MTSS in Preschool APBS17 all
Transcript of MTSS in Preschool APBS17 all
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SOCIALLY AND ACADEMICALLY READY FOR KINDERGARTEN: IMPLEMENTING MTSS IN
PRESCHOOLLise Fox,
Jolenea Ferro,and
Denise Perez BinderThe University of South Florida
Objectives� Issues with MTSS in Preschool� Tools used to implement MTSS in Preschool� Implementation supports to ensure fidelity
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MTSSMTSS is a framework to ensure successful education outcomes for ALL students by using a data‐based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social‐emotional instruction/intervention supports matched to student need in alignment with educational standards.
A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense instruction and intervention based on individual student need, in addition to and
aligned with Tier 1 & 2 academic and behaviorinstruction and supports.
Tier 2: Targeted, Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
Multi‐Tiered System of Supports
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Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration
School‐Wide Multi‐Tiered System of Supports(Components)
A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education
We are talking about babies…� Developmental ages from birth to
5 years� Limited understanding and
expression� Moving from solitary play to social
play� Moving from object exploration to
representation– Implications for guidance, corrective feedback, classroom management, instruction
Fox, 2014
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It’s about play…� Instruction is embedded within play, routine activities, and small group activities� Major focus is to facilitate peer social interaction and concept development� Instructional activities are brief and concrete
– How social and academic skills are taught, the concepts of rules and expectations
Fox, 2014
All Tiers Are Implemented In The Classroom
� Building relationships� Environmental cues� Structured transitions� Engaging all learners� Teaching expectations and rules� Differentiating instruction� Progress monitoring and data
collection� Positive, descriptive feedback
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Preschool Teachers� Have very little training in behavior� Have limited experience in progress monitoring and data decision‐making
� Lack training in individualized, systematic instruction� Have limited to no experience with teaming
– Intensity and frequency of training and technical assistance
–Need for classroom practice‐based coaching
Fox, 2014
Practice‐Based Coaching* FRAMEWORK
from the National Center for Quality Teaching and Learning, 2012http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/teaching/center/development/coaching.html
Evidence-Based
Practices
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Developmentally Appropriate Practice
� Informed by knowledge of child development� Informed by knowledge of each individual child and what that child might need� Informed by the social and cultural contexts in which children live
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASEDIMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/PBIS
From: Bradley, Goodman, McGiboney, & Sugai, 2015
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RECOMMENDATIONS & PROMISING PRACTICES
Full integration of Pre‐K into School‐wide MTSS
� Support at all levels– District supports and values integration – School Administration support
�Principal and MTSS Team�Pre‐K teachers and supervisors
– Pre‐K inclusion on SW PBS teams– Policies– Goals
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Full Integration� EC Tools used to supplement School‐wide tools – Tier 1 implementation and fidelity tools
�BoQ EC Supplement�Action Plan�Ongoing Review – yearly evaluation
– Behavioral data�Identify what and how to collect�Access to data and graphs
Full Integration
� Professional development – Tier I SW system– Tier I EC systems– Practice‐based coaching
� Data‐based decision making and systemic support– Behavior– Academic
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Social Emotional
Tier Three: Individualized Positive Behavior Support, Prevent‐Teach‐Reinforce Young Children (PTR‐YC)
Progress monitoring: PTR‐YC Rating Scale, BIR, Interval or Frequency Recording
Tier Two: First Steps, BEST in Class, Systematic InstructionInstructional goals: SEAM, AEPS, TS‐Gold, Early Learning
StandardsProgress Monitoring: Behavior Rating (e.g., Direct Behavior
Rating), BIR, interval or frequency recording
Expectations/RulesUniversal Social Emotional Curriculum
Screening: ASQ‐SE, SSIS, BIRProgress Monitoring: Curriculum Embedded (e.g., TS‐
Gold); Behavior Incident Reporting (BIR)
Early Literacy
Tier Three: Systematic Instruction, Ready Reading (in press)
Progress monitoring: Curriculum Embedded (e.g., TS‐Gold); mCLASS: CIRCLE; My IGDI
Tier Two: Story Friends (vocabulary), PAths to Literacy (phonological awareness), Read it Again Pre‐K
Progress Monitoring: Curriculum Embedded (e.g., TS‐Gold); mCLASS: CIRCLE; My IGDI
Universal Literacy Curriculum Screening: Preschool Early Learning Inventory, myIGDIProgress Monitoring: Curriculum Embedded (e.g., TS‐
Gold); mCLASS: CIRCLE; My IGDI; ProLADR (multi‐domain)
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Implementing a Strong Tiered System� Tier 1
– Include pre‐K data in Tier 1 team meetings�Behavioral reporting system at Tier I level �Data summaries (behavior, classroom, individual student)
�Academic outcome data
– Address challenges– Monitor fidelity of implementation
Implementation� Tier 2
– Include Pre‐K in Tier II and III team meetings�Decision rules and sources of data modified for EC
– Integrate Pre‐K with S‐W Tier II academic and behavioral supports � Identify Tier II supports in school system� Identify those applicable to EC� Identify other EC Tier II interventions to add to supports*
� Progress monitoring//outcome data
� Fidelity monitoring
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Implementation� Tier 3
– Clear process for referral– Staff who know appropriate Tier III interventions for Pre‐K children
– Timely development of intervention plan that is monitored
– Teacher training and coaching support to implement intervention plan
Thank You
� Lise Fox – [email protected]� Jolenea Ferro – [email protected]� Denise Binder – [email protected]