MTSS ContactsMelissa Long, MTSS Teacher Trainer

Janet Stephenson, MTSS Teacher Trainer

What do we want you to Know? The essential components to an effective MTSS system

What do we want you to Understand? Structures that need to be in place to assist in the success

What do we want you to be Able to do? Share your knowledge at your school

Create an action plan Problem Solve using the IPST forms

Expected Outcomes

Agenda

1. Welcome and Introductions 2. Where are you now?3. Problem Solving -Developing your School’s

Infrastructure4. Meetings – Data Teams & IPST5. Data Based Decision Making6. Building your knowledge

How can you help strengthen the infrastructure for MTSS at your

school?

Essential Question

Take a minute to self-assess the MTSS process in your

building.

Where are you now?

What is MTSS? One system supporting it all

What Happened To RtI?

7

Florida SLD Criteria for Eligibilityafter July 10, 2010

Underachievement in:Oral expression

Listening comprehensionWritten expressionBasic reading skills

Reading fluency skillsReading comprehensionMathematics Calculation

Mathematics problem-solving

RTI:Resource intensive or

insufficient response to scientific, research-based

intervention

Conditions 1 and 2 not primarily the result of:Visual, hearing or motor disability

Intellectual disabilityEmotional/Behavioral disability

Cultural factorsIrregular attendance

Environmental or economic disadvantageClassroom behavior

Limited English proficiency

Condition 1 Condition 2 Condition 3

+ +

What are the components of RTI? Speaking the LINGO!

1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.

2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.

3. Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

Tiered Model of School Supports &

The Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports.

Tier 2: Targeted, Supplemental

Interventions & Supports.

Tier 1: Core, Universal Instruction & Supports.

3 Cornerstones of RtITiered System of Intervention

Systematic Problem Solving

Data Monitoring

and Analysis

RtI

Turn and Talk ◦Talk to a partner about which of the three cornerstones you feel is going well at your school

Problem Solving-Developing your School

Infrastructure

◦Capacity to Problem-Solve◦Capacity to Collect Data, and Make Sense of It

◦Capacity to Deliver Instruction at Different Intensities (Tiered-levels of services)

◦Capacity to Display Data Over Time

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In order to implement MTSS, you need a few pieces of infrastructure:

Student Response Data Teacher Experience

Grade Level Team Input Specialist Expertise

Assessment Decision Tree

Which of these is most valuable when making decisions?

A process that uses the skills of

professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students.

From: “What’s wrong with this child?”

To: “What supports does this child need to be successful?”

InstructionCurriculumEnvironmentLearner

New Way of Thinking

Support and Evaluation in Context

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team

Teacher Data Team Meetings

Defining the meetings within the building Identifying roles and responsibilities

Determining the right data

Teacher Data Team Meetings

Tier One Focus Assess strengths of Tier One core instruction by reviewing benchmark data. How can we improve differentiated instruction in the 90 min reading block.

Tier Two Focus (Find ‘em, watch ‘em): Grouping kids in need of similar interventions/enrichment based on data. Determine focus of interventions, set goals, determine how to progress

monitor. Decide specifics of intervention: who, where, how long, etc. Decide on how interventions will be documented. INDIVIDUAL STUDENTS who are not responding.

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Teacher Data Meetings

When: Planning Time – Two times a month Who Attends (can be determined by purpose):

◦ Must: Grade Level TeachersGuidance CounselorAdministration

◦ Could: ESE Teacher, Speech Teacher, Reading Coach,

◦ Other experts as needed (e.g. school psych, behavior analyst)

22

Teacher Data Meetings

During a data chat is when you can begin to identify issues within Tier 1 or Tier 2.

Types of data team meetings*Tier 1 – looking at the whole class data such as BELAA*Tier 2 – looking at intervention data onOPM sheets

Defining Meetings

Teacher Data Team Meetings

Teacher Data Team Meeting Student Documentations: Individual student meeting notices Record keeping Grade Level Profile Sheets

How will you document Tier 1, Tier 2, Tier 3?

Student Monitoring Systems

Data Team Meetings

What do they look like now?

How do you guide?

How would you change them?

How will you encourage teacher to bring data?

Teacher Data Team Meetings Table Talk

Problem Solving - in IPST Forms

Problem Solving through the IPST Forms

Define the ProblemWhat Do We Want Students to KNOW and Be Able to DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About It?

EvaluateDid It WORK?

(Response to Intervention –RtI)

Forms 1 - 6

Form 7Use repeatedly until you finds what works!

Form 8

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 1 Individual Problem Solving Team (IPST)

History and Cumulative Review

Problem AnalysisWhy is the Problem Occurring?

First step in Problem Solving is to gather and review information about the “L” in ICEL. If the teacher has a concern about the “Learner”, historical information must be documented.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 2 Individual Problem Solving Team (IPST) Parent/Guardian Contact and Staff Consultations

Problem AnalysisWhy is the Problem Occurring?

Parents play an integral part in informing and helping school personnel know how to support the student more effectively.

Seeking staff consultations helps the classroom teacher address the student’s area of difficulty.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 3 Individual Problem Solving Team (IPST) Student’s teacher as observer

Classroom Observation

Problem AnalysisWhy is the Problem Occurring?

Gathering additional information in the general classroom setting addressing ICEL which focuses on the Instruction, Curriculum, Environment, and the Learner.

This information helps the team

to determine what factors enable the student to learn.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 4 Individual Problem Solving Team (IPST) Third Party Observation

Classroom Observation

Problem AnalysisWhy is the Problem Occurring?

Successful problem analysis requires the team to look at multiple sources of data.

ICEL factors are documented as well as the relationship between the student’s classroom behavior and academic performance.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 5 Individual Problem Solving Team (IPST)

Academic Data Collection

Problem Analysis and IdentificationWhy is the Problem Occurring?

Reviewing student performance data and comparing to peer groups will determine the magnitude of the academic concern.

This specific data assists the team to identify or eliminate concerns in Instruction and Curriculum (ICEL).

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) ACADEMIC Academic Problem Identification / Analysis / Hypothesis

Problem Identification/AnalysisWhy is the Problem Occurring?

The intent of the ICEL table on this form is to review of all the ICEL factors. It’s almost a check and balance system to ensure the focus is on the ICEL factors and not just the learner.

Keep in mind, when creating a hypothesis, it is important to determine if it is a skill deficit or motivation deficit?

Determining the point at which the target student will come in range of the expected rate of progress.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) BEHAVIOR Problem Behavior Identification / Analysis / Hypothesis

Problem Identification/AnalysisWhy is the Problem Occurring?

Same format at IPST Form 6 Academics but focuses on the Behavior component.

The intent of this form is to guide the IPST to design effective interventions.

Implementation PlanWhat are We Going to do About It?

Spending time designing a quality intervention plan will be most beneficial to the student.

The alignment between the area of concern to the goal statement, intervention plan and ongoing progress monitoring tool is crucial.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 7 Individual Problem Solving Team (IPST) Intervention Design and Ongoing Progress Monitoring (OPM) Intervention #: ______ Page ____ of ____

EVALUATEDid it WORK?

The IPST will utilize the rate of progress data and post intervention analysis to make informed decisions regarding the educational needs of the student.

BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 8 Individual Problem Solving Team (IPST) Analysis of Interventions and Recommendations

Data-Based Decision Making

State Standards

Data-Based Decision Making Process

What do we expect all students to know and do?

Progress Monitoring Benchmarks

Screening Progress Monitoring

How do we know if students are meeting the expectations?

Outcome Assessment Data

What do we do if students are not meeting expectations?

Data Compilation& AnalysisDiagnostic Assessments

Fidelity Checks Decision Rules about Problem Solving / Response to Intervention

Triangulation of Data From the GPS (English Language Arts Pacing Guide)

Triangulation of Data

Daily consistency – no cancellations Teaching the same skill for the entire intervention cycle. Same teacher is teaching the group for the entire

intervention cycle. Progress monitoring regularly Instruction is direct Instruction is scaffolded (I Do, We Do, You Do) Progress monitoring tool matches the intervention

Fidelity of the Intervention

Data-Based Decision Making

General Instruction

Supplementary Intervention

Intensive Intervention

Decision rules

Decision rules

Inte

nsity

of

Inte

rven

tion Sh

ould

this

stude

nt mov

e to

Tier 3

?

Shou

ld thi

s stu

dent

move t

o Tie

r 2?

Is rate of progress acceptable? If not, why and what should we do about

it? ◦ Frequency and amount of intervention◦ Instructional strategy◦ Opportunity for practice and application◦ Other factors?

Choices- try another intervention, modify existing intervention, other?

Apply Decision Rules…

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

DecisionsWhat to do if RtI is:

PositiveContinue intervention with current goalContinue intervention with goal

increasedFade intervention to determine if

student(s) have acquired functional independence.

DecisionsWhat to do if RtI is:

QuestionableWas intervention implemented as intended?

If no - employ strategies to increase implementation integrity

If yes -Increase intensity of current intervention for

a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

DecisionsWhat to do if RtI is:

PoorWas intervention implemented as intended?

If no - employ strategies in increase implementation integrity

If yes -Is intervention aligned with the verified

hypothesis? (Intervention Design)Are there other hypotheses to consider?

(Problem Analysis)Was the problem identified correctly?

(Problem Identification)

What does this graph tell you about the problem?

Student

Peers

Student

Peers

1. Is the student’s rate of progress (trend line) less than the expected rate of progress (aim line)?

2. Will the student’s rate of progress (trend line) allow the student to meet identified standard within the specified goal timeline or within a reasonable amount of time?

3. Is the plan able to be maintained in the general education setting?

If no, can student maintain rate of progress when interventions are modified or faded?

Data-Based Decision Making

What is the biggest barrier you face in your school when it comes to data collection?

What might be an action that you could put into place?

Turn and talk

Students referred when there is a poor response to Tier 2 services

After at least two different interventions documented Looking for academic gap Slower learning rate over time Team decides… additional academic or behavioral

intervention, placement, etc.

When to Refer to IPST?

Individual Problem Solving Team (IPST) Quick Reference

Members FunctionAdministrator (s)

Guidance Counselor (recommended facilitator) School Psychologist

Classroom Teacher(s)Parents

ESE contact/teacherInterventionalist/Title 1 Teacher

Additional Members as needed:Speech/Language Pathologist

Staffing SpecialistInstructional Staff (coaches)

Gifted TeacherBehavioral Analyst

Occupational TherapistPhysical Therapist

Social WorkerActivity or Specials teachers

•Problem solve on an individual student level after multiple interventions have been conducted.

•Examine intervention and progress monitoring data to make decisions.

•Look for Academic Gap, Peer comparison, Learning Rate over Time

•Data based decisions

Building Your Knowledge

Common Language

Gen Ed TAP

Learning Disability TAP

GTIPS

Documents for Reference

Definitions of types of meetings

Flow of paperwork – what, who, when?

Working with your School Psych

Etc.

MTSS Toolkit

1. Refer back to self-assessment2. Determine your next action steps3. Share at your table what barriers you might have

to overcome in order to implement your actions steps

4. Choose a reporter to share

MTSS Action Plan

How can you help strengthen the infrastructure for MTSS at your

school?

Essential Question