OSEP Project Director’s Conference August 1, 2016 Carol Quirk MTSS: Current Issues OSEP Project Director’s Conference August 1, 2016 Carol Quirk

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ALL Children - ONE System Continuum of Interventions/Supports 1. DEFINITION ALL Children - ONE System Continuum of Interventions/Supports Based on RESEARCH Selected for students using performance DATA MATCHED to targeted skill(s) Regularly monitored (more often for students receiving tiered interventions) ADJUSTED based on progress Implemented with FIDELITY (measured) In addition to core curriculum

2. CORE INSTRUCTION ALL Children - ONE System Continuum of Interventions/Supports >5% + Tier 3 >15% + Tier 2 85% Tier 1 only Too many students receiving advanced tier interventions = need to improve Tier 1

TIERED INSTRUCTION that is based on principals of Universal Design for Learning UDL

TIERED INSTRUCTION that is Differentiated Based on Student Need (including Specially Designed Instruction) Differentiated

TIERED INSTRUCTION that integrates supports for both academic & behavioral Needs Integrated

ALL Children - ONE System Continuum of Interventions/Supports 2. DATA USE ALL Children - ONE System Continuum of Interventions/Supports Universal Screening Fall / Winter / Spring Formative Assessment Data-review for planning Differentiated instruction/behavior supports Match to tiered interventions Progress monitoring Every 2 – 4 weeks Tier 2 Weekly Tier 3 Fidelity of Implementation Walk through/checklist

3. CAPACITY ALL Children - ONE System Continuum of Interventions/Supports MTSS Components Instruction/Interventions Data Use for Decisions INDIVIDUAL Knowledge Skills Experience TECHNICAL Policy Resources Guidance ORGANIZATIONAL Vision/Leadership Staff Training/Coaching Data Systems Adapted from: Heineman & Sugai, PBIS Leadership Forum, Oct. 2015

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SWIFT Fidelity Integrity Assessment (SWIFT-FIA) 3.1 Our School has a school-wide system to promote academic success for all students, and responds with additional support for students who do not demonstrate success. Main idea: An appropriate and effective Multi-tiered System of Support (MTSS) for Reading and Math is essential to prevent academic failure and provide opportunities for all students to receive an equitable education

Collaborate Use data to make instructional decisions Build effective Tier 1 instruction Build Tier 2 and 3 interventions in response to student performance

All Students One System Continuum of Support

SWIFT Center produced the data for this presentation under U. S SWIFT Center produced the data for this presentation under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers.  The views expressed herein do not necessarily represent the positions or policies of the Department of Education.  No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.  This product is public domain.  Authorization to reproduce it in whole or in part is granted. Please cite as: Quirk, C. MTSS current issues. Presented at the OSEP Project Directors Meeting. Washington DC. August, 2016.