NEW MTSS FACILITATOR TRAINING

SEPTEMBER 3, 2015

Shelly Dickinson, MTSS District Trainer

Charlie Eccleston, MTSS District Trainer

Expected Outcomes

What do we want you to Know?The Big Ideas of MTSS

What do we want you to Understand?The role of Problem Solving Process plays in decision making about students’ needs

in all Tiers of Support

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

implement a strong academic environment.

Essential Question

How can I support implementation of MTSS Framework as a facilitator?

Brevard’s MTSS Resources

Brevard’s MTSS Guidebook Brevard’s MTSS SharePoint

Click on Documents Folder – (MTSS Class 2 –

Problem Solving)

Essential Components of MTSS

Data Evaluation

Problem Solving Process

Multiple Tiers of

Instruction &

Intervention

Leadership

Communication&

Collaboration

Capacity Building

Infrastructure

MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

New Way of Thinking…

Common Mistake - Assume the student learning problems exist primarily in the learner…

Influences that impact the Learner’s Academic Performance:• Instruction• Curriculum• Environment

Support and Evaluation in Context

Big Ideas of MTSS

► More than just about eligibility► Being proactive► Early intervention for those

who need it► High quality instruction using

best practices in Core Instruction (Tier 1)

► Data-based decision making► Identifying the level of

supports needed by which students

► Problem Solving Process

Activity

Why is a high quality instructional System of Support important at my

school?

Watch video…

Consensus Placemat Activity

• Groups of 2-4 gather around a chart• Quietly and independently reflect

and respond to a question • Discuss what they wrote and reach

consensus on ideas• ALL students share ideas, extend

thinking and learn from each other.

Defining MTSS

Team consensus

Share out with whole group

What are the components of MTSS?

Speaking MTSS Common Language!

1. Tiered Framework: Students who do not respond to high-quality classroom core instruction (Tier 1) and targeted, supplemental instruction (Tier 2) receive more intensive, individualized evidence-based instruction/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 instruction/interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

MTSS Guidebook pages 14 - 27

MTSS FRAMEWORK TIERS OF INSTRUCTION

BECOME AN EXPERT!

3 Tier Model

A Multi-Tiered Framework of Instruction

Supplemental

MTSS GuidebookPages 12-

13

HOW DO WE DIFFERENTIATE

BETWEEN THE TIERS?

Activity: Core (Tier 1), Supplemental (Tier 2) and Intensive Instruction (Tier 3)

CoreTier 1

Supplemental

Tier 2

Intensive

Tier 3

Core Instruction Versus Supplemental Instruction

Su

pp

lem

en

tal

Instru

ctio

n

(Tie

r 2)

• Delivery is focused on grade level/subject area/behavior standards

• Effective instructional strategies for large group/small group

• Differentiated Instruction focuses on diverse learners – skill/ability/interest groups

• Should result in approximately 80% of students achieving proficiency

• School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Core Instruction (Tier 1)

Core Instruction Versus Supplemental Instruction

Core

In

str

ucti

on

(Tie

r 1)

Supplemental Instruction (Tier 2)

• Focused on a skill that is a barrier

• Evidenced-based instruction is typically provided in a group format

• Supplemental Instruction must be greater than the number of minutes provided in core instruction

• Instruction provided in Supplemental must be integrated with Core content and performance expectations

• Impact of Supplemental instruction should result in 90% or

• more of students achieving grade-level expectations.

Intensive Instruction (Tier 3)

• More instructional time• Smaller instructional groups• More precisely targeted at the appropriate level• Clearer and more detailed explanations• More systematic instructional sequences• More extensive opportunities for practice• More opportunities for feedback

What do all tiers have in common?

Core Supplemental

HIGH QUALITY

INSTRUCTION

Intensive

THE ROLE OF PROBLEM SOLVING PROCESS PLAYS IN DECISION MAKING ABOUT STUDENTS’

NEEDS IN ALL TIERS OF SUPPORT

Problem-Solving Process

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)

What about the student is causing a problem?

STOP!!!

What about the interaction

of the curriculum, instruction, and learning environment

should be altered so that the student(s)

will learn?This shift alters everything else!

Instead

A Shift in Thinking for Problem-Solving in Multi-Tiered Framework

Problem Solving to Find the Student Academic/Behavioral Need(s)

• What is the root cause of the problem? – Lack of Phonological Awareness– Phonics/Decoding/Text Processing– Fluency– Comprehension

• Performance deficit or skill deficit?

• Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

Which of these is most valuable when making decisions?

• Student Response Data• Teacher Experience

• Grade Level Team Input• Specialist Expertise

• Assessment Decision Tree

WHAT DOES PROBLEM-SOLVING

LOOK LIKE AT TIER 1?

How Do We Find Them?

• Who is not meeting grade level standards?– FAIR (3-6 GRADES)– BELAA– KINDERGARTEN LITERACY SCREENER (KLS)– MATH ASSESSMENTS– RUNNING RECORDS– ATTENDANCE– BEHAVIOR

Triangulate the Data

Looking at Tier 1 Data - Grade 3 Math Inventory

Define the ProblemStudent Name

Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Student 1 72 A/1 B/1 A/0 D/1 C/1 A/0 C/0 A/0 A/1 D/1 C/1 B/0 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1Student 2 72 C/0 B/1 C/1 D/1 B/0 C/1 B/0 B/1 A/1 D/1 C/1 D/1 D/0 A/1 A/0 A/1 C/0 D/0 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 3 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 4 72 A/1 B/1 C/1 D/1 C/1 D/0 D/1 B/1 A/1 D/1 C/1 A/0 C/0 A/1 B/1 A/1 C/0 B/1 D/1 C/1 C/0 A/0 B/1 A/1 A/0Student 5 84 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 C/0 D/0 D/1Student 6 40 B/0 B/1 A/0 D/1 B/0 A/0 C/0 D/0 A/1 D/1 D/0 A/0 C/0 A/1 C/0 B/0 C/0 B/1 D/1 A/0 A/1 B/0 B/1 A/1 A/0

Student 7 100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 8 64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1Student 9 96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0

Student 10 80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 11 68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1

Student 12 88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1

Student 13 88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 14 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1

Student 15 72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1

Student 16 92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 17 56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1

Student 18 80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0Correct Responses 16 18 10 17 14 10 12 14 18 18 16 15 5 18 7 13 12 17 17 15 12 13 14 15 14Incorrect Responses 2 0 8 1 4 8 6 4 0 0 2 3 13 0 11 5 6 1 1 3 6 5 4 3 4

Correct Response Percentage 89%

100% 56% 94% 78% 56% 67% 78%

100%

100% 89% 83% 28%

100% 39% 72% 67% 94% 94% 83% 67% 72% 78% 83% 78%

A 89% 28% 6% 33% 6% 17%100% 6% 11% 28%

100% 28% 72% 6% 11% 67% 17% 6% 83% 11%

B 6%100% 11% 22% 11% 78% 6% 22% 39% 22% 67% 94% 6% 6% 11% 78% 6%

C 6% 56% 78% 56% 17% 89% 33% 6% 6% 28% 83% 28% 11% 6%

D 6% 94% 11% 67% 6% 100% 6% 83% 17% 28% 6% 94% 6% 72% 6% 17% 78%

1. What are some areas

of concern?

2. How would your instructional action plan be impacted by this assessment?

3. What skills would an

instructor address in the Universal, Core Instruction(Tier 1) ?

4. How would an instructor group students using this data?

WE HAVE FOUND THEM! DESIGNING INSTRUCTION - DOING SOMETHING WITH

‘EM

– Core: Differentiation or add to core instruction

– Supplemental: additional Instruction to support Core

– Intensive: • Intensifying the Instruction

– More instructional time– Smaller instructional group size– Focuses on targeted, specific skills– Provides explicit, systematic, more opportunities for

practice, and error correction/feedback

Instruction...Another Look

Intervention Design

• Must Target the missing skill(s)• Include Explicit instruction• Within a supported learning

environment• Purposeful• Well-planned• Based on data• Focused on alterable variables within

the Instruction, Curriculum, Environment

WHAT DO WE DO FOR STRUGGLING LEARNERS?

Diagnostic Assessments

•PSI – Phonics Screener

•PASI – Phonological Awareness

•DAR – Diagnostic Assessment of Reading

•ORF – Oral Reading Fluency/Error Pattern Analysis

•Math – Easy CBM Probes

• The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

Purpose of Diagnostic Assessments

THERE IS NO AMOUNT OF INTERVENTION THAT CAN

SUBSTITUTE HIGH QUALITY INSTRUCTION.

PROGRESS MONITORING PROGRESS MONITORING

What is Progress Monitoring?

Progress monitoring is a scientifically-based practice of continuous monitoring that teachers use to evaluate the effectiveness of instruction.

The major purposes of progress monitoring are to:

1. Describe the student’s rate of response to instruction and

2. Build more effective instruction.(Fuchs and Fuchs)

Benefits of Progress Monitoring

• accelerated learning because students are receiving more appropriate instruction;

• more informed instructional decisions; • documentation of student progress for

accountability purposes; • more efficient communication with families and

other professionals about students’ progress; • higher expectations for students by teachers; and

Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement.

"Common Questions for Progress Monitoring." Student Progress Monitoring.

Why?

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman

Essential Question

How can I support implementation of

the MTSS Framework?

BREAK

• Please return in 15 minutes

PROBLEM SOLVING WITHIN THE MTSS

FRAMEWORK

Critical Components of MTSS

Data Evaluation

Problem Solving Process

Multiple Tiers of

Instruction &

Intervention

Leadership

Capacity Building

Infrastructure

Communication &

Collaboration

MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

Expected Outcomes

1. Understand the Problem Solving

process within a Multi-Tiered System of Support (MTSS)

2. Be able to use the Problem Solving process in all three tiers of instruction

3. Use the Problem Solving process when analyzing data

Brevard’s Definition…

MTSS Guidebook pages 30 -

31

A Snapshot of Problem-Solving Within the Three-Tiers of Instructions (Elementary)

Problem-Solving Process

• Consistent 4-step PS process

– The 4-step problem-solving model involves: • Step 1: Define, in objective and measurable terms, the goal(s) to be

attained • Step 2: Identify possible reasons why the desired goal(s) is not being

attained. • Step 3: Develop & implement a well-supported plan involving

evidence-based strategies to attain the goal(s) • Step 4: Evaluate the effectiveness of the plan in relation to stated

goals.

• Educational decisions (e.g. intervention effectiveness) are measured by student growth

• Collaborative Team-based

• Decision protocols; decision-rules

• Frequency & intensity of assessment & problem solving match to student need

A SNAPSHOT OF PROBLEM-SOLVING WITHIN THE THREE-

TIERS OF INSTRUCTIONS

MTSS Guidebook pages 32 -

42

How Do We Identify the Problem?

By Analyzing Data… (Tier 1, 2, & 3) Examples Screening Assessments Benchmark Assessments Formative Assessments Diagnostic Assessments Failure Rate for Core Subjects Attendance Rate Tardy(s) Loss of Instructional Time (Signing out early) Behavior Incidents

Office Referrals In/Out School Suspensions

STATE

District

School

Grade Level 5

Smith's Homeroom

0% 10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

41%

30%

15%

37%

13%

45%

50%

54%

51%

64%

14%

20%

31%

12%

23%

FAIR-FS (PLS- AP1)

0 - .15 .16 - .84

Where is the Problem Occurring?

Is this an individual student problem, or a larger, systemic problem?School Level?Grade Level?Class?

WHAT DOES PROBLEM SOLVING

LOOK LIKE FOR CORE INSTRUCTION?

Core: Academic Expectations

Core: Effective if at least 80% are meeting benchmarks

with access to Core/Universal Instruction

Core: Implementing well researched programs and practices

demonstrated to produce good outcomes for the majority of students

Core: Begins with Clear Goals:1. What exactly do we expect all students to

learn?2. How will we know if and when they’ve learned

it?3. How will we respond when some students don’t

learn it?4. How will we respond when some student have

already learned it?

*QUESTIONS 1 AND 2 HELP US ENSURE A GUARANTEED AND VIABLE CORE CURRICULUM

Tier 1: Behavior Expectations

• School-wide behavior expectations have been delivered and implemented with fidelity

• Classroom behavior expectations have been taught and align with school-wide behavior expectations

• School-wide behavior expectations are communicated to students on a daily basis throughout the school

• Positive behavior supports are implemented on a daily basis

• Questions to ask? – Do 80% of students in the school respond

positively to the school-wide behavior expectations?

– Does the behavior level of the target student differ significantly from that of the peer group?

Step 2: How Can Core be Improved?

• After analyzing school level trends, grade level trends, and class trends…

• Decision Rule – At least 80% meeting benchmarks? If not, what are the area of concerns?

• Teacher Data Team – Analyzes Tier 1 grade level data trends in student learning and instructional practices

• Teacher Data Team – Sets grade-wide goals and begins student identification (grouping by common skills)

Step 2: Grade Level Performance ReportIs the Core Healthy?

Grade 6 - Math Assessment Benchmark (December)

Grade Level TrendsPercentage of Students:Proficient?In Danger?High Risk?

Step 2: Grade Level Item Analysis

1. What are the areas of concern?

2. How would your instructional action plan be impacted by this assessment?

3. What skills would an instructor address in the Universal, Core Instruction(Tier 1) ?

4. How would an instructor group students using this data?

Step 2: Class Performance ReportIs the Core Healthy?

Grade 3BELAA (A)

Is the Core Healthy?

Step 3: Core Instruction Design

• Based on the Targeted Area of Concern and the Analysis of the Problem…

1. Determine what will be done*Is this a Tier 1 problem?*Do we adjust our instruction

(differentiate, small group)?*Or design an Intervention?

2. How will the problem area be re-assessed?

Step 4: Core - Is it working?

• After setting up a plan for re-teaching or intervention…

1. What does your data show after the re-teaching?

2. Did it work? 3. What will we do next?

Turn and Talk - Summarize

• Give examples how your school problem solves Core Instruction (Tier 1) concerns and progress monitors the working plan.

WHAT DOES PROBLEM SOLVING

LOOK LIKE AT TIER 2?

Supplemental Instruction (Tier 2)

• (More) (Core Program +)• (More) Explicit Teacher-Led

Instruction• (More) Scaffolded Instruction• (More) Opportunities for

Immediate Corrective Feedback

• (More) Language Support, Especially Vocabulary

• (More) Built in Motivational Strategies

• (More) Frequent Progress Monitoring

Matching Interventions to Student Need

Blending Art & Science• Understand student need

– Problem ID – Problem Analysis

• Understand how to identify research/evidence base for various interventions

• Understand the nuances associated with the intersection of students, interventions and environment

• Progress monitoring

• Decision rules

Step 1: Problem Identification Problem Solving in (Tier 2)

After Identifying the problem was not a Tier 1 issue, now it is time to dig deeper into what the root cause of the problem could be.

Step 1: Screening Assessments Do Not Determine the Root Cause

• Screening Assessments do not give us enough information to determine the root cause of the Problem.– We will need to “DIG DEEPER!”

• Use Brevard’s Reading Decision Trees for guidance

• Administer a Phonics Screener (PASI/PSI), An Error Analysis, DAR (Diagnostic Reading Assessment), Math Probe, etc.

Step 1: Digging Deeper

• How deep you dig depends on the intensity of the problem.

OR

STEP 2: PROBLEM

ANALYSIS: GETTING FAMILIAR

WITH ICEL

Step 2: Components of Problem Analysis

• Clear understanding of the cause/functions of the problem

• Determine if the problem is a skill or performance deficit

• Develop hypothesis as to why the problem is occurring

• Determine if the problem is Instructional (I), Curricular (C), Environmental (E), or Learner (L) related

• Identify relevant obstacles• Develop observable and measurable goals

to address the problem

Step 2: RIOT by ICEL

• A Guide to Problem Analysis • This is not a data collection

instrument. • It is an organizing framework to look

at both qualitative and quantitative data

Using I.C.E.L. to Problem Solve…

Instruction Curriculum Environment Learner

Do lessons include explicit teaching of learning strategies?

Do lessons utilize high yield strategies (B.E.S.T., Marzano, etc.?)

Do lessons provide timely, targeted feedback?

Are students actively engaged in peer grouping, small groups, etc.?

Is the program aligned to the standard and include strategies to address prerequisite skills?

Are materials intentionally chosen to align with core and meet the needs of the students?

Is it an evidenced-based program that addresses the standard?

Do we have a consistent, uninterrupted 60 minute daily math block?

Do all students understand and follow the daily routines?

Are class-wide motivation strategies incorporated to promote student engagement and on-task behavior?

Is the student responding to core instruction through the use of formative assessments?

Does the student need supplemental instruction?

Does the student attend school regularly?

Does the student need additional supports?

Does the student have a history with low performance in this content?

Instruction C.E.L.• Instruction-how skills are taught

– Pacing– Opportunities to respond– Activities– Practice opportunities– Review

• Poor instructional match– Pacing– Feedback

• Low exposure to instruction– Attendance– Opportunities to practice

I. Curriculum E.L.

• Curriculum- what skills are taught– Content– Skill level

• Poor curricular match– Material instructional level– Inaccurate critical skills

• Lack of fluency with critical skills– Pacing – Feedback– Opportunities to practice

I. C. Environment L.

• Environment-where skills are taught– Classroom management strategies– Engagement strategies– Negative to positive ratios– Classroom stimuli– Exposure to peers

• Low motivation– Incentives– Engagement strategies

I. C. E. Learner

• Learner-to whom the skills are taught– Health history– Schooling history– Personal history– Beliefs– Interests

Step 2: Determining High Probability Hypotheses

Reading- – Phonemic awareness– Phonics/decoding– Fluency– Vocabulary– Comprehension

Math-– Conceptual

understanding– Procedural fluency– Strategic competence– Adaptive reasoning– Productive disposition

Consider instructional hierarchy

– Acquisition– Fluency– Generalization– Adaptation

Behavior– Obtain something– Attention– Escape or avoid

something• Task• Setting

– Poorly developed skills

Step 3: Match the Intervention to the Skill Deficit/Student Need

• What is the root cause of the problem? – Lack of Phonological Awareness– Phonics/Decoding/Text Processing– Fluency– Comprehension

• Performance deficit or skill deficit?

• Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

Step 3: Implement Intervention & Document (Progress Monitoring): Tier 2

• Baseline data; determination of where group of students are currently performing

• Aim Line or Goal (Student group expected performance)

• Intervention selected – (Document)• Progress monitoring data• Comparison with national norms• Interventions/Fidelity• Observations

Example – Tier 2 Data Collection

10/1

2/20

14

10/1

9/20

14

10/2

6/20

14

11/2

/201

4

11/9

/201

4

11/1

6/20

140

1

2

3

4

5

Number Sense – Tier 2 Intervention Round #1

GOAL Nick Linear (Nick)

Student 2 Student 3 Student 4

Nick’s Trend lineAim Line

Goal

Step 4: Evaluate – Is It Working? (RtI)

• Are there individual students in intervention groups not making adequate progress? If so, what changes will be made?a)Examine existing data and determine if additional data are

needed, including:Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc.

b)If a change is needed, consider the following options:(1)Does the student need a different, more appropriately matched intervention?(2)Does the student need a more intensive intervention with same instructional

focus?(3)Can you modify the current intervention to accommodate the student?

(a)Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

WHAT DOES PROBLEM SOLVING

LOOK LIKE AT TIER 3?

The “Why” of MTSS?

• Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI/MTSS is all about.

• The two critical pieces of information we need about students are:– How BIG is the GAP?

• AND

– How much time do we have to close it?

• The answers to these 2 questions defines our instructional mission.

A Visual for the “Why” of MTSS

Benchmark

Aim line

HOW MUCH TIME WILL IT TAKE TO CLOSE THE GAP?

PERCENT

SIGNIFICANT GAP

Problem Solving through the IPST Forms (Focus on Individual Students)

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

Summary – Where Does Problem Solving Occur within the MTSS Framework?

MTSS Guidebook

Page 32

Summary – Where Does Problem Solving Occur in the MTSS Framework?

Analyzing Data…District Level TrendsSchool Level TrendsGrade Level TrendsClass Level Trends

By…Content AreaStudent BehaviorsAttendanceEarly Warning Indicators

When/What…Yearly - FCATQuarterly – Grades, District Assessments, Attendance, BehaviorMonthly/Weekly

MTSS Guidebook

Page 92

Lunch Break

• Lunch on your own• Please return in 1 hour

IMPLEMENTING INTERVENTIONS AND

PROGRESS MONITORING

• Participants will… • Understand how to use the tiered

framework to provide interventions • Learn the components of an effective

intervention• Match interventions (resources) with

specific skill deficits• Recognize the requirements of

progress monitoring in the MTSS process

Expected Outcomes

Essential Question

How can I help with intervention development within the MTSS

Framework?

WHAT DOES INSTRUCTION LOOK LIKE IN A MULTI-TIERED FRAMEWORK?

Planning Standards-Aligned Instruction Within MTSS

Table Talk

• How does instruction intensify throughout the tiers: Core Supplemental Intensive?

• How does looking at assessments (students responding to instruction) change throughout the tiers? What types of data are we collecting? How often?

• How does the planning address student engagement throughout the tiers?

Core Supplemental

Intensive

Instruction

Assessments

Student Engagement

InterventionsLet’s Discuss

Define Intervention

• Instruction that supplements and intensifies classroom curriculum/instruction to meet the need of the student

• Teach NEW skills to remediate a deficient skill

• Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently

Types of Interventions

• Skill Deficit– Student lacks skills to successfully

complete task

• Performance Deficit– Factors interfering with student’s

capability of performing the skill

Match the Intervention to the Skill Deficit/Student Need

• What is the root cause of the problem? – Lack of Phonological Awareness– Phonics/Decoding/Text Processing– Fluency– Comprehension

• Performance deficit or skill deficit?

• Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

Classroom InterventionsCRITICAL AREAS

Reading- – Phonemic awareness– Phonics/decoding– Fluency– Vocabulary– Comprehension

Math-– Conceptual

understanding– Procedural fluency– Strategic competence– Adaptive reasoning– Productive disposition

Consider instructional hierarchy

– Acquisition– Fluency– Generalization– Adaptation

Behavior– Obtain something– Attention– Escape or avoid

something• Task• Setting

– Poorly developed skills

What is Not an Intervention?

• Guided reading group or use of leveled reading materials

• Small flexible groups for projects• Moving a student’s seat• Review and practice independently • Scaffolding or differentiating the task during core

instruction• Guided writing and conferencing• Word walls, editing check lists, etc. • Regular best teaching practices automatically used in

response to an immediate need such as extended time, repeated directions

Intervention or Not?1. A group of 6 students in Mrs. Jones’s 3rd grade class is receiving

guided reading using Level L materials, 3x per week for 20 minutes with the classroom teacher.

2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4x per week for 15 additional minutes to increase math procedural fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected weekly using a Math Probe.

3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the student and monitored his progress (assignment completion) each period for 3 weeks.

Turn and Talk

InterventionInfrastructure

Infrastructure Necessary for Intervention Implementation

Leadership• MTSS vision/mission aligned

with the School Improvement Plan (SIP)

• School-based leadership team• MTSS implementation plan

Data-Based Problem Solving• Data-based problem solving

Communication and Collaboration

• Communicated expectations and accountability

Capacity Building/Infrastructure

• Organized and strategic capacity building for implementation

• Master schedule that allows time for data collection

• Master schedule that allows time for collaboration

• Master schedule that allows time for multiple tiers of intervention

Multiple Tiers of Support• Resource allocation

– Materials, personnel, etc

Intervention Model for Elementary

• Intervention block is 30 minutes a day. It is scheduled throughout the day based on grade level scheduling:

– Model 1: Teachers keep their own students; provide small group instruction and blended learning using computer programs

– Model 2: Grade levels divide up students based on needs and each teacher has a group.

– Model 3: Partnering Teachers Share Students – Good model if too many teachers on a grade level or for intermediate teachers. Good model for location barriers.

– Who: Grade level teachers, instructional asst., ESE teachers, SLP’s, all hands on deck.

– When: 8:15 – 8:45 am (Grades 1 - 6)

– How: • Group students by skill deficit, enrichment area,

reading or math.• Smallest group should be for the neediest kids and

instructed by most qualified• Work as a grade level to determine resources,

instruction, who’s teaching what

Model: Walk to Intervention School-Wide

– Cycle: a period of continuous supplemental instruction

– Progress Monitoring: occurs during last week of cycle. Progress monitoring data is gathered. Teachers meet to reorganize groups, instructors, and instruction.

– Cycle 1: 3 -4 weeks– Progress Monitoring Week: During last week of cycle

– Cycle 2: 3 -4 weeks– Progress Monitoring Week: During last week of cycle

– What are the barriers? Do we need this Compromise, Integrity, Flexibility, ?????

Intervention Cycles

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyStrategies

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)

ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Comprehension StrategiesFluency Strategies

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: DIBELS Next & Daze

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Riviera Elementary – Grade 2 Intervention Groups

CHOOSING AN EFFECTIVE INTERVENTION

What Makes an Intervention Evidenced-Based and Effective?

All the prominent trusted sources for information concerning evidenced-based interventions in reading, math, writing, and behavior point to eight components that make an intervention effective.

A good intervention program either has the following components built in or the teacher builds them in.

Page 99

Explicit Instruction

• Explicit Instruction is overt teaching of the steps or processes needed to understand a construct, apply a strategy, and/or complete a task.

• Explicit instruction includes teacher presentation of new material, teacher modeling, and step-by-step demonstration of what is expected, so that students can accomplish a learning task.

Less Explicit

Less Explicit More Explicit

Explicit Instruction Table Activity

Less Explicit

Instruction

More Explicit

Instruction

• Given these lessons, what might struggling students find challenging about learning the skills?

• List the key components to adapt these lessons to become more explicit.

Systematic Instruction

• Systematic Instruction is complex skills broken down into smaller, manageable “chunks” of learning and requires careful consideration of how best to teach these discrete pieces to achieve the overall learning goal.

• Systematic instruction includes sequencing learning chunks from easy to difficult and providing scaffolding to control the level of difficulty throughout the learning process.

Visual Representations

• Visual Representations is any visual cues that a student can use to self prompt for identifying and organizing pieces of relevant information. This helps the student to summarize what key information is needed to solve the problem.

Teach Students How to Use Visual Representations

Excellent resource of “Best Practices in Action”• Modeling• Think-Alouds• Scaffolding• Visual Representations

Think-Aloud Modeling

• Think-Aloud Modeling - Students should be exposed to teacher modeling of how to think through the strategy or problem.

• The teacher should use language the student may use in their own thinking combined with the strategy steps.

Here’s How a Teacher’s Modeling Might Sound…

Guided Practice

Guided Practice: In a small group setting the teacher should…

• Incorporate goal setting and self-monitoring of progress toward the goal to increase student attention, motivation, and effort

• Explicitly teach the skill• Model solving the problem using think-aloud• Scaffold practice by solving part of the first few

practice problems (prompting) and then guiding students to finish

• Provide more opportunities for response and corrective feedback

Fidelity and Group Size

• With fidelity - The intervention is consistently

given by the same person on specified days and times. The student attends the intervention on specified days and times.

• In a small group setting or individual basis

MTSS Guidebook page 102

INSTRUCTIONAL RESOURCES

WITH BUILT-IN INTERVENTION

STRATEGIES

Instructional Resources

What Works Clearinghouse

National Center on Intensive Intervention

Instructional Resources

What Works Clearinghouse

Instructional Resources

Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products.

What Works Clearinghouse

Instructional Resources

• CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share

• eIPEP - Electronic Institutional Program Evaluation Plans

• ELFAS - English Language Arts Formative Assessment System

• IBTP - Items Bank and Test Platform

• FSL - Florida School Leaders

• PMRN - Progress Monitoring and Reporting Network

Instructional ResourcesELFAS Resources

The IRIS Center

Instructional routines for Small Groups

Learn Zillion

Read Write Think

Reading Rockets

Teaching Channel

Why Teach Spelling

Latin and Greek Word ElementsPersuasive Speeches: Planning a Lesson Series

Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

Instructional Resources: Vocabulary

Anita Archer Strategic Literacy Videos

Visuwords

Vocabulary Instruction:

Vocabulary building:

Building Vocabulary: Prefixes,

Common Content Area Roots and Affixes:

Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension

Improve your Vocabulary:

Double Your Vocabulary in a Month via Latin & Greek roots:

Instructional Resources:Comprehension

Graphic Organizers: Intervention Central:Learning Network: Reading Quest:ReadWriteThink: Research and Reading:Research to Practice Brief: Stem Starters:Reading Comprehension Strategies: TeacherVision:

Seven Strategies to Teach Students Text Comprehension:Reading Strategies for the Secondary Classroom:ReadWriteThink- Graphic Organizers:

Instructional Resources

Syntactic Knowledge Resources

Cohesive writing:

Cohesion:

Skill focus: Cohesion

Examples of Cohesive Features:

Persuasive Writing Marking Guide: Cohesion RubricConnectives: Fitting Another Piece of the Vocabulary Instruction Puzzle

Instructional Resources: Handwriting , Spelling, Keyboarding

Read Write Think

Why Teach Spelling (Checklist)

Webinar: Writing and Writing Instruction to ImproveReading: What We Have Learned from Research

Latin and Greek Word Elements (Root Words, Roots and Affixes)

Persuasive Speeches: Planning a Lesson Series

Computer Skills – Keyboarding Skills

Keyboarding Activities

Powertyping

Math Instructional Resources

National Center on Intensive Intervention

These documents offer examples of how to apply standards-relevant instruction across core instruction, supplemental intervention, and intensive intervention as well as to support students with significant cognitive disabilities. Standards-based examples include the following math topics: computation of fractions, fractions as numbers, number system/counting, place value, basic facts, and algebra.. The NCII also has developed sample lessons and activities related to the standards to support special education teachers, interventionists and others working with students with intensive needs. See the sample lessons and activities.

http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=15

Self Regulated Strategy Resources

Graphic Organizers: Writing Instructional Chart Reading Quest:ReadWriteThink: Research and Reading:ReadWriteThink- Graphic Organizers:

BUILDING A BANK OF INTERVENTION RESOURCES

Where do I get these INTERVENTIO

NS?

InventoryYour

ResourcesAnd Try to

Develop More!

Build your Library of Interventions

PROGRESS MONITORING PROGRESS MONITORING

Using Progress Monitoring within the MTSS Framework

Progress-Monitoring measures are ongoing assessments conducted for the purposes of:

Guiding InstructionMonitoring Student Progress

Evaluating Instruction/Intervention Effectiveness

What is Progress Monitoring?

Progress Monitoring Data : Is What We Are Doing Working?

Progress Monitoring Data determines students’ Response to Instruction using:

Tier 1 Data Universal Screenings Inventories District Assessments Tier 1 Unit/Weekly Assessments

Tier 2 Data Collecting intervention data at least every 2 to 3 weeks (IPST

Form7) ORF, MAZE, DIBELS Next, CBM (General Outcome Measures) Teacher Made Assessments (Mastery Measurement)

Tier 3 Data Weekly (IPST Form 7) Measuring Specific Targeted Skills (Mastery Measurement) Continually adjusting instruction based on OPM data to meet

student’s needs

Essential Question

How can I use the Problem-Solving Process within the MTSS Framework?

BREAK

• Please return in 15 minutes

DATA-BASED DECISION MAKING

What do we want you to Know? The types of data used within the MTSS tiers

What do we want you to Understand?

How to use aim lines and trend lines to guide in student decision making process

What do we want you to be Able to do?

Share your knowledge at your school Analyze data and make decisions

Expected Outcomes

I.C.E.L.

DATA

INSTRUCTION

CURRICULUM

ENVIRONMENT

LEARNER

• 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

Discuss with a partner Which component(s) do you feel your school is doing well?

In order to make Data-Based Decisions,

you need a few pieces of infrastructure:

Data Based Decisions pages 90-91

• Analyze the Past – How did we do? What can we do better?

• Plan for today, Drive our Instruction – What should we do differently?

• Diagnose – What specifically is the issue?• Progress Monitor - Is what we are doing

working?• Predict the Future - Trends, Student

Outcomes

Using Data to…

Data Types Used Within the MTSS Model

Four Purposes for Assessing within MTSS

Formative1) Screening: identify students at risk for academic

difficulty2) Diagnostic: provide an in-depth, reliable

assessment of targeted skills3) Progress Monitoring: determine whether the

student is responsive to given instruction

Summative4) Outcome: student demonstrates accepted level of

mastery

Three Types of CBMs – (Curriculum-Based Measurements)

General Outcome Measures (GOMs)

Skills-Based Measures (SBMs) Mastery Measures (MMs)

PRIMARY USES

• Screening • Screening • Diagnostic Evaluation

• Survey-level testing • Survey-level testing • Specific-level testing

• Progress Monitoring • Progress Monitoring • To target content areas of concern

• To target different proficiency levels and response types

STRUCTURE

• Uses global/interactive tasks

• Composed of mixed items drawn from a set of goals

May only test one specific skill or short-term instructional objective

• Separate skills are not isolated or marked

• Skills are usually sampled across a whole year’s curriculum

A large sample performance is collected on each skill

• Targets long-term goals • Separate skills may be isolated or marked

Items are referenced to skills and/or proficiency levels

• Often includes common classroom tasks

• Items are often cross-referenced to goals

Some skills nay be examined in isolation

The ABCs of CBM by Hosp, Hosp, and Howell.

Three Types of CBMs – (Curriculum-Based Measurements)

General Outcome Measures (GOMs)

Skills-Based Measures (SBMs) Mastery Measures (MMs)

ADVANTAGES

• Provides perspectives• Gives an overall

impression of skill level

• Gives an overall impression of skill level

• Provides brief measures

• Useful for double checking a problem indicated on a GOM or SBM

• Useful for Monitoring• Illustrates retention and

generalization

• Useful for Monitoring• Illustrates retention • Sensitive to growth

overtime

• Useful for checking hypothesis about missing skills or subskills

• Provides focus

DISADVANTANGES

• Provides little diagnostic information

• Small sample for each goal limits diagnostic utility

Don’t provide the big picture (no generalization or application)

• Doesn’t provide information about specific skills

• Often includes a high proportion of items that are either above or below the student’s skill level

Skill-subskill relationship may not be real

• Often includes a high proportion of items that are either above or below the student’s skill level

• May not require generalization or interactive use of the skill

Should not be used for progress monitoring

• Some content areas don’t have convenient capstone tasks

The ABCs of CBM by Hosp, Hosp, and Howell.

Progress Monitoring Tools

Brief & Easy

Sensitive to growth

Frequent

Equivalent Measurements

Graph Component

s

Graph Components

Skill

equalincrements

Time - equal increments

Instructional

Change Line

Goal

Intervention #1

(Group or Individual)

Baseline

Aim Line

Trend Line 1

Intervention #2

(Group or Individual)

Trend Line 2

Let’s Practic

e

Creating a Graph with

an Aim Line

& a Trend

line

Hint: Year-End Goal for

4th Grader ORF Score

is 123 wcpm

0 2 4 6 8 10 12 14 16 18 20 22 24 2660

65

70

75

80

85

90

95

100

105

110

115

120

125

130

Weeks

WC

PM

Ana Smith’s ORF Data – Grade 4

Ana’s Aim Line

Ana’s Aim Trend Line

Making Decisions:

Using Data to Move Between Tiers

Data-Based Decision Making

Core Instruction

Supplemental Instruction

Intensive Instruction

Decision rules

Decision rules

Inte

nsi

ty o

f In

terv

en

tion Sh

ould

this

stud

ent

mov

e to

Tier

3?

Shou

ld th

is

stud

ent

mov

e to

Tier

2?

Apply Decision Rules…

• 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– Attendance– Fidelity of instruction/intervention

implementation– Group size– Other factors?

• Choices- try another intervention,

modify existing intervention, other?

MTSS Procedural Overview Flowchart pages 40-42

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

20 1822 21

24 2225

30

2628

3028

31

0

10

20

30

40

50

60

70

80

90

100

Sept Oct Nov Dec Jan Feb

Wor

ds C

orre

ct P

er M

in

School Weeks

Bart - OPM Reading Fluency

Intervention Cycle 1 Intervention Cycle 2

Aimline

Trendline = 0.95 words/week

GOAL

Baseline

Data-Based DecisionEssential Questions

How BIG is the GAP?

How much TIME do we have to close

it?

WALKING THROUGH ACASE STUDY – MEGAN

JONES

Essential Question

How can I support implementation of MTSS Framework as a facilitator?

WRAPPING IT UP