Mirror Mirror

 

Reflection can be interpreted literally or figurative.  It can be an image you see in the glass or it can be deep thinking about something.

Reflect

    Two weeks ago we started to set goals on your IPDP (Individual Professional Development Plan).  During that session we discussed that we need to be curious and clever to solve the issues around achievement in your classroom.  Well, the data is in and we know where we will start.  The BMT(Building MTSS Team) will start to sift and sort looking for area for your teams and grade levels to focus on.  However, whatever conclusion you draw from your data it is critically important that you stay collaborative and positive.  If being overwhelmed is the first thing you do then it will be the THING you do.  It's natural for you to feel a sense of urgency to change the profile; but remember these scores are a baseline and don't reflect their potential for growth and proficiency.

Reflect:

    Consider what it is that you will learn to increase proficiency and growth.  Review the school improvement plan.  Reflect on how well you are implementing and with what level of competence. Look at your data again.  It is a cycle of improvement.  Data, analysis, implementation, reflection, revisement.  

Reflect

Whatever it is that you choose to learn it will be aligned with the school improvement plan.  For example, if your team choose to maximize the impact of feedback you will read, learn, plan, implement and then collect data to determine if the change made an impact or transferred.

Mirrors use light to reflect an image back to you.  Mirror's reflect truth.when you make an effort to reflect on how well you are implementing or making an impact you deepen your understanding of a concept. The more you know the more efficient you will be.

Curiosity

Definition:  A state in which you want to learn more about something.

The something is finding out diagnostically what kids need and then implementing teacher behaviors to maximize achievement.

Comment

How would you describe your sense of action?  What are the steps and timeline that you are giving yourself to make achievement happen?  How will this fit into your team?

Right on Target: Getting there Together!

 

The MTSS system is based on three elements:

• Tiered Intervention
• Universal
• Targeted
• Intensive
• Data-based decision making
• Panorama Student Success
• Progress Monitoring (Summative and Formative)
• Student Work
• Attendance
• Behavior

MTSS, an acronym for “multi-tiered system of supports,” is an organizational framework used in education settings to ensure that all students’ needs are met through increasingly targeted interventions across three levels of support. As educators build intervention plans, they use data to help them make well-informed decisions that will produce the best outcomes for each student. 

Universal

    We will begin this school year first making sure that we have a strong universal system which allows students to access grade level curriculum.  Our data based decisions will be centered on the percentage of kids scoring proficient on screeners with an eye on 80%.  Groups of students who fall below that level (<60%) will generate a curiosity within your team to work together to solve the puzzle of achievement.  This may mean class-wide intervention, studying the standards or maximizing the workshop.

Targeted

    In addition, we know that there are kids who are approaching proficiency who need just a bit more.  That is where targeted intervention comes in.  The short-term intervention provided. provides students with just the right intervention to help them access grade level curriculum.   This includes the reteaching of concepts tied directly to grade level learning.  These intereventions are delivered by the classroom teacher 1:1 or in differentiated groups.  This is addition to the univrsal tier.  

Intensive

    Finally, there are about 1-5% of students who need intensive intervention.  This is a long-term plan to support students who fall far below grade level standards.  These students need intentional instruction at the other two levels also.  Just because a SFA, interventionist, bridges/literacy(3-5) intervention, or special education teacher is providing instruction doesn't mean that the other two tiers are not accessed also.  The classroom teacher gets to double dip.

Our work is defined by making sure that every child benefits from the MTSS tiers, data-based decision making and progress monitoring.

You will be working this week to schedule, plan and implement previous intensive intervention plans.  Ask yourself,are these students accessing all tiers?  How do you know?  Does every child identified as coming to us with an intensive intervention plan need it? How often do I provide targeted intervention to students who are identified as special education, EL,  TAG, or reading/math intervention?  In addition, you will be discussing with your team how you will progress monitor these students. You will need to monitor these plans so you are able to share results when our first Academic Action Team meets in October.

Reflection:

What do you believe is your strength within the MTSS system?  What do you need to focus on?  How will you achieve transfer (getting proficient results on grade level curriculum)?