1. MTSS It’s Not Easy Being Green
Stephanie Stollar
Colorado READing Conference

2. It’s Not Easy Being Green

3. The Importance of Prevention
Dynamic Measurement Group 2016

4. 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

5. 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

6. 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?

7. 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

8. Grade Level Planning: NASDSE Blueprint

9. Scheduling Based on Student Needs Protected Block of Time
Everyone Can’t Teach Reading at the Same Time

10. Sample Schedule

11. 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

12. Physical Arrangement

13. Active Participation
Partners
Choral Responding
Written Responses

14. 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

15. 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

16. Flexible Use of Resources
Non-categorical Service Delivery
Groups Based on Skill Deficit, Not Funding Source, Label, or Service Provider
Push In, Pull Out

17. Focus on Essential Components

18. Skill Continuums

19. Research-Based Instructional Routines
Explicit and Systematic
I Do, We Do, You Do
Easy Before Hard Skills
Scaffolded Suports
Effective Practice

20. Instructional Routine Example
Debbie Boersma, KRESA

21. 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

22. 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

23. Progress Monitoring

24. This Can Be Your School