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Multi Tiered Support System- Using Data en Mass to identify student strengths and needs in order to appropriately build up the necessary skills for students of all backgrounds to succeed.

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Students can engage with and benefit from high-quality, grade-level, and culturally-responsive instruction when it's tailored to meet diverse needs, provides relevant and rigorous content, and reflects students' cultural backgrounds

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-MTSS (Multi-Tiered System of Supports) helps schools provide the right level of support to all students based on their needs.

-Goal: Students can access and benefit from the right instruction

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MTSS is a system that helps administrators identify students who are falling behind academically.

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Schools enhance student performance by using ongoing data analysis. Educators work collaboratively to address less severe educational challenges while also utilizing resources for students who need intensive intervention. To do this, they continually assess needs at various levels informed by direct conversations with students, families, and colleagues.

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Task Analysis centers around the breaking up of large objectives/tasks into more digestible skill sets to aid in the understanding and reception of the associated skill.

Think: Cutting up your chicken into pieces before eating. (some people will wonder why your mother does it for you even though you are an adult).

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Multi- Tiered System of Supports - data based decision making.  Using the Problem Solving Cycle - Teachers can review not only academic data but data for social and emotional learning and tailor lessons to the needs of the students.

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Task Analysis: is teaching the student seach aspect of the skill until they achieve the goal

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-Break down on complex skills to small parts

-Steps until mastered

-Used for basic instruction / promotes independently

-Both academic and behavior

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Task analysis involves breaking down a complex skill into smaller, teachable components. It is centered as an evidence base practice.

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Promotes student independence by breaking down complex tasks into more manageable steps. This makes information easier for students to understand and execute. It is a structured approach that will build students' confidence as they achieve each step before progressing to the next.

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MTSS is a systematic evaluation and analyzing tool that helps to monitor and analyze student progress through cycles of ongoing data analysis. This helps schools efficiently use their available resources in order to cohesively align curriculum and supports to improve student performance

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Breakdown skills into steps.  This limits confusion and increased efficiency and fosters independence. Helps with both academics and behavior.

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breaking down a complex task into more simpler tasks

task analysis is an evidence based process

everyone is on the same page

foster independence in students

breaking down standards step by step

skill mastery

create goals and objectives

there are  different ways to get something done

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Task Analysis when you break down or chunk a complex skill into smaller digestible parts until each skill is mastered. Its the basis for instruction and provides consistency and supports student independence and autonomy. It is helpful for everyone, even adults. Can be used to breakdown standards and learning target into smaller pieces

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-How are you going to teach the skill

-Select teaching methods

-identify materials

-teach each step until mastered

Backward chaining

start with the last step and teach backwards to the first step

Forward Chaining

start with the first step through to the last step

Total Task

teach students all of the steps

Questions to ask yourself

how will I know the skill is mastered?

was this the appropriate teaching method?

what did the student do well and what can we build on?

what additional supports does the student need?

how can we promote idependence?

Task Analysis helps you provide instruction in both behavior and academics

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determine the skill

refer to the students IEP

record the steps

they need to match the students needs

select appropriate teaching methods

The process for creating a task analysis for behavior and instruction is the same.

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Task Analysis is a method that help students to be independent by breaking down learning targets into smaller teachable parts.

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Utilize checklists, lists, or any roll down system for students to confer with and check their progress effectively.

These checklists can break down the skill either by starting at the basic and leading up to the steps that master the skill, or they can view the end product and work backwards, peeling away layers until they get to the root.

Allow students to participate in the development of said checklist.

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Creating a Task Analysis

1.Determine the skill you want to teach

2. Determine any pre-skills students may have

3. Refer to a student’s IEP (What are their strengths and weaknesses)

4. Record the steps (what steps helped you master the goal?)

5. Revisit the steps and revise if needed.

*Appropriate task for students who will master the skill

-Provide feedback for students

-This can be used for organization, following routines, or teaching new skills.

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When teaching your task analysis, it is important to determine ways in which you will teach the skill. Appropriate teaching methods should be based on your students' history of what words and does not work for them, IEPs, your students' learning styles, and the classroom environment.

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In order to implement a task analysis one must create one. This entails the following:

A prompt

Reinforcement of skill

Providing active feedback

Observing and Collecting Data

For example: Identifying the Skill you want to teach ie: Morning Routine

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https://docs.google.com/document/d/1k7D7T3DtySaBAxPh1GHC24gzF9-zOfdBk7AFRcEa3Ts/edit?tab=t.0

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Process of breaking down tasks into smaller parts.  Task analysis supports organization, classroom norms, academic skills, support students, etc..

Target a Skill - Writing a CERER

Visual Aid

Audio

Master list

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Task Analysis revolves around breaking down complex tasks into smaller "bite size" chunks that students can then utilize to help achieve the goal.

It's still sock-sock-shoe-shoe though

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https://docs.google.com/document/d/13qZnrXvLS15m61XMw8AzZhWvZQAM6-McVC6eZQaQFuw/edit?tab=t.0

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MTSS= problem solving cycle

Initial data —-> uncover strengths and needs —-> plan and implement supports —> progress monitoring —-> evaluate outcome

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MTSS is used as a multi level system of supports for students with different needs. Using data leadership teams to the school teachers at a vertical level and grade teams at a horizontal level can work together to create the best possible experience for students of a diverse background and learning needs. This also prevents students from being affected in a negative way through inaccurate identification of special education needs or inequitable learning opportunities. These supports allow the best outcomes for all of our students.

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breakdown of complex skills into smaller teachable parts

provided consistency

promotes independence

to teach skill mastery

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Backward chaining- start with the last step of the skill then teach the next steps

Forward chaining- start with the first step of the skill then teach the next steps

Total Task Presentation- teaching the students all of the steps using prompting and reinforcement (used when both steps have been mastered)

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Determine how you are going to teach the skill (backward chaining, forward chaining, total task presentation)

Select appropriate teaching methods

Use prompting

Develop materials

Teach students one step until mastery, then build on the other steps

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"There ain't no sock on it!" There's more than 1 way to....

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Create task analysis

Prompt

reinforcement

Feedback

Observe and collect data

Next steps

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Teach skill mastery

Identify and correct problem area of a skill

Create goals and objectives

Promotes student independence

Promote success

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While creating a task analysis for behavior instruction, it is important to determine the skills the student needs. Referring to your students' IEPs is crucial because it is beneficial to understand your students' strengths and needs, and what specifically designed instruction will provide access to learning.

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Task Analysis is an evidence based practice that enables teachers to analyze their instruction and to break down/chunk their standards and learning targets into smaller pieces

This allows students to learn skill mastery, for teachers to identify problem areas and ways to properly correct these areas and create goals for students. This also promotes their independence and success as individual learners

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Repetition, Repetition, Repetition.

Task Analysis can also be used to break down routines you would like students to be consistent in.

(Think: We're already repeating ourselves, a checklist just makes it that much sweeter!)

Routines can be developed forwards and backwards to the point of mastery in that students can effectively perform routines without explicit instruction

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Give positive reinforcement to students and praise good behavior.

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Task Analysis breaks down the complex skills into smaller to teach each step until it is mastered.

Providing consistent instruction, erases confusion, promotes independence, and supports students with achieving a goal.

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Fosters autonomy and teaches skill mastery

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Fosters autonomy and teaches skill mastery

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-Teach each step until it’s mastered

- Evidence based practice

- Fosters autonomy for students to go at their own pace

- limits confusion and increases efficiency

- Teaches skill mastery

- identifies and corrects problem area

- creates goal and objectives

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The classroom can cause a distraction just with the amount of items posted on the wall. There needs to be a balance between decorations and visual aids. All items posted should have a purpose

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By consistently assessing and analyzing student progress through continuous data evaluation, schools can make more effective use of their resources and better coordinate support measures to enhance student performance.Educators collaborate to address less critical educational challenges within the universal instructional core, thereby reserving extra resources for students who need more focused and intensive instruction and intervention to meet educational benchmarks.

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How create a Task Analysis:

1. detereming the skill

2. prereq’s

3. students strength and weaknesses

4. complete the skill

5. record the steps

6. review your recorded steps

7. revisit the steps

How to teach:

1. determine how you are going to teach the skill

2. select teaching method appropriate for students

3. use prompts

4. develop materials

5. teach the student one step until mastery is achieved

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Breaking down a task utilizing one of three different strategies:

1. Backward Chaining - Starting with the last step and then prompting students until they've completed the first step.

2. Forward Chaining - Start with the first step. Prompt until the last step.

3. Total Task - Teach all the steps using prompting and visual aids to complete all the steps

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Must use prompting and reinforcement to help students bring about mastery.

There are different methods that one can use such as Backward chaining where you start the student off and have them finish the example on their own but you start backwards, forward chaining is the same as backward chaining but you start from the beginning. Total task presentation is commonly used for teaching morning routines but can be applied to different

Ensure to give skill specific praise.

can be used to teach instructional routines, classroom norms, academic skills

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MTSS is driven by instructional leadership that is organized into vertical (school and department level) and horizontal (grade level ) teams . These teams coordinate to identify and plan for improvement In supporting unique student needs gathered from a comprehensive assessment system that includes universal screening , progress monitoring , diagnostics , outcomes data , and formative and qualitative sources .

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Backward Chaining - makes students feel successful in completing the task.

Forward Chaining - Gives students momentum when they can independently complete the first step of the change.

Total Task - Walk students through all steps.  Focus where needed.

Total Task

Present whole skill

Prompt through skill

Reinforce

Fade reinforcers when possible.

Backward Chaining - better with 703.  Need to be walked through beginning steps - feel confident when complete.

Provide feedback - EASY LOOP?

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Attention isn't solely what you are focusing on, it is also about what our brains filter out. All students have different ways of focusing; Sustained attention, alternating attention, selective attention, and divided attention. As an educator, it is crucial to understand the ways your students engage with and process information. By recognizing that students may excel in different areas of attention, we can tailor our teaching methods to accommodate diverse learning styles.

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One of the steps of the Task analysis process is to recreate the steps to ensure the activity or process aligns with the students' needs. This is a useful way of thinking because as a teacher, we plan for our students and sometimes do no anticipate how they will react or perceive a certain activity. Therefore, practicing those methods can be extremely helpful.

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Task Analysis is the process of breaking down a complex task into smaller steps or components . Tasks with many steps or components may be divided into phases for teaching purposes .

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There are different types of attention. Strategies can be used to help train our brain to filter information.

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Voluntary: deliberate and controlled by the individual

Involuntary: not controlled by individual, captured by stimulus in environment

Sustained: can focus on one thing for a consistent amount of time

Alternating: switching attention back and forth from one cognitive demand to another

Divided attention: to focus on more than one thing/stimuli at a time

Selective attention: focussing on one demand while filtering out other stimuli

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Students often are exploring their learning styles which can also include their style of paying attention. The video was very informative because the various descriptions of how people attention reminded me of some of my students which allows me to identify their needs and how best to support them.

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-use prompting / visual aids

-completing the steps and the last step they do independently

-consider the goal of the data

-what did the student do well? What are other additional sports?

-Student does not need a bip

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Basis for instruction

Erases confusion

Supports students in achieving a goal

Specific design instruction

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Must collect data to ensure that students mastery the steps in the task analysis.

Use viusual aids to helps students see how they are progressing. Model what the students should be doing instead of what they shouldnt be doing and provide positive reinforcement

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https://docs.google.com/document/d/1DYJsPhKoCMQ2SqCHn8COZdxzCBQfI7EV0_ogF81h0D4/edit?tab=t.0

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Similar to Academic instruction in regards to Backward/Forward Chaining and Total Task.

In providing feedback to students:

Be specific in your praise; avoid general statements

when providing correction:

correct quietly not publicly

provide clear, simple directives

model

correct the skill/step

Provide positive reinforcement to increase the likelihood of the behavior reoccuring

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Backward chaining

can be used to teach behavior

Forward chaining can be done when the student can use the first step and move on but for behavior activities

Total task presentation is used often for behavior instruction

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The Problem Solving Cycle provides educators with an understanding of the steps needed to address the areas of need, improvement and how to make changes to the instructional core of classes.

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It's important to break up skills. Determine what you are going to teach, how you are going to teach it and what steps students will take to complete a task. Make sure to refer to the students' IEP in order plan supports for students.

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Ways to use Task Analysis in the Classroom

You Can use task analysis to :

Support organization

Follow classroom norms

follow classroom routines

Support transition times

Teach instructional routines

Teach academic skills

Teach subject matter

Support students in achieving academic goals .

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Establish a goal or outcome with the student

Observe and record data (teaching method? student strengths and weaknesses?)

Consider using BIP to teach replacement behaviors

Provide feedback to help student performance (visual support to stay on track for students)

Use positive reinforcement (call student by name, have a pleasant tone)

Quiet corrections, not in public

Speak very specific, not vaguely

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-Different types of attention

-Focus on something else other than the lesson. Such as the environment

-working memory and attention these work together to learn new info

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Overview of breaking down the creation of instruction using Task Analysis

Chunking the way you would think of a skill that would need to be taught and breaking down further how we can possibly teach the skill using different methods

Forward - starting with first step and prompting remodeling until student can achieve mastery in everything

Backward - Starting with final skill and prompting and remodeling until student can complete steps independently

Ways in which we can break down a targeted skill

1. determine what skill do they need to learn

2. How can I add visual aid? Watching a movie or modeling the skill yourself

3. Brainstorm steps based on the skill taught in the model

4. Review the list with the class to model thinking around how to condense the steps or which steps they need to work on still

5. Create their own list that they can modify

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Provide correction when needed

correct quietly ( not in public)

provide clear directives

model for students

correct the skill

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Voluntary vs. Involuntary - deliberate vs. not controlled by individual, stimulus in environment

Sustained - full attention for a consistent amount of time

Alternating Attention - shifting back and forth - Shift from one group to another reading/group work

Selective Attention: focus while filtering out other stimuli

Divided - focused on more than one stimuli at a time

TED TALK -

Brain acts like a filter

Use the front brain to filter information

Filter can inhibit distractors

We can train our brain

Focusing on the lights can change how we think.

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MTSS is a multi tiered system of support. Data based decision-making framework. Partnered with families and community. WHY MTSS: Fewer students are inacuurately identified for special educatin or placed in academic tracks

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Voluntary vs. Involuntary Attention

reading a book vs. hearing a dog bark outside

Attention can be classified as:

Sustained

Alternating

Divided

Selective

Paying Attention allows:

Survival

Learn new skills

Obtain new information

create new memories

Different activities require different types of attention

Stress plays a role in how we pay attention to things

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Mr. Allende Notes from 12/2 Professional Development

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Mr. Allende Notes from 12/2 Professional Development

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Mr. Allende

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Attention is defined in 3 different ways according to the American Psychological association, one of the definitions includes "the selective processing of information." There are 6 different classifications of attention. there is also voluntary vs. involuntary attention. Voluntary is deliberate, controlled by the individual, and requires conscious effort. Involuntary is not controlled by the individual and captured by a stimilus in the environment.

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We can use the data for several different ways of instruction - forward and backward and total instruction allow different methods of possibly teaching behavior like something such as washing your hands. This is by starting with last or first skill depending on the students needs or even going whole step together to focus on parts of the skill chain students would need assistance in

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Determining How you are going to Teach the skill

Backward Chaining

forward chaining

Total task presentation

Select appropriate teaching methods based on

Student learning preferences

history of what works / does not

SDI in IEP

the environment

Using Prompting

Develop materials

Teach the student one step until mastery , then build on the other steps .

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It can be used for English Language Learners as visual aid instructional routine. For example, What can the student do if they come across a word they don't know? They can pause and take a breath. They write the word in a personal word dictionary. Use the classroom dictionary. look up the word using the first three letters. Writing the word in their personal word dictionary. Do they understand the word now?

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https://docs.google.com/document/d/1ce3xENva4EywUIva0FeBuuj37Z93hRCXNMFl0CoVJ4M/edit?tab=t.0

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A Multi-Tiered System of Supports (MTSS) provides a data-based decision-making framework for our district. School teams work with family and community to support learning and academic needs of the student. The team integrates academic, behavioral and socio-emotional data to support students with instruction.

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Establish a goal or outcome with the student

Observe and record data (teaching method? student strengths and weaknesses?)

Consider using BIP to teach replacement behaviors

Provide feedback to help student performance (visual support to stay on track for students)

Use positive reinforcement (call student by name, have a pleasant tone)

Quiet corrections, not in public

Speak very specific, not vaguely

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Different types of attention

voluntary and involuntary

Deliberate vs not deliberate attention

EX : Reading vs seeing someone doing another task

Voluntary requires effort while involuntary is captured attention

Sustained - able to stay fully focused

Alternating - switching back and forth through different tasks

Selective - Choosing where the attention is focused (tuning out)

Divided attention - multitasking on several demands

We can train our brains to filter the information in a proper way and we can support our students by acknowledging their different ways of paying attention and creating tasks that can fit their different forms of attention

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Problem Solving Cycle:

1 Initial Data Review: Is instructional core working for all students? Are students meeting benchmark?

2 Uncover Strengths and Needs: How do students within subgroup compare to another? What are their greatest areas of need fo further instructional opportunity.

3 Plan and Implement Support: What is out theory of change to improve outcome for all? How do we know if we are on track?

4 Monitor Progress and Adjust: Are we making progress towards school wide goals for student achievement? Are scaffold or intervention no longer necessary?

5 Evaluate Outcomes: Is our system of support effective for all small groups? Are all of our students gaining equitable opportunity to achieve grade level expectations

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Paying attention is a part of our biology. We naturally focus on things in our environment. It becomes a practiced skill when we learn to actively filter out parts of our environment to enhance our focus. Stress/stressful things can negatively impact our focus.

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MTSS provides a systematic framework to ensure that students receive the appropriate support to increase success with core grade level work based on a more holistic and dynamic view of their unique STRENGTHS and NEEDS

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Task Analysis

- Reminds us to provide clear step by step instructions to students and to be ready to adjust the steps provided to support different types of learners.

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We can prepare students for "College and Career" readiness by teaching them how to create a checklist for an assigned task.

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Provide reinforcement and redirection to students based on their cognitive and developmental levels.

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We have to consider the strategies that can be shared with students to help train their brains to receive information.

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https://docs.google.com/document/d/1fmv9A0312XqJSxfvel15Fh0mJ1iUY7V4hXGr-iTr2Mk/edit?tab=t.0