WORKING TOGETHER TO HELP CHILDREN SUCCEED Multi Tiered Support System WORKING TOGETHER TO HELP CHILDREN SUCCEED *FORMERLY KNOWN AS:* Response to Instruction and Intervention (NEW NAME…BUT THE SAME GREAT STUFF!!!)

is the Practice of… MTSS *providing high-quality instruction/intervention matched to individual student needs *systematically assessing children to ensure academic progress is made *using an intervention-based program to help make important educational decisions

Why is assessment such an important piece of MTSS? main purposes: To universally screen children to identify those who are not making progress at expected rates (2) To determine what children can and cannot do (3) To use progress monitoring to provide evidence of student achievement and successful interventions

What is a universal screening? Universal screening is a single test of all students used for multiple grade levels. Benchmark expectations increase throughout the year, as the children make academic advances in curriculum.

What Universal Screenings are we using at Hillcrest? Students in Kindergarten, First, Second and Third Grade are assessed using DIBELS. Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS? DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.

Core Principles of MTSS All children can learn and we will effectively teach them all, utilizing scientifically research based instruction We will intervene early – be proactive rather than reactive We will use a multi-tier model – Intervention must be differentiated in nature and intensity We will use a problem-solving model based on data to make decisions within a multi-tier model 􀁺 Is there a problem and what is it? (Identification) 􀁺 Why is it happening? (Analysis) 􀁺 What are we going to do about it? (Plan) 􀁺 Did our intervention work? (Review and Revise) NASDE, 2005 Core Principles of MTSS

Three Tier Model Tier I – Universal or Core Language Arts instruction for all students, with flexible small group instruction– Meets the needs of 80% of learners Tier II – Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) – needed by 15% of the students Tier III – Intensive Supplemental Interventions provided – needed by 5% of the students Adapted from NASDSE, 2005

What to expect when a child moves through a tiered intervention… (1) Interventions take place in addition to the general language arts curriculum. Students will not miss their core language arts instruction due to interventions. Progress monitoring will occur more frequently to ensure student progress is being made. Intervention periods are held for a minimum of 24 sessions Once students meet with success in Tiers 2 and 3, they progressively return to Tier 1 instruction.

Key Players in Hillcrest’s RtII Team… Principal Literacy Specialist Instructional Support Teacher School Psychologist Classroom teachers in grades K,1,2 and 3

Working Together =Success