Run by Iowa educators, #IAedchat is on Twitter the first, second, and third Sundays each month at 8:00pm CST. We have added #IAedchat LIVE to the fourth Sunday of the month at 8:00pm CST. This will take place in Google Hangout on Air. We will share the invitation and link to #IAedchat LIVE each month.
Good evening, everyone. Dan Butler, principal of #eesbobcats in Western Dubuque Schools. Excited to join you and help moderate the conversation tonight with @townsleyaj and @DuffysClassroom#iaedchat
A1: To me a quality MTSS is timely and flexible with appropriate interventions and extensions based on proficiencies towards learning outcomes. #IAedChat
A1: Because it is a HUGE part of my job right now…. Our Iowa definition… MTSS is an “every-education” decision-making framework of evidence-based practices in instruction AND assessment that addresses the needs of all students. #IAedChat
A1: I think there are a lot of important qualities but what I think is huge is that the tiers are layered. So Tier 2 is in addition to. It instead if Tier 1, etc. I think MTSS should also address both academic and behavior! #IAedChat
A1: It's student driven. It's evidence-based. It's not a "time" of the day or part of the schedule. It's beneficial when there's a team approach to MTSS allowing us to draw on the expertise of others to develop a plan and supports to put every kid in a successful place. #iaedchat
A1: A quality MTSS framework is one where systems are involved in a cycle of inquiry using data to drive decisions in order to improve student outcomes. #iaedchat
A1: My definition includes excellent core instruction provided to all students, a reliable bench marking and progress monitoring system, and interventions designed to close gaps in learning. Interventions also exist to push those who are ready for more. Evidence based. #iaedchat
A1: To me a quality MTSS is timely and flexible with appropriate interventions and extensions based on proficiencies towards learning outcomes. #IAedChat
A1 A framework that provides meaningful solutions to Ts so Ss learning differences/difficulties do not become an enabling pattern of a solution. #iaedchat
A1: Because it is a HUGE part of my job right now…. Our Iowa definition… MTSS is an “every-education” decision-making framework of evidence-based practices in instruction AND assessment that addresses the needs of all students. #IAedChat
A1: A quality MTSS framework provides supports for all kids those who need interventions and those who need stretched. It is researched based and is flexible in movement based on each child. #iaedchat
A1: My definition includes excellent core instruction provided to all students, a reliable bench marking and progress monitoring system, and interventions designed to close gaps in learning. Interventions also exist to push those who are ready for more. Evidence based. #iaedchat
A1: I think the tiers a a vital part of this. Not learning needs to done on how to address tier 2 in the classroom through flexible grouping and partnerships with other teachers. #IAedChat
A1. A quality MTSS is a system which works for all of our Ss, including our gap Ss, in learning and needs for assessments and behavior based on research. #iaedchat
A2: Many elem. systems are strong with screening and PMing and some sort of interv. block, some MS and HS are moving in that direction too. That data helps us know if our curriculum is strong at the core level. Starting to see more schools focus on all 5 components. #IAedChat
A2: We're rocking data based decision making and progress monitoring. We've got solid interventions in place but they could always use new energy and the willingness for a new approach if we don't see the movement we'd hoped for. #iaedchat
A2: Since I am not in one system, I would say typically elementary systems are really good at screening and PMing. At the secondary level, I have seen systems that have done a good job of identifying priorities for the CORE, but are still working to use the data. #iaedchat
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
Agreed, Dawn. With FAST you have easy access to a mandated screener and progress monitoring system. Readily available data when we talk about reading. #iaedchat
A2: Since I am not in one system, I would say typically elementary systems are really good at screening and PMing. At the secondary level, I have seen systems that have done a good job of identifying priorities for the CORE, but are still working to use the data. #iaedchat
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
A2: when looking at SEBMH MTSS, I think universal screening is currently a struggle. Most decision making rules are based on ODRs which IMO is extremely ineffective and inconsistent. We need to find better decision making rules and screeners to clearly identify needs #iaedchat
Q3: Oftentimes when schools reference MTSS, they are referring to just the intervention block alone. How can we move away from this and include and strengthen all components? #IAedChat
A2: We are doing a pretty awesome job at PMing at the HS level through the use of some fantastic programs. Our struggle is implementing interventions. They are so different from how our teachers learned that they struggle to understand and buy in to the research. #IAedChat
A2: We have a solid process for identifying and implementing solid, research-based interventions for students. One area we are working to improve is our universal tier as the trend has shown more Ss need intervention than desired #iaedchat
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
A3: We need to start with a quality curriculum for all students and then go from there. We can’t provide students interventions and expect that to take the place of a solid, quality core. #IAedChat
A2: It seems as a state, we've created standard ways to identify student needs through FAST. However, at our secondary levels when everyone has their own "specialty" it seems difficult to find common ground to keep our work focused. #iaedchat
A3: Everything starts with the CORE, but tools like the Self Assessment of MTSS Implementation (SAMI) are great ways to prioritize the needs of the system. #iaedchat
A3: We have to see this as a system with many components. One component certainly requires evidence-based interventions and time to put these interventions into place; however, also need other parts of the system. #iaedchat
A3: We refer to our teams based on the work they're doing: Tier I, Tier II, and Tier III. Tier III is generally our child-study team that meets weekly to discuss student concerns and progress. These teams meet regularly to address interventions and supports for our kids #iaedchat
A2. There are interventions in place for learners by collecting data or a referral, but with these interventions new ideas, changes, can also help benfit learners as well.#iaedchat
That's a really good question. I would say deficit if after intervening for several weeks on a skill, and showing no improvement, I would have the data to take to my AEA Specialist to start the testing process that may show they have a disability. #iaedchat
A3: emphasize a healthy core with measurable indicators. Also have clear expectations for differentiation at a Tier 1 level. We can’t intervention our way out of ineffective core. Until healthy Tier 1 is in place, interventions don’t really matter #iaedchat
A3 We need to make sure we remember each and every student is "IN" MTSS. Going to the mindset of, did the student get Tier 1 instruction? Do they need another intervention? How can we intervene? (going to tier 2 or 3) #iaedchat
A3: It all starts with a quality Core, but sometimes interventions won't get done if there isn't a set time frame; often having a set time frame also helps get other specialists (Sped; interventionist, coaches) to come help with students.
#iaedchat
Q3: Oftentimes when schools reference MTSS, they are referring to just the intervention block alone. How can we move away from this and include and strengthen all components? #IAedChat
#IAedChat A3: we have had success in reading by being very intense and intentional in our second grade data teams- we are able to look at all students from Core and meet their needs in small group reading #keyrocks
A3: A clear definition of what MTSS isn't would be informative. It's not a time of day but a structure that encompasses PLCs, SEL, and even Problems of Practice. #iaedchat
A3: Quality curriculum that is transparent to Ss. We need to be more clear with our Ss about intended learning outcomes and proficiences. More student voice, choice, and pace would also help greatly in my opinion. #iaedchat
A3. For interventions, if we could apply some of these ideas to all learners. Look at data changes resulting from interventions in learning by all. #iaedchat
Tier I isn't just teachers either. Universal is all encompassing. The supports include human supports. Help every person in the school see how they fit in to Tier I. I have incredible custodians, paras, and secretaries who connect with kids and are vital to our work. #iaedchat
A3: there is a lot of talk about the tiers, but how well do we think Ts understand them? Are Ts able to partner with peers to do flexible grouping to address needs? One T has tier 1, the other has tier 2/3 with differentiated materials. #IAedChat
I like how Margo references meeting needs of her students WITHIN the core block. This is the resp. of the gen ed teacher first. This gives time for layers of support to fill gaps while they’re still receiving core. #IAedChat
#IAedChat A3: we have had success in reading by being very intense and intentional in our second grade data teams- we are able to look at all students from Core and meet their needs in small group reading #keyrocks
A3.2: We are stuck in this belief. We think Math happens at math time and English happens at english time, why not think Intervention can only happen at intervention time? #iaedchat
A2: I fell behind because of bedtime but I’m back! A strength is evidence based decision making but something we are trying to figure out better is universal screeners especially with ESSA and the mental health stuff. #IAedChat
A4: Regardless of the level, it’s about providing a strong core instruction to all students, monitoring their progress, modifying instruction, and making decisions based on data based on individual and system data. #IAedChat
Schools first and foremost are the people who walk through the doors. It will always be about the people. We can have the best content aligned lessons but if we lack the skill to connect, support, care, and nurture...we are rudderless. #iaedchat
Q3: Oftentimes when schools reference MTSS, they are referring to just the intervention block alone. How can we move away from this and include and strengthen all components? #IAedChat
A4 Similar in the outcome, to give Ss tools based in a strong curriculum Different in the complexity and dimensions of the strategies As Ss grow what Ts use to aide them must evolve #iaedchat
A3.2: We are stuck in this belief. We think Math happens at math time and English happens at english time, why not think Intervention can only happen at intervention time? #iaedchat
A4:
Similarities- providing a quality Core first, interventions second
Differences- in the elementary, I see students for all subjects and can intervene throughout the day
#iaedchat
A4: I'm very familiar our system at the elementary level and have a lot to learn about what this looks like at the secondary level. Need excellent core, a valid measure to monitor progress, timely interventions, and time to complete these interventions. #iaedchat
A3: I think there needs to be lots of communication as we layer the tiers of support for kids. We can also push support as opposed to pulling kids out for support. We have used more and more of this in the last couple years and it’s working much better. #IAedChat
A4: Interventions are designed to be appropriate for the need of the student. What's the same is the level of concern and the attention given to help close gaps for students. It's really rooted in PLC. MTSS is living in the answers to the PLC ?s. #iaedchat
A4: MTSS is essential in ensuring equity & reducing disproportionality. African American students are referred for special education services at much higher rate. Healthy MTSS requires us to look closely at supports we are providing and if they are aligned to needs #iaedchat
A4. It should be based on data collected by testing. Whether working in small groups or 1:1, progress should be monitored with goals and based on the individual's needs. #iaedchat
A4: Regardless of the level, it’s about providing a strong core instruction to all students, monitoring their progress, modifying instruction, and making decisions based on data based on individual and system data. #IAedChat
#IAedChat A4: It's important in ALL levels of schooling and Tiers that each student knows that we are there for them and being honest with them #keyrocks
A4: Currently MTSS looks more like a place in the schedule. This provides guaranteed time for intervention. This could be good/bad depending on how that time is flexed #iaedchat
A4: I cannot share much of the differences between each level but I really do think that interventions work best as another layer of support for kids. I have so often seen kids get taken out of Tier 1 for an intervention and kids just fall further behind. #IAedChat
I’m relatively new to the terminology of MTSS. Help me out, friends…is this another name for Response to Intervention? Same idea, but different packaging? I’m here to learn… #iaedchat
Q2: MTSS is a decision-making framework which is designed to meet the needs of ALL students. The following are the five key components. Which area is a strength in your system? Which needs improvement?
Q5: A quality instructional core happens at the universal level. In what ways are teachers in your system making sure all students have access to a quality core at the universal level (Tier 1)? #IAedChat
Q5: A quality instructional core happens at the universal level. In what ways are teachers in your system making sure all students have access to a quality core at the universal level (Tier 1)? #IAedChat
A5.1: @CRSCHOOLS are engaged in @MarzanoResearch High Reliability Schools framework. As we plan for next year we are focused on Levels 2 & 3: Quality Teaching and Guaranteed & Viable Curriculum. Our district units provide a guaranteed & viable curriculum. #iaedchat
A5: Don't let students miss out on your core time. Schedule your core time for when you have all of your students in your room. Those receiving additional supports shouldn't be missing the core.
#iaedchat
Q5: A quality instructional core happens at the universal level. In what ways are teachers in your system making sure all students have access to a quality core at the universal level (Tier 1)? #IAedChat
A5.2: Our district curriculum facilitators @HCrcsd@CRCSD_Literacy@CrcsdT@CRscienceBrown have been amazing in pulling teacher teams together to review, revise, and reimagine the curriculum. Awesome work and exciting times ahead! #iaedchat
A5: It is important to ensure that students are present and have access to core instruction when it is provided. Administrators, be mindful of schedules with Title 1 reading/Special Education classes. All students need access to core instruction. #iaedchat
A5 Increased focus on #PLC and #collaboration has refined the teaching process Ts are less out there on an island & can present curricula in a more universal manner #iaedchat
A5: Great question! I would say this is something we are working on. It's a challenge to do systemically without teachers feelings like they are all supposed to teach alike. #iaedchat
#IAedChat A5: High expectations to for all students, growth mindsets of students and educators, support and constant communication in your grade/building/district #keyrocks
A5: One of the things we are getting better at is embedding #SEL in our daily core instruction. We are also getting better at creating real world, rigorous, culturally relevant experiences in Tier 1 for ALL learners! #IAedChat
Love this @MargoRedlinger@townsleyaj quality instructional practices & collective efficacy (mic drop) lead to student learning at deep levels #iaedchat
I like how Margo references meeting needs of her students WITHIN the core block. This is the resp. of the gen ed teacher first. This gives time for layers of support to fill gaps while they’re still receiving core. #IAedChat
#IAedChat A3: we have had success in reading by being very intense and intentional in our second grade data teams- we are able to look at all students from Core and meet their needs in small group reading #keyrocks
A5: having an instruction framework (new art & science of teaching) to measure and support quality of instruction and like @DuffysClassroom mentioned having a framework (HRS) to prioritize work #iaedchat
A5: One of the challenges that I know comes up is the schedule. However, it should never be the excuse as to why Ss do not have access to the learning that they need when they leave our systems. #iaedchat
You bet! Sometimes that means doing a mini lesson in the middle of the block instead of the beginning or end. But working with the other teachers to plan ahead makes it a bit easier. #iaedchat
A1. Making it happen. High quality instruction for all Ss in classroom. Taking time to ask questions to Ss, listen to responses. Find out where learning issues occur, listen to Ss, interact and work with Ss either 1:1, sm. grps., etc. #iaedchat
A5: I’m thinking right now about pre-service Ts and novices who are just entering the profession. How can we best encourage and support them in hitting the ground running? #iaedchat
Such an important point. Strong field experience where they are living this, knowledgeable mentors and effective PLCs are a start! BUT, how much of this is being discussed in their classes? #IAedChat
A6: Support /extension based on a defined need of a student… based on info from a diagnostic in order to know the right intervention is put in place. It should be monitored for effectiveness and modifications should be taken if achievement doesn’t increase. #IAedChat
A5: We have taken a look back and have worked to identify what student learning outcomes are our priorities. We have also worked to embed SEL into our day to day instruction. Trying to strengthen the core! #IAedChat
A6:
Elem- monitored skill practice in one of the following ways:
small groups, one on one time, special education teachers pulling students, instructional coaches running small groups, check in and check out; title reading support, peer helping
#iaedchat
A6: Intervention is based on student need which is determined by progress monitoring data. This is evidence-based and provided by the teacher in the classroom setting. Takes place daily in some cases and others three times per week. #iaedchat
A6: I would hope it sounds like students reflecting on where they are at on a learning continuum. I would also hope they can explain what they know while explaining where they are heading in the learning/path to proficiency. #iaedchat
A6: I am still learning here about secondary intervention, but I do know that if Ss have reading gaps they will have a limited chance of being successful in other content areas. However, intervention in the classroom should take place based on the learning outcomes. #iaedchat
A6: It should have a sound at all levels. Not just sitting in silence to "practice" learning. Learning is learning whether during core, in a small group reteaching, and regardless of level. It's about learner needs. It's about a focus. #iaedchat
A6: We have a ton of different things we do but some of the work I’m most proud of this year is how we are using community partnerships to intervene with #SEL as well as the Tier 2 CICO interventions @Mrs_E_Cavazos has going! #IAedChat
I teach elementary and middle school science methods. I’m trying to picture how I would incorporate this. I mean, I can talk about it, but I’m thinking that *experiencing* it is going to be more impactful. Field experience matter! #iaedchat
A6. Support is given or assigned based on the need of the Ss, or the dianostic, or referrel, goals should be set with learning and monitored as to amount of progress made, modifications made if necessary, and it can be taken away. #iaedchat
A6: Intervention at MS sounds like "more [insert area of need]" The language around the supports matter. It should first start within the classroom before the S falls far enough to warrant additional time out. #iaedchat
Q7: Do you have any instructional resources to help others understand MTSS better? Visuals, books, articles, videos, etc. or shout-outs to schools doing MTSS well? #IAedChat
Q7: Do you have any instructional resources to help others understand MTSS better? Visuals, books, articles, videos, etc. or shout-outs to schools doing MTSS well? #IAedChat
A6. Without age-appropriate models, curriculum, or interventions, secondary schools often attempt to simply replicate elementary practices with limited success. These attempts typically take a prescriptive approach. #iaedchat
A7: My role on the school improvement team has allowed me to dig deeper with MTSS in the last few months. I’ve done the SAMI (Self Asst of MTSS Implementation) with several of my schools and it has turned out to be an amazing resource to analyze your system! #IAedChat
Q7: Do you have any instructional resources to help others understand MTSS better? Visuals, books, articles, videos, etc. or shout-outs to schools doing MTSS well? #IAedChat
A6. Intervention at the secondary school level should foster self-determination via promoting autonomy, relatedness, and self-competence while using individual literacy stations and small group instruction to grow reading achievement for example. #iaedchat
A7: I have had the chance in the last few months to engage a lot of schools in the SAMI (Self-Assessment of MTSS Implementation). It creates great conversation and allows schoolsl to prioritize their needs moving forward. I recommend any building to use the tool. #iaedchat
I give all the credit for this to @JustinBlietz, which I stole this from him, but I’m totally using this to frame ideas for how our systems could look next school year as we look at staffing and big picture stuff. #IAedChat
Thanks to tonight's participants and my partners in moderating @danpbutler and @duffysclassroom!
Don’t forget to bookmark our #IAedChat google site which houses an archive of these chats, our live chats, and resources! https://t.co/q8mtcjVIo3
