Multi-Tiered System of Support (MTSS) Building Common Language and Understanding

Building Common Language and Understanding

Responsiveness to Instruction Positive Behavior Intervention and Support Academics Behavior

Multi-Tiered System of Support (MTSS) Academics Behavior

Layering of Instructional Support Critical Components Data-Driven Problem-Solving Model Focus on Instruction Systems Change Approach Staff & Student Process & Outcomes

Rationale for Collaboration Feedback from implementers Following Implementation Science: Scaling up Evidence Based Practices Effective Problem- Solving Capacity Shift in LD eligibility Intentional Collaboration Build Implementation Structures Build for Sustainability Systems Change

MTSS Leadership & Policy Communication & Visibility Professional Development Technical Assistance & Coaching Evaluation & Research District & School Transformation Office of Early Learning K-3 Literacy Curriculum & Instruction Federal Programs Educator Effectiveness Accountability Exceptional Children Career & Technical Education

NC MTSS Definition NC MTSS is a multi-tiered framework which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all.

NC DPI MTSS Vision Every NC Pre K-12 public education system implements and sustains all components of a Multi-Tiered System of Support to ensure college and career readiness for all students.

NC DPI MTSS Mission NC DPI will prepare and support LEAs to implement a Multi-Tiered System of Support for total school improvement by providing professional development, coaching and technical assistance, research and evaluation, and communication and visibility that results in college and career readiness for all students. NC DPI believes that MTSS is the most effective and efficient approach to improving school outcomes and student performance thereby ensuring equitable access to a sound basic education.

Critical Components of MTSS 1.Leadership and Shared Responsibility 2.Problem-Solving/Data Driven Decision Making 3.Assessment 4.Curriculum and Instruction 5.Sustainability and Integration 6.Family and Community Collaboration 11

Exceptional Children Division 2004 IDEIA 4 Tier Model State Wide System of Support Intervention Model- Individual student focus States must allow schools to use Response to Intervention to determine eligibility under the Specific Learning Disability category NCDPI Learning Disability Consultant LEA contracted trainers

2010 Present All Agency Perspective Cross Division Leadership Team established to build common language and problem-solve potential barriers 3 Tier Model State Wide System of Support Prevention & Intervention Model- District, school, group and individual focus Statewide Consultant Position (C & I Position) Regional Field Consultants established Elimination of ability/achievement discrepancy for determining SLD eligibility

Multi-Tiered System of Support

Shift in Focus Process for some students Framework for total school improvement

Tier I: Core 16 Who: All students are in Tier I (Core) What: Evidence-based programs and practices demonstrated to produce good academic and behavior outcomes for the majority of students Effectiveness: If at least 80% of all students are meeting academic and behavior benchmarks in Core alone. What about subgroups? Slide adapted from G. Batsche

Tier II: Supplemental Instruction Slide adapted from G. Batsche Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students) What: Evidence-based programs and practices demonstrated to improve academic and behavior performance in Core Effectiveness: If at least 70-80% of students improve academic and behavior performance (toward Core standards)

Tier III: Intensive Instruction 18 Who: Students needing Intensive support in addition to Supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improve academic and behavior performance Effectiveness: Academic and behavior progress toward performance in Core Slide adapted from G. Batsche

Layering of Support Differentiated Core Supplemental Support Intensive Support 19

Specific Learning Disability Work

North Carolina: Where We Stand NC DPI’s position, based on existing research, is that the use of ability/achievement discrepancy for identifying students as having a Specific Learning Disability is NOT an appropriate practice.

Build infrastructure, common language, and problem- solve potential barriers Continue professional development and coaching; Usability testing of implementation tools Feb 2015 Policy changes; Public notice and comment Policy changes seek SBE approval June 2015 Timeline: MTSS and the Elimination of Ability/Achievement Discrepancy

Provide professional development and coaching to LEAs (K-12) Continued support; provide professional development for new sites All K-12 use MTSS data for eligibility decisions for SLD (ability/achievement discrepancy eliminated) Rollout for elimination of ability/achievement discrepancy begins

State Support Professional Development –Three modules of professional development –Online booster sessions Coaching –Building statewide infrastructure –Developing skills for installation and implementation

State Support Research and Evaluation –Tools for measuring implementation –Creating guidelines Communication –Online and formal communication –Wiki and website

Multi-Tiered System of Support (MTSS) Consultants Angie Cloninger Beth Kolb Lynn Bailey Amy Miller Statewide: Amy Jablonski Learning Disabilities: Lynne Loeser

Statewide Support: Amy Jablonski, MTSS Statewide Consultant Angie Cloninger MTSS Consultant, Region 1 & 2 Amy Miller MTSS Consultant, Region 3 & 5 Beth Kolb MTSS Consultant, Region 4 & 6 Lynn Bailey MTSS Consultant, Region 7 & 8 Lynne Loeser, SLD/ADHD Consultant