MTSS/CPST/RTI

District Priority Good News Griffin’s on Top of It!

What is it? MTSS Multi-Tiered System of Support Model CPST Collaborative Problem Solving Team Method of determining a solution for an agreed-upon problem using data to ensure a “complete picture”

What is it? RTI The change in behavior or performance through use of interventions Tiered approach to instructional delivery Using increasingly higher intensity of interventions Based on a student’s needs

Assessment Provides evidence of student learning Data- Guides decision Appropriate instruction and interventions

Intended Results Better learning opportunities Higher achievement for all students Not for sole purpose to evaluate Evaluation could be tool to meet student needs

Mandated Every School in Broward County have a CPSTeam Must meet Regularly 2x month Consistent Team Members

CPS/RTI Core Team Administrator Ms. Silig and/or Ms. Moodliyar School PsychologistRosemary Eljaua School Social Worker Yolanda Thrower School CounselorTeena Novack Reading CoachMilladys Perez ESE SpecialistIvette Clero Teacher of referred student Parent (not necessary to proceed, notified) Other specialists as needed (SLP, behavior support)

Eligibility or Diagnosis & Label Outcomes or Problem solving & Interventions

CPS Team Is Intended to support teachers in assisting hard-to-teach students make more progress within the general education classroom Goal- to have the student make progress in response to well-designed interventions

FOUR STAGES OF PROBLEM SOLVING Stage One IDENTIFY THE PROBLEM Pinpoint the Problem in Measurable Terms the student’s rate of work completion is 40%, expectation is 100%

Stage Two Analyze the Problem consider student/instructional environment to generate hypotheses about causes. Skills, motivation, or behavior based the student has not mastered key skills; work assignment is above his/her instructional level

Stage Three Select & Implement Intervention use evidence-based interventions struggling reading chart struggling math chart behavior use targeted curricular materials to supplement core instruction

Stage Four Monitor & Evaluate collect relevant data and graph to monitor intervention outcomes graphing of percent of work completed on a weekly basis during intervention period, compared to baseline

RTI – adds 3 Tier Interventions

Tier One 75-80% of students “Universal” core curriculum, in each subject area, that all students receive in each classroom, at each grade level School-wide/class-wide approach to behavior management - CHAMPS, Clip Up

Tier Two 10-15% of students “Strategic” or “Targeted” Targeted to specific problems look at Content, Skills, Intensity Strategies that are supplemental *in addition to, not in place of core curriculum or behavior management * small group delivery

Tier Three 5% of students “Intensive” Highly Individualized and intensively focused look at Content, Skills, Intensity Supplemental – in addition to core curriculum Focusing on student’s area of difficulty Essential change from tier2 to tier 3 “Intensity” frequency, duration, method

Look at learning environment Look at the student’s background Look at the curriculum

No retention without All students in academic danger must go through CPS/RTI Tier 2 and/or 3

Flow Chart 1.Identify student at risk gather baseline data, meet with case manager, collaborate on area of concern, appropriate intervention (tier 2) and monitoring tool, notify parents and send letter of notification home 2. Implement Tier 2 Intervention, monitor & collect data, meet with case manager as needed & after agreed upon duration, collaborate on progress, decide on next step

Steps 3.If Tier 2 intervention is successful – fade to tier 1 If Tier 2 intervention not successful Collaborate on needs of the child Conduct additional diagnostics if needed 1. consider new tier 2 intervention 2. revise tier 2 intervention 3. collaborate on a tier 3 intervention and monitoring tool Notify Parent

Steps 5.. Implement Tier 3 (tier 2 or tier 1) Intervention, monitor & collect data, meet with case manager as needed and after agreed upon duration, collaborate on progress, decide on next step 6.If successful – fade to tier 2 If not successful – Meet with CPST Notify parents

Interventions? Specific to Area of Concern Reading/Math Series Resource within Good Practice – Behavior chart CHAMPS FBA/PBIB

BASIS Brain Sharks Data Chat Meetings

Keep up the good work!!!