ATSS PROCESS CORE INSTRUCTION, INTERVENTION SELECTION, EXTENSION AND PROGRESS MONITORING
ATSS is a Process • A process to analyze data • A process to determine student strengths and need • A process to make a plan to respond to strength and needs • A process to monitor their progress
ATSS is not… • A service that is provided • A verb or something done to the student • A 30 minute block of time called ATSS • A singular program
Tier 1: Core Instruction Focuses on differentiated, flexible, personalized and inclusive instruction Collaborative Teams work in Professional Learning Communities (PLCs) Teams make data-driven decisions based on student needs While supporting each student’s academic behavioral, social and emotional well- being, teams: • Unpack standards and identify learning targets Should meet the needs of • Create common formative assessments • Reinforce Power Standards 80-85% • Personalize instruction of students Questions that guide each team:
Tier 1: Core Instruction Focuses on differentiated, flexible, personalized and inclusive instruction Analyze Data (individual classroom level and collaborative teams) 1. What do we want our students to know/do? 2. How do we know when they have learned it? Determine Strengths 3. How do we respond Monitor Progress and Needs when they haven’t? 4. How do we respond when they have? Respond
Tier 1: Core Instruction Focuses on differentiated, flexible, personalized and inclusive instruction Classroom Level Data Analysis by Individual Teachers
Tier 1: Core Instruction Focuses on differentiated, flexible, personalized and inclusive instruction Collaborative Team Data to help inform Tier 1 Differentiation
Tier 1: Core Instruction Focuses on differentiated, flexible, personalized and inclusive instruction
Tier 3: Intensive Intervention Tier 2: Intervention/Extension Generally a 45 – 60 minute block, 5 times/week Typically short term (3-4 week cycle) Can support the student’s Can support the student’s academic, behavioral academic, and/or social and emotional behavioral and/or social and needs emotional needs Progress is monitored Generally a 30-minute block, every week 3-5 times/week 10-15% Progress is typically of students may monitored 1-5% need intervention of students every other week while the other students receive extension opportunities Questions that guide each team: Questions that guide each team:
Determining Strengths and Needs ~Making Groups for Tier 2 or 3
Status of ATSS Implementation • All of our schools are utilizing Professional Learning Communities (PLC) to address Tier 1. To every extent possible SPED, ESOL, Gifted, Reading Specialists and Math Coaches try to attend these meetings. • Additionally, during the time allotted for PLC work collaborative teams are also identifying students who need additional remediation or extension beyond core time. • All 23 elementary school have built into their master schedule additional instructional blocks of time to support Tier 2 and Tier 3 • 3/5 middle schools have also built into their master schedule additional instructional blocks of time to support Tier 2 and Tier 3 • High schools try to use their Patriots/Generals/ or Warriors time to provide additional targeted support
Scaling Up the ATSS Process~ Work in Progress Intervention Protocols 1. Systemic Collection of Progress Monitoring 2. Data
Intervention Protocols (coming in spring) Concept Draft
ATSS Data/Intervention System Concept Draft
Full Implementation of ATSS includes the following practices: Use data to Engage Flexible time Employ Evaluate measure and the family & for instruction strategies progress monitor community plus intervention/ to support and adjust progress extension behavior and support as social-emotional needed needs Arlington Public Schools 17
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