An Introduction to VCS Multi-Tiered System of Supports MTSS An Introduction to VCS Multi-Tiered System of Supports

Multi-Tiered SYSTEM of SUPPORTS SYSTEM (singular) SUPPORTS (plural) Move from a System of Schools (and Departments) to a SCHOOL SYSTEM

RtI or MTSS? RtI is the practice of 1) providing high-quality instruction/intervention matched to student needs and 2)using learning rate over time and level of performance to 3) make important educational decisions. (NASDSE, 2006) MTSS is a system where resources and services are organized efficiently on a continuum of intensity based on students academic and behavioral needs, whatever those needs might be. (FLDOE, 2011)

Underlying Principles and Practices MTSS Principles and Practices Intervening Early Multi-Tier Model Groups are Fluid Evidence-based practices Data-based Decision Making Problem Solving Integration & sustainability Instruction and classroom management Differentiated learning experiences

Core Beliefs of MTSS Every child learns and achieves to high standards Learning includes academic and social (behavioral) competencies  Every member of the learning community continues to grow, learn and reflect All leaders at all levels are responsible for EVERY child Change is intentional, coherent and dynamic

What are our barriers to MTSS? Reluctant Intervention Providers (R.I.P.) Solutions: Statutory requirements Rule 6A-6.0331: General Education Intervention Rule: Evidence-based interventions addressing the identified area of concern must be implemented in the general education environment. The interventions selected for implementation should be developed through a process that uses student performance data to, among other things, identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Interventions shall be implemented as designed for a reasonable period of time and with a level of intensity that matches the student’s needs.

More solutions to R.I.P. & MTSS Reauthorization of ESEA? State Commitment Florida Educator Accomplished Practices (FEAP- 3h) Teacher differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students. Volusia System for Evaluating Teachers (VSET- 1e) Designing Coherent Instruction: Teacher coordinates knowledge of content of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and allows for different pathways according to student needs.

VSET supports MTSS…(and MTSS supports VSET) 1d: Demonstrating knowledge of resources 1e: Designing coherent instruction 1f: Assessing student learning 2d: Managing student behavior 3d: Using assessment in instruction 4d: Participating in a professional community

Where are we and where are we going? Current Problem/Barriers Solutions with MTSS DLT Confusion about terminology Developing common language Separation of Academics/Behavior Integration of Academics/Behavior Separation of General Ed/ESE Increased collaboration and development of a continuum/fluid process No time for interventions… Sharing of master schedules that support intervention time Don’t know what intervention/intensity/PM tool to use Developing menu of interventions matched to problem intensity with appropriate progress monitoring tools

Integration & Sustainability What It’s All About… Leadership & Empowerment Assessment Curriculum Instruction MTSS Data-Based Decision Making Integration & Sustainability