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

3. Inspiration https://www.youtube.com/watch?v=E4LnwRE 5oeg https://www.youtube.com/watch?v=E4LnwRE 5oeg

4. Inspiration Think of someone who has inspired you… – What did they do to inspire you? – What have you done differently because of them?

5. 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

6. What steps have you taken since our last meeting? With your Commitment Partner discuss – – How did you do on your “Commitment” from last time? – Planning with MTSS Leadership Team – Pink Wednesday whole staff training – Review site-based MTSS processes – Attended training – MTSS coach visit – Behavior screening

7. Learning Intentions To better understand How ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made.

8. Professional Learning Community Groups of 6-8 Share surprises your site experienced @ the MTSS Pink Wednesday? Share solutions has your site implemented to address the MTSS process. Share concerns your site has regarding MTSS. Groups share 2-3 solutions discussed.

9. Fundamental IV: Multi-Tiered System of Support A.Position Statement: ALL students are provided Tier I core instruction in the general education classroom environment and their individual needs are addressed through collaboration between general education staff, special education staff, and ELL staff. B.Expectations: The MTSS process aligns with PLCs and school leadership team functions. The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made. Local and district level measures are used to monitor student responsiveness to core instructional practice and response to intervention as necessary. Multiple sources of data are used to monitor student progress and to determine the effectiveness of instruction and interventions. Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine needed supports. Documentation of student interventions and outcomes are maintained in the MTSS tab of IC. A special education referral is only considered after interventions at all tiers have been implemented with fidelity and student outcomes are insufficient. (MTSS is the evaluation strategy for determining specific learning disability.) Pres s Play

10. Professional Learning Community Administrator PLC –Four Essential Questions What do we expect our teachers and ourselves to learn about MTSS? MTSS process and structure 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?

11. MTSS Expectation The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made. Remember where they come from. How do we get teachers to understand that it isn’t just about the learner, but also about instruction, curriculum and environment as well? Agreed-help!

12. Instruction, Curriculum, Environment, and Learner (ICEL) A common mistake is to assume that student learning problems exist primarily in the learner and to underestimate the degree to which instructional strategies, curriculum demands, and environmental influences impact the learner’s academic performance. The ICEL elements ensure that a full range of relevant explanations for student problems are examined.

13. Instruction, Curriculum, Environment, and Learner (ICEL) Review, Interview, Observation, and Test (RIOT) Matrix A tool that helps educators consider the full range of possible explanations for the student’s academic or behavioral problems

14. RIOT/ICEL Matrix The RIOT/ICEL matrix is not itself a data collection instrument. An organizing framework, or heuristic, that increases schools’ confidence both in the quality of the data that they collect and the findings that emerge from the data Can be used at the PLC or IAT level Supports strong Tier 1 conversations

15. Problem-Solving in an MTSS Model

16. 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

17. With a Partner Pair up, read through the article & discuss – Define R-I-O-T and I-C-E-L – How can you support teacher with gathering RIOT/ICEL – What is the value of using the RIOT/ICEL tool? – How do you see this enhancing the PLC process? – How may this tool support Tier 1? Whole group discussion

18. Practice with Partner Review the sample matrix Discuss how you may guide a teacher through this tool Use the blank matrix to walk through a student at your site

19. The MTSS process aligns with PLCs and school leadership team functions. The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made. Local and district level measures are used to monitor student responsiveness to core instructional practice and response to intervention as necessary. Multiple sources of data are used to monitor student progress and to determine the effectiveness of instruction and interventions. Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine needed supports. Documentation of student interventions and outcomes are maintained in the MTSS tab of IC. A special education referral is only considered after interventions at all tiers have been implemented with fidelity and student outcomes are insufficient. (MTSS is the evaluation strategy for determining specific learning disability.)

20. PLC* - Share your Professional Learning Commitment* Find a partner – Share two things you will do at your site based on today’s discussion – Identify a source of support and any obstacles – Identify when and how you will check back in with them

21. Closure… For next time… Documentation of student interventions and outcomes are maintained in the MTSS tab of IC. A special education referral is only considered after interventions at all tiers have been implemented with fidelity and student outcomes are insufficient. (MTSS is the evaluation strategy for determining specific learning disability.) Other asks….. Please complete the session evaluation so we can make each session valuable and engaging