifying and involving parents ● ALL staff need to recognize the importance of students’ home language and culture

Positive School Culture and Climate A positive school climate is essential for effectively implementing

Positive School Culture and Climate A positive school climate is essential for effectively implementing NJTSS and emphasizes the following: ● A culturally responsive environment that is clean, safe, welcoming, and accessible for ALL students ● An environment that promotes positive student and staff relationships ● Clear expectations at the school, classroom, and student levels ● Assessment of school culture and climate on a regular basis

Instructional Components of NJTSS: The Inner Triangle ● ● ● Universal Screening Assessing ALL

Instructional Components of NJTSS: The Inner Triangle ● ● ● Universal Screening Assessing ALL students to identify whether they are at or above benchmarks or at risk for poor performance Assessments measure skills or behaviors that predict future performance Determines if changes are needed to core instruction Timing and frequency of assessments are appropriate Ensures that assessments are reliable and valid

Instructional Components of NJTSS: The Inner Triangle High-quality Learning Environments, Curricula, and Instructional Practices

Instructional Components of NJTSS: The Inner Triangle High-quality Learning Environments, Curricula, and Instructional Practices ● Core instruction and supports for specific skills offered at three tiers: Tier I, Tier II, and Tier III, varying by intensity ● Focus on preventing learning difficulties and intervening when students need it ● Provide enrichment opportunities ● Emphasis on culturally responsive instruction

Tier I - Universal Supports Represented by the large dark blue section at the

Tier I - Universal Supports Represented by the large dark blue section at the bottom of the triangle ● Focus on core whole-group instruction and planning for learner variability ● Universal screening is conducted to determine which students are on track, which students need additional support, and which student may require enrichment activities ● Collaborative problem solving teams meet to determine if Tier 1 meets the majority of students’ needs ● Teachers are provided with strategies and supports to differentiate assignments and assessments for students

Tier 2 Targeted, Small Group Interventions Represented by the medium blue section in the

Tier 2 Targeted, Small Group Interventions Represented by the medium blue section in the middle of the inner triangle ● Tier 1 PLUS supplemental supports and interventions provided in small group settings ● Targeted sustained interventions ● Interventions increase in intensity, frequency, and duration based upon review of data ● Interventions should be viewed through a “cultural lens”, connecting content to students’ background knowledge and culture ● Regular progress monitoring

Tier 3 - Intensive Interventions Represented by the small light blue section at the

Tier 3 - Intensive Interventions Represented by the small light blue section at the top of the triangle ● Tier 1 and 2 PLUS intensive, sustained, individualized supports and interventions ● Provided for small groups of students who are significantly below benchmark expectations ● Provided for students for whom Tier 2 doesn’t meet their needs ● Frequent progress monitoring ● Interventions are provided by an interventionist, reading specialist, or other staff member

Data-Based Decision Making Involves analyzing screening and progress monitoring data to determine how best

Data-Based Decision Making Involves analyzing screening and progress monitoring data to determine how best to address students’ needs ● Data-based decision rules are used to guide intervention, selection, and modification ● Data are organized, maintained, and displayed so that school teams can make schoolwide, grade-level, class-wide, and individual student decisions ● Use of formative assessment to guide differentiation ● Use of disaggregated data by demographic variables to determine group trends/needs

Collaborative Problem. Solving Team Consists of administrators, teachers, service providers/interventionists and other staff who:

Collaborative Problem. Solving Team Consists of administrators, teachers, service providers/interventionists and other staff who: ● ● ● Review student data Apply data-based decision rules to create instruction/intervention plans for individual students Coordinate support for students with common needs Work to improve the quality of intervention implementation Provide multiple perspectives Include parents and students when discussing data and interventions

Progress Monitoring ● ● Used for students receiving Tier 2 or 3 support to

Progress Monitoring ● ● Used for students receiving Tier 2 or 3 support to determine students’ response to intervention Action plans for improving student performance are reviewed and revised as needed Includes regularly assessing student performance to determine students’ rate of improvement Multiple forms of the same assessment are administered at intervals frequent enough to make decisions about the impact of intervention

Staff Professional Development Structured professional learning that results in changes in teacher practices and

Staff Professional Development Structured professional learning that results in changes in teacher practices and improvements in student learning ● ● Increases teacher effectiveness and capacity Provides learning opportunities for teachers to gain knowledge and understanding of all components of NJTSS Integration of ongoing professional development related to curriculum and whole- and small-group instruction Use of professional learning communities (PLCs) and coaching

Getting Started With NJTSS Exploring Phase ● Step #1 - Establish a district leadership

Getting Started With NJTSS Exploring Phase ● Step #1 - Establish a district leadership team ● Step #2 - Assess the strengths and needs of the district/schools ○ Identify current resources and practices ○ Identify strengths and areas of need with regard to school climate and culture ○ Assess the use of positive behavior supports in the district/school ○ Determine what is needed to implement NJTSS ○ Identify what’s needed to enhance family and community engagement

Getting Started With NJTSS (cont. ) Planning Phase ● Step #3 - Develop an

Getting Started With NJTSS (cont. ) Planning Phase ● Step #3 - Develop an action plan Implementing Phase ● ● Step #4 - Implement the action plan Step #5 - Evaluate the implementation of the action plan to identify areas of success and areas that need to be revised

Resources www. nj. gov/education/njtss - New Jersey Department of Education KSDE TASN - Kansas

Resources www. nj. gov/education/njtss - New Jersey Department of Education KSDE TASN - Kansas Technical Assistance Network (TASN) https: //rti 4 success. org - Center on Response to Intervention https: //www. schoolclimate. org/ - National School Climate Center http: //www. njpbs. org/Intervention_Resources/self_assessment. html

THANK YOU for choosing professional development with NJPSA Feel free to visit the NJPSA

THANK YOU for choosing professional development with NJPSA Feel free to visit the NJPSA website for more courses that can support your work If you have any questions about this webinar or suggestions for future webinars, please send an email to: bgantwerk@njpsa. org

Questions? July 8, 2020 Using Leadership Tool To inform and Guide Decisions http: //www.

Questions? July 8, 2020 Using Leadership Tool To inform and Guide Decisions http: //www. tinyurl. com/NJTSS-JULY 8 July 15, 2020 Developing Effective Schedules for Instruction and Planning http: //www. tinyurl. com/NJTSS-JULY 15