Lead Teach Learn PLC Fundamental IV: Multi-Tiered System of Supports

Learning Intentions Overview – Expectations – IS support – District support – Working Agreements August 4-6 Reflection – How did you arrive here? This fundamental? – Strengths/Opportunities for improvement Desired outcomes from PLC time at LTL

Professional Learning Community Teacher PLC- Four Essential Questions What do we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? How will we respond if they already know it? Administrator PLC – Four Essential Questions What do we expect our teachers and ourselves to learn about MTSS? How will we know we strengthening our capacity to meet expectations? How will we respond if we don’t make progress? How will we respond once practices have been established?

Working Agreements* Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn. How do we hold each other accountable? *Taken from LearningForward.org

Overview – Professional Learning Community structure Data Professional Inquiry Collaborate to learn and share solutions – Facilitated Conversations of Position and Expectation Statements – Aligned with Blue Fridays and Pink Wednesdays

Multi-Tiered System of Supports An evidence-based model of schooling that uses data- based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.

Problem-Solving in an MTSS Model

How Does it Fit Together? MTSS At A Glance Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive All Students at a grade level Fall Winter Spring Universal Screening None Continue With Core Instruction Grades Classroom Assessments Yearly ITBS/ITED Group Diagnostic Small Group Differentiated By Skill Step 1 Step 2Step 3Step 4 C S I 1-5% 80-90% 5-10% weekly 2 times/month

August 4-6 Reflection Groups at Work – Copyright MiraVia LLC – All rights reserved What site-specific strengths and needs led to your selection of this Fundamental? Individual reflection Share at table Whole group share one strength and one opportunity for growth from each table.

Desired Outcomes for LTL PLC Questions Focus (AKA Needs Assessment) – Each expectation on a separate chart – Groups write questions, then rotate to each of the other stations – Last group prioritizes top 3-5 questions – Come back together as whole group

Did we accomplish our Learning Intentions? Overview Working Agreements August 4-6 Reflection Desired outcomes from PLC time at LTL

Closure For next time… – Expectation 1: The MTSS process aligns with PLCs and school leadership team functions. – Expectation 2: Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine needed supports. – Think MTSS & PLC What artifact / data / information do you want to discuss with your colleagues? PLC* - Share your Professional Learning Commitment* Session Evaluation