1. What help does each student need?

3. Assess to find out specifically where a child is having problems

4. The difference between a formative and a summative assessment has also been described as the difference between a physical and an autopsy. Professional learning communities Prefer physicals to autopsies. Dufour, et al, 2004 Reason for AssessingType of Assessment Who needs additional assistance? How many? Universal Screening What specific skills need targeting? Diagnostic Testing Should we keep or change our intervention? Progress Monitoring

5. TierScopeAssessmentAdmin byFrequency Tier 1 Universal All studentsDibels MAPS Aimsweb STEEP CBM Classroom Teachers Fall, Winter Spring Tier 2 Progress Monitoring Some students Dibels Aimsweb STEEP CBM Classroom Teacher Every other week Tier 3 Intensive Progress Monitoring Few students Dibels Aimsweb STEEP CBM Classroom Teacher Weekly

6.  Universal Screening  Diagnostic testing  Progress monitoring  Outcomes

7.  At least 3 times a year  Across multiple grades  Established cut scores  Scores determine which child needs assistance  Fluidity based on screening

8. Activity 1

9.  Assist with drill down  Determines what assistance each child needs.  May be class wide or individual  Many different types  Looks for assessments that are  Valid  Reliable  High level of fidelity

11. What is the problem? Why is it happening? What should be done about it? Did it work?

12. Activity 2

13.  More frequent  Keep it simple  Do it with fidelity  Chart the progress

14.  S—specific, clearly stated, simple  M—measurable based on quantifiable data  A—Attainable and realistic  R—Related to student performance and achievement  T—Timebound

15.  Baseline: Data before interventions are put in place  Aimline or goal: How much you want to achieve  Graph the data to determine whether or not progress is being made.

16.  Key features of effective formative evaluation systems  Student performance is measured frequently (e.g., once/week) and results in quantitative data  Progress is monitored toward an observable, measurable, and ambitious goal  Progress is graphed and viewed regularly  Data decision rules are used to evaluate the effectiveness of interventions and determine when modifications to interventions are needed

17. Activity 3

18.  Most common measure is state assessments  AYP

19. Activity 4

20.  Needs  What type of professional development do we need?  Who is going to do it?  When are we going to do it?  Length of time needed  Follow-up/Accountability  Options

21. For more information on MTSS, contact HPEC 620-356-5577 For additional information on MTSS visit http://www.kansasMTSS.org