(MTSS) Multi-Tiered System of Supports Charles R. Eccleston, District MTSS Trainer

Agenda What is MTSS? What do Tiers of Instruction Look Like at the Middle School? Early Warning System – Senate Bill 850 The Goal of MTSS in the Middle School

3 Cornerstones of MTSS Tiered System of Intervention Systematic Problem Solving Data Monitoring and Analysis REFER TO TEACHER’S GUIDE – WHAT DOES MTSS LOOK LIKE? Florida has transitioned to the use of MTSS, rather than RtI or RtI for behavior. The use of the term MTSS is a more accurate term that can be used to reflect the integrated framework of multi-tiered supports that address both academics and behavioral domains for students. RtI has not gone away! RtI refers to the 4th step of the planning/problem-solving process where teams use student response data to make instructional decisions to improve academic and behavioral outcomes. PLC’S ARE EXACTLY WHAT WE ARE DOING TODAY – COLLABORATING, LOOKING AT DATA, AND DISCUSSING HOW TO STRENGTHEN OUR PRACTICE. Florida’s Integration Education Support Team One System Supporting ALL Students Multi-tiered System of Supports Teacher/School Leader Standards-based Proficiency Instruction Model Florida's Collegial Continuous Learning (e.g., Improvement Lesson Study, Model PLC, CoPs) Florida’s Integration Education Support Team (FIEST) will provide ongoing guidance and resources to produce a system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. The Multi-tiered System of Supports and the practice of providing high-quality instruction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions provides the platform for educators in Florida to build a single system to have the greatest impact student achievement. Standards-based Instruction aligned to Florida’s Next Generation Sunshine State Standards (Common Core) course descriptions includes: learning goals that define what students should know and be able to do; engaging lessons that include appropriate and meaningful activities, address common misconceptions, and incorporate higher-order thinking skills; and lastly, formative, interim, and summative assessments that provide multiple sources of student data to guide decision about adjusting instruction and/or providing interventions. Lesson Studies (and other Collegial Learning Team initiatives) provide teachers with an opportunity to practice a form of long- term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. [Research for Better Schools (www.rbs.org)] Linda Darling-Hammond (1997) said: “The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students;” Florida’s model of proficiency for educators addresses both the art and the science of teaching; Instruction and Educational Leadership research has begun to reveal practices and strategies that lead to positive student learning – when done correctly and in appropriate circumstances; Florida’s Teacher and School Leader evaluation system redevelopment focuses evaluation on proficiency in those research based strategies and practices. One System Supporting ALL Students! Florida Department of Education Division of Public Schools (www.fldoe.org)

What are the components of MTSS? 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. 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. For Middle School… Early Warning System <90% Attendance + Course Failures + Student Disengagement = Drop Out As PROFESSIONALS… WE MUST CONSIDER THIS PROCESS FOR ANY STUDENT DEMONSTRATING ACADEMIC or BEHAVIOR DEFICITS, NOT ONLY THOSE THAT ARE SUSPECTED OF HAVING A LEGALLY DEFINED “DISABILITY” Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

Tier 1 Instruction Versus Tier 2 Instruction 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

Improving Tier 1 (Core Instruction) Formative and Common Assessments – Analyzing and using the data to monitor student learning in core instruction. Standards-Based Instruction – The tasks are aligned to the full intent of the grade level content Standard(s). (Florida Standards) Grouping for Instruction – The manner in which teachers deliver instruction (i.e., in large/small groups or individually) is an important instructional principle that directly impacts student achievement. Engagement Time - Students learn more when they are actively engaged in instructional tasks. Opportunities to Learn/Success Rates – Increased opportunity to learn content successfully is correlated positively with increased student achievement.

Tier 1 Instruction Versus Tier 2 Instruction Focused on a skill(s) that is a barrier to Core Curriculum success Supplemental Instruction must be greater than the number of minutes provided in core instruction Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations Progress Monitoring occurs more frequently Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations in Tier 1

Helping Students who Are Off Track Tier 2 (Supplemental Instruction) Credit Retrieval Reading Intervention Class Math Intervention Class Learning strategies AVID Academic Tutoring No Zero Zone

Tier 3 – (Intensive Instruction) To help students overcome significant barriers of learning academic and/or behavior skills required for school success Intensive instruction requires more time and a more narrow focus of targeted skills Requires very small groups/or individual instruction Progress monitoring occurs most often Requires effective levels of collaboration and coordination among specialized staff to provide services

Intervention for FEW (Intensive, Individualized Instruction – Tier 3) Academics Behavior • More intense targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design • Student centered planning • Customized function based interventions • Frequent progress monitoring to guide intervention design

NEW LAW Senate Bill 850 – Passed July/2014 Middle Grades Early Warning System Requirements “Off track” Students are identified as exhibiting two or more of the following indicators: Attendance below 90 percent; One or more suspensions, in school or out of school; Course failure in English language arts or mathematics; and Level 1 score on the statewide, standardized assessments in English language arts or mathematics. *Sixth grades displaying even one indicator only have 15 to 25 percent chance of graduating on time (Balfanz, 2012).

No chance for graduation in a traditional school setting Disengagement Extreme Off Track 2-3 Years Behind No chance for graduation in a traditional school setting Disengagement EWS for Grades 6-8 Senate Bill 850 Early Warning Indicators: Disengagement 1. Attendance below 90% 2. One or more suspensions, in school or out of school Behind in Credits 3. Course Failure in ELA or Math 4. Level 1 score on the statewide, standardized assessments in ELA or High Off Track Exhibits 3 or more early warning indicators Off Track Exhibits 2 of the 4 early warning indicators First develop a generic system taking into account Florida’s graduation requirements Second, apply the generic system to the specific grade levels using grad plan year. For example, see credits earned as an example in box Third, identify off track for incoming 8th graders – use data from elementary schools– see bold for example Fourth, determine the percentage of students that fall under each risk factors – by Grad Plan Year Fifth, create master schedule with data in mind At Risk for Off Track Exhibits 1 of 4 early warning indicators On Track No early warning indicators 12

Intervention Linked to Underlying Barrier CAUTION: Failed Learners often become disengaged over time and may require both categories of intervention support! Disengaged Learners Failed Learners Targeted, differentiated instruction Credit Retrieval/Tutoring sessions - Additional instructional time Pre-teach essential skills, content, and vocabulary Review/Reteach prerequisite skills to address the learning gap Prevention (requires vertical articulation with middle school teachers and early identification of at-risk students) Mentoring programs Goal Setting & career planning support Frequent progress reports Targeted rewards Mandatory study hall Mandatory homework help Study skills classes

Evaluate Effectiveness of Intervention Supports… Percentage of students designated as off-track is decreasing Percentage of students designated as on-track is increasing Recommendation: Regularly progress monitor effectiveness of intervention supports

Evaluate Effectiveness of Intervention Supports… Percentage of students designated as off-track is increasing Percentage of students designated as on-track is decreasing It is important to engage in a data-based problem-solving process to determine common reasons and plan supports.

Summary Identify off-track students, leadership teams must follow identification with effective and appropriate intervention Schools need to provide prevention supports which act to prevent students from becoming disengaged or developing skill deficits Schools need to develop a continuum of intervention supports which are readily accessible as soon as a student is indicated as at-risk or off-track Creating a comprehensive prevention/intervention program which addresses academic, behavioral, and social-psychological disengagement and academic skill deficits as indicated by data is critical There will be cases in which students are flagged for at risk based on one indicator (e.g., they fail one or more courses) but not the others (e.g., their overall GPA is higher than a 2.5 or their attendance patterns are not a concern). In these cases, it is likely these students are struggling with particular subjects or areas (e.g., literacy) and specific academic interventions may be the most appropriate. In cases where the early warning signs all converge and indicate a general disengagement with school, the provision of comprehensive drop-out prevention programs that aim to get the student re-engaged in school activities and academics may be needed. Are you going to identify what a “comprehensive drop-out prevention program is?”

The Goal of Having a Multi-Tiered System of Support in Middle School is to… A. Identify kids who are at risk B. Make sure students are on track for graduation – college and career ready C. Use data to find out our school’s weaknesses and how to best use resources D. Help students who struggle in math and reading E. All of the above Talk about misconception of MTSS Preparing students to successfully transition to the next school level. Strengthen vertical articulation Strengthen feeder patterns. Prepare for 9th grade! Most successful middle school intervention is to ensure that students enter high school with as much strength as possible. The best middle school screening tool is the compilation of data from K-6. There appears to be a window of opportunity in reaching middle-grades students who show signs of poor behavior but who are not yet failing academic subjects. Look for students who have poor behavior but are strong academically. **We cannot cut and paste our elementary models for problem solving into the secondary schools ( feel the frustration of making it fit) Similarities certainly exist (i.e., the importance of problem-solving, school based leadership, teams, data days to evaluate “health and wellness” of the school, data-based decision making, multi-tiered support systems, and need for fidelity. The most salient differences that appear in secondary schools include 1) the emphasis on Early Warning Systems that use existing data for screening (rather than the emphasis on collecting new universal screening)