An Introduction to VCS Multi-Tiered System of Supports

Multi-Tiered SYSTEM of SUPPORTS

SYSTEM (singular)SUPPORTS (plural)

Move from a System of Schools (and Departments) to a

SCHOOL SYSTEM

RtI or MTSS?

RtI is the practice of 1) providing high-quality instruction/intervention matched to student needs and 2)using learning rate over time and level of performance to 3) make important education decisions. (NASDSE, 2006)

MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.

Underlying Principles and Practices

Core Beliefs of MTSS

Every child learns and achieves to high standards

Learning includes academic and social (behavioral) competencies 

Every member of the learning community continues to grow, learn and reflect

Every leader at all levels are responsible for every child

Change is intentional, coherent and dynamic

How Does MTSS Relate to VPM?

The main goal of MTSS is for schools to use their resources in ways that enables every child to be successful. This is accomplished by:

Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place

Implementing evidence-based interventions for all students and tailoring interventions based on student’s needs

Knowing what the academic and behavioral supports are throughout the system

Using progress monitoring data to know when to make a change in instruction

Ensuring that PD supports what our data indicateThis IS about Proficiency for ALL students

   

What are our barriers to MTSS?Reluctant Intervention Providers (R.I.P.)

Solutions: Statutory requirements Rule 6A-6.0331: General Education Intervention

Rule:Evidence-based interventions addressing the identified area of concern must be implemented in the general education environment. The interventions selected for implementation should be developed through a process that uses student performance data to, among other things, identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Interventions shall be implemented as designed for a reasonable period of time and with a level of intensity that matches the student’s needs.

More solutions to R.I.P. & MTSS Reauthorization of ESEA?State Commitment

Florida Educator Accomplished Practices (FEAP- 3h) Teacher differentiates instruction based on an assessment of student

learning needs and recognition of individual differences in students.

Volusia System for Evaluating Teachers (VSET- 1e) Designing Coherent Instruction: Teacher coordinates knowledge of

content of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and allows for different pathways according to student needs.

VSET supports MTSS…(and MTSS supports VSET)

1d: Demonstrating knowledge of resources1e: Designing coherent instruction1f: Assessing student learning2d: Managing student behavior3d: Using assessment in instruction4d: Participating in a professional community

Where are we and where are we going?

Current Problem/Barriers Solutions with MTSS DLT

Confusion about terminology Developing common language

Separation of Academics/Behavior

Integration of Academics/Behavior

Separation of GenEd/ESE Increased collaboration and development of a continuum/fluid process

No time for interventions… Sharing of master schedules that support intervention time

Don’t know what intervention/intensity/PM tool to use

Developing menu of interventions matched to problem intensity with appropriate progress monitoring tools

Not sure how we’re going to get there

Submitted application to FDOE for DAPPS consideration

What It’s All About…

Data-Based Decision Making

Integration & Susta

inability