Certain Access: How to Create a Multitiered System of Supports
Mike Mattos
Day 2—Afternoon Keynote
Certain Access: How to Create a Multitiered System of Supports
Mike Mattos
121
The Four Cs of RTI 1. Collective responsibility 2. Concentrated instruction 3. Convergent assessment
Certain Access
4. Certain access
How to Create a Multitiered System of Supports Mike Mattos
PLC at Work™ and RTI at Work™ Architect
#rtiaw
Certain Access “A systematic process that guarantees every student will receive the time and support needed to learn at high levels. “Thinking is guided by the question, How do we get every child there?” —Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles (2012), p. 10
#rtiaw
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
123
124
RTI at Work Workshop RTITree at Work © Solution 2016 •Workshop SolutionTree.com © Solution Tree 2015. solution-tree.com. Reproducible. Reproducible. Certain Access: Tier 2 to Tier 3
Certain Access: Tier 1 to Tier 2
Universal Screening
Schoolwide Teams Take Lead Responsibility
Behavior
Attendance
English language
Number sense
Writing
Reading
Tier 3: Intensive Remediation in Universal Skills
Tier 3: Certain Access
Leadership Team
Teacher Teams
Intervention Team
Immediate Action Steps
Our Mission
To ensure that all students learn at grade level or higher!
Teacher Teams Take Lead Responsibility
Tier 2: Additional Time and Support to Meet Grade-Level Essentials
Tier 2: Certain Access
Tier 1: Access to Grade-Level Essentials for All Students
Universal Screening and Diagnostic Assessments
The RTI at Work Pyramid
REPRODUCIBLE
Tier 1 = what all kids get Green box = teacher team responsibility
#rtiaw
#rtiaw
Essential Tier 1 Teacher Team Outcomes Identify essential standards for every grade and course. Share essential learning targets with students. Give common assessments for every essential standard. Identify students for Tier 2 by student, by standard, by learning target.
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
125
Essential Tier 1 Schoolwide Outcomes
Essential Tier 1 Schoolwide Outcomes Schedule weekly collaboration time.
Tier 1 = what all kids get Red box = leadership team responsibility
Provide all students access to grade‐level essential standards. Identify and teach essential schoolwide academic and social behaviors.
#rtiaw
Academic Behaviors
Social Behaviors Responsible verbal and physical interactions with peers and adults Appropriate language Respect for property and materials Regular attendance Self‐monitoring
126
page 5
Metacognition: knowledge and beliefs about thinking Self‐concept: a student’s belief in his or her abilities Self‐monitoring: the ability to plan and prepare for learning Motivation: the ability to initiate and maintain interest in tasks Strategy: techniques for organization and memorization of knowledge Volition: the efforts and techniques needed to stay motivated and engaged in learning
© Mattos 2017. SolutionTree.com. Do not duplicate.
page 5
Fundamental Assumptions Not all students learn the same way. Not all students learn at the same speed.
#rtiaw
#rtiaw
Tier 2 Tier 2 = extra help in meeting grade‐level essential standards
Will
Skill
Green box = teacher team responsibility
#rtiaw
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
127
Skill
Will
#rtiaw
#rtiaw
Teacher Team Responsibilities Clearly define essential student learning outcomes. Provide effective Tier 1 core instruction. Assess student learning and the effectiveness of instruction. Identify students in need of additional time and support (every three weeks). Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards.
Certain Access “A systematic process that guarantees every student will receive the time and support needed to learn at high levels. “Thinking is guided by the question, How do we get every child there?” —Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles (2012), p. 10
#rtiaw
128
© Mattos 2017. SolutionTree.com. Do not duplicate.
A Systematic Response Must …
Certain Access: Student Information Tier 2 skill: common assessment data
Identify Determine Monitor Revise Extend … regardless of the teachers. #rtiaw
Tier 2 Help
#rtiaw
Select and unwrap essential student learning outcomes and develop a unit assessment plan.
Analyze summative assessment results; identify students in need of supplemental interventions.
Introduce learning targets to students. Begin core instruction.
Analyze formative assessment results, provide mid‐unit interventions, and continue and/or complete core instruction.
Tier 1 Prevention
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
129
Tier 2 = extra support in meeting grade‐level essential standards Red box = leadership team responsibility
#rtiaw
#rtiaw
How Much Time and How Often? There must be flexible time embedded into the master schedule for teacher teams to lead supplemental interventions.
Frequently (weekly) About 30 minutes per session Available to all students Students cannot miss new essential standards.
#rtiaw
130
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
Tier 2
Will
Will
Skill
#rtiaw
#rtiaw
Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in: Motivation Attendance Behavior #rtiaw
Coordinate schoolwide human resources to best support core instruction and interventions, including: Administration Site counselors Psychologists Instructional aides Other classified staff #rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
131
Fundamental Assumptions Some students will lack the essential skills from previous years.
#rtiaw
#rtiaw
Universal Skills of Learning Tier 3 = intensive remediation in universal skills
Reading Writing
Red box = leadership team responsibility
Number sense English language Attendance Behavior
#rtiaw
132
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
Three Critical Teams
School Intervention Team
#rtiaw
Principal Counselor Psychologist Speech and language pathologist English language development specialist Reading specialist Math specialist Special education teacher Nurse Librarian Community resource officer #rtiaw
The school intervention team’s primary responsibility is to coordinate the school’s efforts to meet the needs of individual students requiring intensive support.
#rtiaw
What if Tiers 1, 2, and 3 don’t work for a specific student?
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
133
REPRODUCIBLE
Building a Site Intervention Team Team Members:
Essential Role
Recommended
Administration
Principal
Reading
Reading specialist
Writing
ELA specialist
Math
Math specialist
English language
EL specialist
Teaching differentiation
Speech and language pathologist Special education teacher
Behavior
Psychologist
Social–family
Counselor
Instructional resources
Librarian
Community resources
Community resource officer Social worker Counselor
Language
Staff Members Best Trained to Meet This Need
When will this team meet? Determine a weekly meeting time and location. Time: Location: Team norms:
134
RTI at Work Workshop © Solution Tree 2016 • SolutionTree.com Reproducible.
REPRODUCIBLE
Essential Questions for Special Education Identification These questions are designed to help a site intervention team consider if special education identification is appropriate, justified, and defendable for a student. Unless the intervention team can answer each question affirmatively, then the decision to recommend special education is not appropriate or defendable. Tier 1: y
Did the student have access to rigorous, grade-level curriculum?
y
What evidence do we have that our school’s initial instruction (Tier I) was effective for similar students?
y
Was the student given additional time and differentiated instruction during Tier I instruction?
Tier 2: y
Did we identify the student for supplemental time and support in a timely manner?
y
What were the child’s specific learning needs?
y
What was the cause of the student’s struggles?
y
What research-based interventions were used to address the student’s specific learning needs?
y
What evidence do we have that these interventions were effective for similar students?
Tier 3: y
When was the child referred for intensive support?
y
What quality problem-solving process was used to better identify the child’s specific learning needs and the cause(s) of the student’s struggles?
y
What research-based interventions were used to address the student’s specific learning needs?
y
What evidence do we have that these interventions were effective for students with similar needs?
y
Are there any other intervention or supports that can or should be tried before considering special education placement?
y
Do we have agreement among the intervention team that special education is necessary and appropriate to meet the needs of this child? Is this decision defensible?
Simplifying Response to Intervention © Solution Tree Press 2012 • SolutionTree.com Visit go.SolutionTree.com/rti to download this page.
135
Day 2—Afternoon Keynote
Certain Access: How to Create a Multitiered System of Supports
Mike Mattos
121
The Four Cs of RTI 1. Collective responsibility 2. Concentrated instruction 3. Convergent assessment
Certain Access
4. Certain access
How to Create a Multitiered System of Supports Mike Mattos
PLC at Work™ and RTI at Work™ Architect
#rtiaw
Certain Access “A systematic process that guarantees every student will receive the time and support needed to learn at high levels. “Thinking is guided by the question, How do we get every child there?” —Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles (2012), p. 10
#rtiaw
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
123
124
RTI at Work Workshop RTITree at Work © Solution 2016 •Workshop SolutionTree.com © Solution Tree 2015. solution-tree.com. Reproducible. Reproducible. Certain Access: Tier 2 to Tier 3
Certain Access: Tier 1 to Tier 2
Universal Screening
Schoolwide Teams Take Lead Responsibility
Behavior
Attendance
English language
Number sense
Writing
Reading
Tier 3: Intensive Remediation in Universal Skills
Tier 3: Certain Access
Leadership Team
Teacher Teams
Intervention Team
Immediate Action Steps
Our Mission
To ensure that all students learn at grade level or higher!
Teacher Teams Take Lead Responsibility
Tier 2: Additional Time and Support to Meet Grade-Level Essentials
Tier 2: Certain Access
Tier 1: Access to Grade-Level Essentials for All Students
Universal Screening and Diagnostic Assessments
The RTI at Work Pyramid
REPRODUCIBLE
Tier 1 = what all kids get Green box = teacher team responsibility
#rtiaw
#rtiaw
Essential Tier 1 Teacher Team Outcomes Identify essential standards for every grade and course. Share essential learning targets with students. Give common assessments for every essential standard. Identify students for Tier 2 by student, by standard, by learning target.
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
125
Essential Tier 1 Schoolwide Outcomes
Essential Tier 1 Schoolwide Outcomes Schedule weekly collaboration time.
Tier 1 = what all kids get Red box = leadership team responsibility
Provide all students access to grade‐level essential standards. Identify and teach essential schoolwide academic and social behaviors.
#rtiaw
Academic Behaviors
Social Behaviors Responsible verbal and physical interactions with peers and adults Appropriate language Respect for property and materials Regular attendance Self‐monitoring
126
page 5
Metacognition: knowledge and beliefs about thinking Self‐concept: a student’s belief in his or her abilities Self‐monitoring: the ability to plan and prepare for learning Motivation: the ability to initiate and maintain interest in tasks Strategy: techniques for organization and memorization of knowledge Volition: the efforts and techniques needed to stay motivated and engaged in learning
© Mattos 2017. SolutionTree.com. Do not duplicate.
page 5
Fundamental Assumptions Not all students learn the same way. Not all students learn at the same speed.
#rtiaw
#rtiaw
Tier 2 Tier 2 = extra help in meeting grade‐level essential standards
Will
Skill
Green box = teacher team responsibility
#rtiaw
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
127
Skill
Will
#rtiaw
#rtiaw
Teacher Team Responsibilities Clearly define essential student learning outcomes. Provide effective Tier 1 core instruction. Assess student learning and the effectiveness of instruction. Identify students in need of additional time and support (every three weeks). Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards.
Certain Access “A systematic process that guarantees every student will receive the time and support needed to learn at high levels. “Thinking is guided by the question, How do we get every child there?” —Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles (2012), p. 10
#rtiaw
128
© Mattos 2017. SolutionTree.com. Do not duplicate.
A Systematic Response Must …
Certain Access: Student Information Tier 2 skill: common assessment data
Identify Determine Monitor Revise Extend … regardless of the teachers. #rtiaw
Tier 2 Help
#rtiaw
Select and unwrap essential student learning outcomes and develop a unit assessment plan.
Analyze summative assessment results; identify students in need of supplemental interventions.
Introduce learning targets to students. Begin core instruction.
Analyze formative assessment results, provide mid‐unit interventions, and continue and/or complete core instruction.
Tier 1 Prevention
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
129
Tier 2 = extra support in meeting grade‐level essential standards Red box = leadership team responsibility
#rtiaw
#rtiaw
How Much Time and How Often? There must be flexible time embedded into the master schedule for teacher teams to lead supplemental interventions.
Frequently (weekly) About 30 minutes per session Available to all students Students cannot miss new essential standards.
#rtiaw
130
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
Tier 2
Will
Will
Skill
#rtiaw
#rtiaw
Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in: Motivation Attendance Behavior #rtiaw
Coordinate schoolwide human resources to best support core instruction and interventions, including: Administration Site counselors Psychologists Instructional aides Other classified staff #rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
131
Fundamental Assumptions Some students will lack the essential skills from previous years.
#rtiaw
#rtiaw
Universal Skills of Learning Tier 3 = intensive remediation in universal skills
Reading Writing
Red box = leadership team responsibility
Number sense English language Attendance Behavior
#rtiaw
132
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
Three Critical Teams
School Intervention Team
#rtiaw
Principal Counselor Psychologist Speech and language pathologist English language development specialist Reading specialist Math specialist Special education teacher Nurse Librarian Community resource officer #rtiaw
The school intervention team’s primary responsibility is to coordinate the school’s efforts to meet the needs of individual students requiring intensive support.
#rtiaw
What if Tiers 1, 2, and 3 don’t work for a specific student?
#rtiaw
© Mattos 2017. SolutionTree.com. Do not duplicate.
133
REPRODUCIBLE
Building a Site Intervention Team Team Members:
Essential Role
Recommended
Administration
Principal
Reading
Reading specialist
Writing
ELA specialist
Math
Math specialist
English language
EL specialist
Teaching differentiation
Speech and language pathologist Special education teacher
Behavior
Psychologist
Social–family
Counselor
Instructional resources
Librarian
Community resources
Community resource officer Social worker Counselor
Language
Staff Members Best Trained to Meet This Need
When will this team meet? Determine a weekly meeting time and location. Time: Location: Team norms:
134
RTI at Work Workshop © Solution Tree 2016 • SolutionTree.com Reproducible.
REPRODUCIBLE
Essential Questions for Special Education Identification These questions are designed to help a site intervention team consider if special education identification is appropriate, justified, and defendable for a student. Unless the intervention team can answer each question affirmatively, then the decision to recommend special education is not appropriate or defendable. Tier 1: y
Did the student have access to rigorous, grade-level curriculum?
y
What evidence do we have that our school’s initial instruction (Tier I) was effective for similar students?
y
Was the student given additional time and differentiated instruction during Tier I instruction?
Tier 2: y
Did we identify the student for supplemental time and support in a timely manner?
y
What were the child’s specific learning needs?
y
What was the cause of the student’s struggles?
y
What research-based interventions were used to address the student’s specific learning needs?
y
What evidence do we have that these interventions were effective for similar students?
Tier 3: y
When was the child referred for intensive support?
y
What quality problem-solving process was used to better identify the child’s specific learning needs and the cause(s) of the student’s struggles?
y
What research-based interventions were used to address the student’s specific learning needs?
y
What evidence do we have that these interventions were effective for students with similar needs?
y
Are there any other intervention or supports that can or should be tried before considering special education placement?
y
Do we have agreement among the intervention team that special education is necessary and appropriate to meet the needs of this child? Is this decision defensible?
Simplifying Response to Intervention © Solution Tree Press 2012 • SolutionTree.com Visit go.SolutionTree.com/rti to download this page.
135
