Overview of Multi-Tiered System of Supports (MTSS) Para Conference August 2017 Angela Christenson, Psy.D., NCSP and Kaitlin O’Shea, Ed.S.

Essential Outcomes Purpose of Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS) Key Components Tiers Building-Specific Supports Kaitlin

Progress Bar Reflection 0% 100% Kaitlin Have participants draw the progress bar and fill in how much they know about MTSS. Share with group When you reflect, the brain releases dopamine which increases focus and sustained attention. Talk to parter about what you know right now - share out

Multi-Tiered Systems of Support (MTSS) MTSS integrates assessment & intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. Schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. Angela MTSS, also known as Response to Intervention (RtI), is an educational decision-making framework of evidenced-based practices in instruction and assessment that addresses the needs of all students.

MTSS 4 Essential Components of a MTSS framework: Multi-level prevention system Screening Progress monitoring Data-based decision-making Angela The graphic to the right represents the relationship among the essential components of RTI. Data-based decision making is the essence of good RTI practice; it is essential for the other three components: screening, progress monitoring, and multi-leveled instruction. All components must be implemented using culturally-responsive and evidence-based practices. 1) A school-wide, multi-level instructional and behavioral system for preventing school failure. 2.) Screening. 3.) Progress Monitoring. 4.) Data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law).

MTSS At all levels, attention should be on fidelity of implementation and evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths. Angela

Component #1: Multi-Level Prevention System The multi-level prevention system also referred to as the multi-tiered system of support (MTSS) includes three levels/tiers of intensity or prevention. Primary prevention level includes high quality core instruction (also known as TIER 1). Secondary level includes evidence-based intervention(s) of moderate intensity usually delivered in small groups (also known as TIER 2). Tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention (also known as TIER 3). Kaitlin

Multi-Tiered Systems of Support Think-Pair-Share! How does MTSS look in your building? Can you think of examples of supports at each of the different tiers? Refer back to MTSS Triangle for examples

Component #2: Universal Screening Screening is conducted to identify or predict students who may be at risk for poor learning outcomes and determine instructional support. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional diagnostic assessments and/or progress monitoring At SCRED we use General Outcome Measures (GOMS) in reading and math (e.g., MAP, FAST, FASTbridge) Kaitlin

How to Interpret Colors 99 to 75% chance 74-26% chance 25 to 1% chance Kaitlin

How to Interpret Colors 99 to 75% chance Target score: the student with this score has a 75% chance of passing the MCA 74-26% chance 25 to 1% chance

How to Interpret Colors 99 to 75% chance 90% of the students with scores in the green will go on to pass the MCA Target score: the student with this score has a 75% chance of passing the MCA 50% of students in yellow will pass 74-26% chance only 10% of students in red will pass 25 to 1% chance

How to Interpret Colors 99 to 75% chance 90% of the students with scores in the green will go on to pass the MCA When figuring out the number or percentage of students who will pass: add 90% of green + 50% of yellow + 10% of red Target score: the student with this score has a 75% chance of passing the MCA 50% of students in yellow will pass 74-26% chance only 10% of students in red will pass 25 to 1% chance

How to Interpret Colors 99 to 75% chance 90% of the students with scores in the green will go on to pass the MCA Goal 80% of students scoring in green 15% of students in yellow 5% of students in red When figuring out the number or percentage of students who will pass: add 90% of green + 50% of yellow + 10% of red Target score: the student with this score has a 75% chance of passing the MCA 50% of students in yellow will pass 74-26% chance only 10% of students in red will pass 25 to 1% chance

Selecting Students for Intervention Use multiple pieces of data Limit to how many students you can serve If number of students at-risk is large, then you have a core instruction issue. Need to address through core instruction. Examine percentile data for possible special education - share with problem solving team Kaitlin

Progress Bar Reflection 0% 100% Angela Has your progress bar changed? Color it in. When you reflect, the brain releases dopamine which increases focus and sustained attention.

Component #3: Progress Monitoring Progress monitoring is used to: Assess students’ academic performance, Quantify a student rate of improvement or responsiveness to instruction, and Evaluate the effectiveness of instruction. At SCRED, we use Curriculum Based Measurements from AIMsweb and FAST (e.g., ORF, MCAP). We progress monitor at-risk students to ensure instructional support is working. Angela

How to Use and Interpret PM Data Angela

Progress Monitoring Graphs Reviewed frequently Decisions: student’s scores are at or above goal line: keep instructional plan student’s scores are not at or above goal line: bring to team for consideration Angela

Component #4: Data-Based Decision Making Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. Building level teams (GLTs, PSTs, and IEP Teams) use screening and progress monitoring data to make decisions about instruction, movement within the multi-tier/level prevention system, and special education disability identification (in accordance with state law). Data are also used for systems level analyses and program evaluation. Angela

Overview of MTSS What is RTI and what are the essential components that must be present?

Special Education Think-Pair-Share! How does Special Education fit within an MTSS Framework? Kaitlin

How Does It All Fit Together? Angela

Multi-tiered Systems of Support Think-Pair-Share! How does your role as a paraprofessional fit within an MTSS Framework? Refer back to MTSS triangle for examples

MTSS Kaitlin

Progress Bar Reflection 0% 100% Angela Has your progress bar changed? Color it in. When you reflect, the brain releases dopamine which increases focus and sustained attention.