Chris Birr
School Psychologist & RtI/MTSS Consultant
CONNECTEDMTSS
Results of educational studies provide direction which instructional methods should be most effective. However, schools are not laboratories and results can vary. The aim of this site is to help educators learn how to structure systems to most closely align to methods with the greatest effects.
​
This is a work in progress. Check back often for updates.
MTSS Framework and High Quality Instruction
Many schools and districts start their MTSS framework by gathering a team and jumping right in. However, as members discuss priorities, clarity can fade and meetings can lose focus. ​
Use of a validated rubric can help teams stay focused and work efficiently. These rubrics can also be used to monitor progress through the year.
Florida MTSS - Self Assessment of MTSS (SAM)
​
A common adage is that we cannot intervene our way to proficiency (Likely...Burns, Coulter, Gibbons, Shinn, VanDerHeyden, or other MTSS leader). Many already are aware of the following resources. However, I'm often surprised to find many have not been using these when making instructional decisions. The following provide evidence based guidelines when selecting or implementing core instruction.
​
Ceedar Center- compilations and recommendations for implementation
​
IES Practice Guides- expert recommendations and syntheses of research
​
Reading Rockets- excellent summaries and guides
​
​
​
​
UNIVERSAL SCREENING
Most schools administer some type of universal screening, at least twice a year (Gersten et al., 2009; Mellard, McKnight, & Jordan, 2010). The challenge for many schools is the establishment of decision rules, proficiency targets, and warning triggers to identify when to administer additional tests, provide intervention, or be certain students are on track for proficiency.
​
Here are some templates on how decision rules could be established.
​
Universal Screening Framework- blank
​
MONITORING PROGRESS
Content will be added soon.
TARGETING INSTRUCTION
I’m
Although the Stages of Learning are relatively old (Haring and Eaton, 1977), the overall concept holds up. When learning, students pass through three district phases. In step 1, students acquire the skill and apply the skill slowly with frequent errors. Often, acquisition requires guided practice and frequent feedback. In step 2, students begin to increase their speed with which they can demonstrate the skill. Step 2 is where fluency is targeted so students increase their rate and accuracy as they learn the skill. Finally, in step 3, students have demonstrated competency in use of the skill and can apply or adapt the skill and use in new situations.
​
Click here to view a handout about the Stages of Learning.
​
Intervention- Critical Elements Checklist/Handout
Educators often use the term "intervention" and have a vague common understanding of the elements required for interventions to be most effective. In general, interventions are targeted to 1-2 skills, systematic AND explicit, and provide additional instruction supporting core instruction in the classroom. Interventions were often viewed as occurring outside the classroom but depending on capacity, classroom teachers could deliver highly impactful interventions. However, time is often in short supply and other staff will need to deliver interventions. The following link provides a review and format to ensure the interventions used, contain critical elements.
​
Fidelity Checklist Creation
Fidelity and Integrity are terms that are also used frequently when conversations occur about intervention or delivery of instruction. However, when asked if a student had been provided the intervention with adequate fidelity, I struggled to provide a precise answer. Even with observations, it was difficult to say with certainty that instruction followed the publisher's or researcher's specifications.
​
The following link provides a hypothetical method to create tailored fidelity checklists that can be used to evaluate delivery of instruction and more importantly, communicate crucial elements of instruction to the interventionist. The use of checklists is to communicate necessary elements of instruction to the instructor. This is not to create "gotcha" moments or quiz interventionists, give them the information to provide the highest quality instruction possible.
​
Link to article.
Blog- Intended to be quick and thought provoking.
CONTACT
