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 Classroom Management Active Participation Differentiation and Grouping Flexible Use of Resources Focus Instruction on Essential Components Skill Continuums Research-based 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 Extension/Partner Activities Teacher 2 3 18 Advanced Word Study Teacher 3 4 6 Decoding Teacher 4 5 Reading Teacher 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

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