Integrating Practices in an MTSS Framework
The purpose of integrating practices within the MTSS framework has multiple features with in its three level of tiers, that benefit both students and teachers resulting in improved outcomes in content learning as well as behavior and emotional domains. The intent of the integration of practices is to optimize learning, keep students engaged in learning and in the classroom, eliminate distractions, and the efficacy of instruction time using evidence based practices for academics and behavior skills. (McIntosh & Goodman, 2016). When selecting an evidence base practice it should have validation of multiple rigorous research studies that improve student outcome, as well as met standard of criteria from respected publications and meet four suggested criteria: (1) have at least two high-quality experimental studies, (2) studies conducted by teams from different institutions with at least one having no affiliation with the developers, (3) consist of documentation of positive educational outcomes with no negative side effects, and (4) evidence the practice can be fully implemented by school personnel with standard resources.
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Instruction in Tier 1 is administered to all students and consists of research based core instruction and behavior practices provided by highly qualified teachers, universal screening recommended three times a year, frequent progress monitoring with data documenting rate of growth and improvement and differentiated instruction. (Okaloosa Schools website, 2014-2015) Integrated strategies in Tier 1 might include classroom management practices to define and establish classroom expectation for behaviors and instruction time, increased opportunities to respond using choral responses and including social and emotional content in literacy with discussion questions that center on empathy, problem solving and cause and effect. (McIntosh & Goodman, 2016, p.
According to the website there are 3 tier levels of behavior. Tier 1 behavior is the universal supports that the core programs and strategies provide to all students within the school to promote success and prevent school failure. Tier 2 behavior is in place to reduce current incidents of problem behavior for students identified as “at-risk” for engaging in behavior problems. Tier 3 behavior is additional support when a student struggles at level 2. This program is more intensive and requires an individualized support. THe support team completes a Functional Behavioral Assessment (FBA) to help benefit and verify the specific functions of the student’s
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
The ASCA National Model. (n.d.). Newport News Public Schools. Retrieved June 5, 2014, from http://sbo.nn.k12.va.us/guidance/document
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Response to intervention is divided into three different levels of intervention. Each level builds upon the previous one. The multi-level tiers are known as Tier 1: The Whole Class, Tier 2: Small Group Interventions, and Tier 3: Intense Interventions. Tier 1 is always dealing with the class as a whole. Whatever instruction or teaching method the teacher is using must include every student that is in the classroom. The instruction or teaching
MTC is a small family owned business with only a handful of employees. However, it has a high inventory turnover and over 1.5 million dollars in monthly sales with customers around the world. The CEO of the company is a brilliant business man with over fifteen years of experience in the IT Hardware exchange market. MTC seems to be a stable business financially, even though, they have some issues with their human resources. The company experienced trade secrets theft from a former employee who opened a competition business while working at MTC. After this management has been very careful about business information and the company require to employees to sign a confidentially agreement in order to stay. Although, the employees agreed with that they have been feeling a profound trust issue from management. This has brought the impression to MTC’s employees that managers have a lack of appreciation and a deep individualism behavior. At the same time, these circumstances appear to be the result of employee’s low satisfaction; which apparently it is generating inventory damages, duplicate shipments, employees’ absences, and unfulfilled goals.
The INCLUDE strategy is based on the theory that what takes place in a classroom can either lessen the impact of student learning or increase it, making adaptations necessary to change, or modify student learning behavior. By evaluating a student’s learning needs and styles, and the demands of the classroom environment, a teacher can accommodate most students with special needs in their classrooms. (Friend & Bursuck, 2006)
The concept of evidence based practice is an ongoing guide to the bettering of practice that also contains the dreaded word change. Even though change is not always looked at as a positive thing, it is a way in which professionals continue to grow. The reality is that EBP is a life long learning process in which managers, innovators, and leaders ensure their staff are continually aiming towards professional
Includes statewide academic standards, state assessments aligned to the standards, and student performance levels established prof...
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
Evidence Based Practice (EBP) builds from critical thinking as it is a concept that utilizes the best available ideas with experience. Raines (2004, p. 71-85) and the University of Minnesota (cited in http://hsl.lib.umn.edu/learn/ebp/mod01/index.html) further states EBP can be broken down into five steps;
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.
Within the steps of curriculum planning, a school needs to focus at what actually gets results and to assess the current needs. “In many school districts, a failure to assess the true needs of the learner results in a dysfunctional curriculum” (Wiles & Bondi, 2002, pg.113). To do this it is important to develop a list of “quality indicators”, items that may possibly affect what is needed by a school, that need reviewing when conducting a needs assessment. These are, but are not limited too: 1) budget 2) student data 3) effectiveness of current programs 4) learning environment and 5) professional development. When analyzing these indicators a school or district may see that a policy change is needed in order to plan for the best curriculum.
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)