Massachusetts Tiered System of Support (MTSS) & Universal Design for Learning (UDL) Office of Tiered System of Supports (OTSS) Wednesday, August 1 st, 2012

Moving Upstream: A Story of Prevention and Intervention Massachusetts Department of Elementary and Secondary Education 2

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out. Massachusetts Department of Elementary and Secondary Education 3

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could. Massachusetts Department of Elementary and Secondary Education 4

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?” Massachusetts Department of Elementary and Secondary Education 5

She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”. Massachusetts Department of Elementary and Secondary Education 6

7 7 The Massachusetts Tiered System of Support (MTSS) MTSS focuses on system structures and supports across the district, school, and classroom to meet the academic and non- academic needs of all students, including students with disabilities, English language learners, and students who have already demonstrated mastery of the concepts and skills being taught.

Guiding Core Values of MTSS  All students can learn and achieve at high standards as a result of effective teaching.  All students have access to a rigorous, standards-based curriculum and research-based instruction.  All students receive supports/interventions at the earliest indication of need.  A comprehensive continuum of academic and non- academic supports that are culturally and linguistically sensitive enable classrooms, schools and districts to address the full range of student needs.

Guiding Core Values- continued  Student results improve when ongoing academic and behavioral performance data inform instructional decisions.  Important decisions about the needs of students are made using a collaborative problem-solving process that includes classroom teachers, specialists, families, and when appropriate, students and external partners.  Ongoing and meaningful involvement of families increases student success.

10 Blueprint for the Massachusetts Tiered System of Support

MTSS Emphasizes Prevention for ALL Massachusetts Department of Elementary and Secondary Education 11

Flexible Tiers within the MTSS Academic Non-academic Non related Non-academic and Academic Supports Non-academic Supports Interrelated Non-academic and Academic Supports Academic Supports

13 Tier 3 Intense & Core Tier 2 Supplemental & Core Tier 1 Core Instruction/ Universal Behavior Supports Flexible Tiers 80-90% of total student population learn the key concepts through instruction in this tier. 5-10% of total student population receive instruction through supplemental interventions 1-5% of total student population receive instruction through these intense interventions Robust and Responsive based on the principles of UDL Increase progress monitoring and provide targeted instruction/supports in a more individualized way. The principles of UDL are applied throughout all of the tiers

14 Universal Targeted Intensive Math Calculations Reading Comprehension Math problem solving Social skills Label skills and behavior… not students in specific tiers Reading Fluency Scientific inquiry

15 Tier 3 Intense & Core Tier 2 Supplemental & Core Tier 1 Core Instruction/ Universal Behavior Supports Special Education in the Flexible Tiers Special Education Services Data from continuous progress monitoring drives instructional decisions throughout the tiered process Tiers describe the intensity of instruction; not a placement or steps in a process. The type and intensity of the instruction is determined by the data.

16 Special Education Eligibility Specific Learning Disabilities Evaluation Method  Districts MAY use a scientific, research-based intervention model as an eligibility determination process (Model of Tiered Instruction)  Districts MAY use the IQ / achievement discrepancy model as an eligibility determination procedure In either instance, the principles of MTSS including universal screening, progress monitoring, and tiered levels of support yield data essential to the determination of SLD.

Connections Massachusetts Department of Elementary and Secondary Education 17 MTSS UDL

Questions?