Advanced Tiers Forum
The Advanced Tiers Forum is a compilation of virtual learning opportunities designed for division and school teams to increase their knowledge and capacity to provide a system of Tier II supports. Offered over a three-day time span, registrants will have the opportunity to participate in both general and break-out sessions tailored to their interests and needs.
Advanced Tiers Forum - July 14-16, 2020
With virtual learning best practices in mind, the forum schedule provides extended time for breaks and teamwork time each day. The daily presentation schedule is:
|9:00 a.m. - 10:15 a.m.||General Session for all|
|10:15 a.m. - 10:30 a.m.||Break|
|10:30 a.m. - 11:45 a.m.||New Team or Experienced Team Break-out Session|
|11:45 a.m. - 2:00 p.m.||Lunch and Workgroups|
|2:00 p.m. - 3:00 p.m.||High-Interest Topic Session for all|
Zoom will be used to conduct the training this year. There will be separate links for each of the breakouts, as well as a third link for the General Session. You may find the link for each session by clicking on the appropriate section below. The Zoom link will appear at the top of each section.
Zoom link, for both morning AND afternoon sessions
|Times||Day 1 (July 14)||Day 2 (July 15)||Day 3 (July 16)|
|9:00 a.m. - 10:15 a.m.||"Introduction to Advanced Tiers: Building a System that Lasts"||"Advanced Tiers: Student Identification and Progress Monitoring"||"Advanced Tiers Evaluation"|
|2:00 p.m. - 3:00 p.m.||"5 Cs of a Virginia Graduate at Advanced Tiers"||"Best Practices for Improving Attendance"||"Supporting Students after an Extended Absence: Elements of Successful Reintegration"|
General Sessions (9:00 -10:15 each day)
Advanced tiers foundation knowledge sessions for all registrants will be offered at the start of each day. These engaging and interactive virtual learning opportunities contain essential knowledge for implementing advanced ties in any domain, behavior, academic, or SEL.
- July 14: "Introduction to Advanced Tiers: Building a System that Lasts" - Participants will increase understanding of the basic building blocks of an advanced tier system, core features of advanced tiers interventions, and a process for establishing and documenting decision rules for an effective continuum of supports.
- July 15: "Advanced Tiers Student Identification and Progress Monitoring" - Participants will increase understanding of universal screening and other data to identify at-risk students who could benefit from Tier 2 supports and effective progress monitoring measures for students receiving intervention.
- July 16: "Advanced Tiers Evaluation" - Participants will increase understanding of effective meeting structures to analyze and evaluate the level of intervention use, student performance, and fidelity data.
Afternoon High-Interest Topics for All (2:00-3:00 each day; 3:15 for Thursday)
- July 14: "5 Cs of a Virginia Graduate at Advanced Tiers" (Sarah Bazemore, VDOE)
The Profile of a Virginia Graduate prioritizes content knowledge, workplace skills, community engagement, civic responsibility, and career exploration. In preparing students to meet these requirements schools are tasked with ensuring the development of the "Five Cs," Critical Thinking, Creative Thinking, Communication, Collaboration, and Citizenship. Embedding opportunities to teach and practice these competencies is a paradigm shift for many educators and ensuring that it is done equitably across all three tiers is essential. During this session, we will break down the 5Cs into digestible skills, explore instructional practices that support their development, and identify how Tier 2 and 3 interventions can sometimes shift our priorities away from this charge.
- July 15: "Best Practices for Improving Attendance" (Quyen Duong, VDOE)
Attendance is increasingly the focus for school divisions and educators. This session will review the importance of regular attendance and examine strategies and best practices to improve attendance within the Virginia Tiered Systems of Support. Participants will explore how to use data and evidence-based practices to reduce chronic absenteeism within their schools.
- July 16: "Supporting Students after an Extended Absence: Elements of Successful Reintegration" (Martha Montgomery, VDOE; Kelly Henderson, FFF; Erin Krietsch. M.A.; Stefanie LaPolla; and Kim Dupre and Wendi Jenkins, VTSS-RIC)
Returning to school following long-term suspension, hospitalization, medical condition, and/or mental health concerns requires considerable communication, team-based coordination, and planning that sets the student (and school) up for success. This involves collaboration among the school, students, families, private providers, and often community agencies. This session will discuss the development of the protocols and highlight transition/re-entry protocols using VTSS divisions. This session focuses on Tier 2 and Tier 3 interventions and does not include re-entry from COVID-19.
Quyen Duong is a Student Services Specialist with the Virginia Department of Education. She provides technical support and guidance to school divisions in the implementation of effective strategies to increase attendance rates and address chronic absenteeism and truancy. She also provides assistance to enhance the capacity of school social workers to address social, emotional, mental health, behavioral, and familial needs. As a licensed clinical social worker who has worked with children of all ages, she previously worked for Fairfax County Public Schools for over 13 years. She has extensive experience in prevention and intervention services across the Virginia Tiered Systems of Support that includes collaboration with community agencies and partners.
Erin Krietsch is a Mental Health Support Specialist for Chesterfield County Public Schools (elementary level). She began as a School Counselor in Prince William County Schools and continued as a school counselor in Chesterfield for a total of 17 years. She has a Master's Degree in School Counseling from Marymount University. Erin has training in Threat Assessments along with certification as a Mental Health Support Specialist and Grief and Loss Specialist. In her free time, she enjoys time with my husband, three kids, and two dogs along with running marathons and half marathons.
Stefanie LaPolla brings a range of experiences within the fields of psychology and education to her current position as the Supervisor of Multi-Tiered System of Supports for Loudoun County Public Schools (LCPS). In this role, she oversees the implementation of Response to Intervention, Positive Behavioral Interventions and Supports, Mental Health, and Social-Emotional Learning across all schools within the division. She is also responsible for the leadership of collaborative teams, professional learning to school-based leaders and staff, and ongoing data collection, analysis, and reporting as it relates to strategic actions and programmatic goals related to implementation and integration of data, systems, and practices. Prior to this position, she served as a Nationally Certified School Psychologist and PBIS Coordinator for LCPS. Stefanie holds a Bachelor’s degree in Psychology with Studies in Education from Juniata College, a Master’s degree in School Psychology from Towson University, an endorsement in Administration and Supervision PreK-12, and is finishing her Doctor of Education degree with Shenandoah University. She has presented at the local, state, and national levels and is a published researcher.
Kristin McGraw is the current Response to Intervention Coordinator for Loudoun County Public Schools. Kristin began her public school education career in LCPS in 1993, has taught high school English in grades 9-12, and served as a middle school dean and educational diagnostician prior to assuming her current position in 2012. Her passion for supporting students at risk for learning difficulties is a result of her work as a middle school dean and facilitator of Child Study. In 2010, Kristin co-presented at the Annual Association of Positive Behavior Support (APBS) Conference on data-driven decisions and creating climates of success for middle school, and will co-present at the NWEA FUSION Conference this summer on MAP Growth, Math Workshop, and RTI. Kristin holds a Bachelor’s Degree in English Education from the University of North Carolina – Chapel Hill, a Master’s Degree in Curriculum and Instruction from George Mason University, and an endorsement in Administrative Leadership K-12 from the University of Virginia. Kristin enjoys traveling and snorkeling with her family, cooking, and watching ACC Basketball.
Kristin Williams is the Mathematics and Special Education Specialist at the Virginia Department of Education. She promotes and supports statewide mathematics achievement of students, with a particular focus on students with disabilities and diverse support needs. Ms. Williams’ 25 years of experience in the classroom as both a special educator and general educator, as well as various leadership roles in both capacities, have helped her to fulfill this state-level role with the lens of a well-seasoned practitioner. She has presented at various local and state conferences and is passionate about supporting both general and special educators as they endeavor to meet the needs of all students.
|Level||Day 1 (July 14)||Day 2 (July 15)||Day 3 (July 16)|
|9:00 a.m. - 10:15 a.m.||“What is CICO?”
Daily Routine and Cycle
Creating a DPR
CICO Acknowledgement System
Student, Staff and Family Training
|CICO Team meeting structures
Evaluation and Data-informed Decision-Making
|2:00 p.m. - 3:00 p.m.||"Creating and Implementing Efficient Literacy Decision-Making Documents for Schools"||"Advanced Tiers Mathematics EBP Selection"||"Finding Time for Explicit Social-Emotional Learning"|
Advanced Tier Forum attendees are encouraged to discuss break-out session selection (new team or experienced team) with their VTSS systems coach and/or division coordinator to maximize alignment with current TFI scores and/or division and school team implementation goals for the upcoming school year.
New Team Training: Installing Check-in and Check-out to Build a Tier II System of Support
Using the Tiered Fidelity Inventory (TFI) as an anchor, teams will learn the components of “Check-In, Check-Out," upon which they can build an advanced tier system of supports.
July 14 CICO Module 1: (TFI 2.5 - 2.8)
- What is CICO?
- Daily Routine and Cycle
- Designing the DPR
- CICO Acknowledgement System
July 15 Module 2: (TFI 2.3-2.4; 2.9)
- Student Identification
- Student, Staff and Family Training
July 16 Module 3: (TFI 2.1-2.2; 2.10-2.13)
- CICO Team meeting structures
- Evaluation and Data-informed Decision-Making
- Level of use
- Student performance
Experienced Team Training: Intervention Selection Matched to Student Instructional Needs
Teams will increase their understanding of the selection process and scheduling of evidence-based interventions matched to student needs across domains to build an aligned and integrated continuum of advanced tier supports.
Daily Session Descriptions:
- July 14: "Creating and Implementing Efficient Literacy Decision-Making Documents for Schools" (Kristin McGraw, Loudoun County Public Schools)
Kristin McGraw, RTI Coordinator for Loudoun County Public Schools, will share the process LCPS used to create and implement decision documents for schools to use when identifying appropriate tiers of support for students at risk for reading difficulties and/or students with reading-related disabilities. Implementation data reflecting current practices will also be shared.
- July 15: “Advanced Tiers Mathematics EBP Selection” (Kristin Williams, VDOE)
The Virginia Department of Education (VDOE) will be releasing a “Frequently Asked Questions” document, as well as an accompanying “Resource Guide,” that will detail mathematics supports and strategies educators can use to enhance instruction for students with mathematics disabilities and/or difficulties. During this session, participants will have the opportunity to engage in some of the highlighted strategies from these documents and learn how they can be implemented effectively as Tier 2 or Tier 3 supports.
- July 16: "Finding Time for Explicit Social-Emotional Learning" (Whitney Shotwell, Kara McCulloch. VTSS Systems Coaches)
Participants will learn strategies to aid in the implementation of SEL instruction. They will explore the process of using data to select personnel, schedule explicit instructional time, and identify strategies to address social-emotional skills. Real-world experiences will be shared both from the elementary and secondary levels.
How to Prepare for the Virtual Training:
- Teams are expected to attend all sessions.
- Make sure most of your team members can attend virtually. You will be in a live Zoom meeting that is participatory; you will engage in team activities.
- Make sure each member has access to the Zoom platform and feels comfortable using the technology.
- Check your email for reminders, communication, and your Zoom link to attend your virtual session.