Presentation/Assigment
TinaF
657pp11_8_MTSSforNYACTE2022.pptxIntegrating Multi-Tiered Systems of Support (MTSS): EPP Self Evaluation Process
Presented by members of NY CEEDAR State Leadership Team
(Collaboration for Effective Educator Development, Accountability, and Reform)
Shannon Budin, Ph.D.
Andrew Hashey, Ph.D.
Jane Sileo, Ed.D.
Denise Ferrara, M.S.Ed.
Susan Corey, Ph.D.
Abstract / Overview
NY CEEDAR State Leadership Team collaborated with NYS Personnel Development Grant (SPDG) to create and use an MTSS-I Innovation Configuration.
This self-assessment tool helps educator preparation providers determine the extent to which essential practices of MTSS-I are taught, applied, and practiced by candidates within preparation programs. This panel will share processes and outcomes of self-evaluation.
Brief MTSS I definition
Abstract overview- 1 min
Brief MTSS-I definition- 1 min (Denise?)
2
e.g.,
Classroom Management
Culturally Responsive Teaching
Educational Leadership
EBPs for Math & Reading
EBPs ELLs
ICs promote the implementation of evidence-based instructional practices in teacher preparation activities.
They include essential components of a practice / topic.
Universal Design for Learning
Writing Instruction & Assessment
Sensory Impairments
Technology in K-12 Content Learning
Transition Services
What is IC? (Shannon) 2 min
3
Numerous reports provided… Matrix Example
Courses in program
Essential Components of Topic area (MTSS)
What is IC (continued….Shannon) 30 sec
4
Round robin
5
Our Process
Collaboration
Courses Targeted
Immediate Change
Longer Term Change
Overall Take-Aways, TIPS, & Possible Points to Consider
Structured process provides a framework that allows you to reflect & impact thinking.
Provides way to engage in continuous improvement.
Tips:
Ideally individual faculty who teach course review & enter their own syllabi
Flexibility by program
Awareness of our own knowledge and application gaps that may need to be filled.
i.e., Pre-teaching vocabulary & concepts related to MTSS-I (professional development), as needed before / during process.
Points to Consider:
IC elements may/may not align to institutional philosophy
MTSS-I looks different (and thus preparation is different) depending on grade level
How to integrate MTSS system for academics AND social/emotional behavioral (i.e.., what are the systems to apply concepts & processes to enact the ideas in IC)
How are teachers applying this in real world (both from a terminology and procedural perspective)
CEEDAR PARTNERS
DISCLAIMER
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.
Our Mission
To support students with disabilities (SWDs) in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices (EBPs) within multi-tiered systems of support (MTSS).
