1. LISD/MDE Multi-Tiered System of Supports (MTSS) Framework
Lenawee ISD
August 18-19, 2014

2. Agenda Introductions MTSS Framework Overview & Self Assessment
Assessment & Data Analysis
MTSS and School Improvement
Implementation & Inquiry Process
MTSS Resources

3. MAISA/MDE MTSS Participation
2013
Allegan
Bay/Arenac
Berrien
COP
Clare/Gladwin
Copper Country
Eastern UP
Genesee
Gratiot/Isabella
Jackson
Kent
Macomb
Marquette/Alger
Monroe
Montcalm
Muskegon
Saginaw
St. Clair
St. Joseph
Tuscola
Wexford/Missaukee
2014
Calhoun
Charlevoix/Emmet
Eaton
Lenawee
Shiawassee
Traverse Bay Area
Van Buren

4. MAISA/MDE MTSS Grant Initiative
Focus
Stage
Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Should we do it?
MAISA/MDE MTSS Grant Initiative
Work to do it right!
MiBLSi
Work to do it better!

5. RtI
MTSS
Discuss your understanding of RtI and MTSS. How are the terms currently being used by your organization? You local districts/schools?

6. Multi-Tiered System of Support Framework
MTSS is an integrated, multi-tiered system of instruction, assessment and intervention designed to meet the academic achievement and behavioral health needs of ALL STUDENTS.
MTSS is meant to be embedded into the school improvement process to provide a framework for meeting the needs of ALL STUDENTS.

7. School-Wide System of Supports for Student Success
Intensive Intervention
Individualized, functional
assessment, highly specific 5%
Targeted Intervention
Supplemental, some
students, reduce risk
Universal Intervention
Core Instruction
Differentiation
All students
Preventive
15%
80%

8. New MTSS Graphic

9. MTSS
Not Regular Education
Not Special Education
Education

10. Instruction & then Interventions
Scientifically research-based (peer reviewed & evidence based)
Has a high probability of producing change for large numbers of students
Is designed to be used in a standard manner across student populations
Targeted assistance based on benchmark and screening data
Administered by classroom teacher, specialized teacher, or external interventionist

11. Essential Framework Elements
Implement effective instruction for all children
Intervene Early
Provide multi-tiered model of instruction and intervention
Utilize a collaborative problem solving model
Assure Research based core curriculum

12. Essential Framework Elements
6. Implement research-based, valid interventions and instruction 7. Monitor progress to inform instruction 8. Use data to make instructional decisions 9. Use assessments for screening, diagnostics, and progress monitoring 10. Implement with fidelity 11. Engage parents and community (& STUDENTS!)

13. MTSS Cluster Areas
1. Instruction and Interventions (Tiers I, II, & III) 2. Problem Solving 3. Implementation of Evidence-based Practices 4. Data and Assessment 5. Stakeholder Engagement

14. MTSS Cluster Areas Instruction and Intervention
Implement effective instruction for all children
Intervene Early
Provide multi-tiered model of instruction and intervention

15. MTSS Cluster Areas Problem Solving
Utilize a collaborative problem solving model

17. MTSS Cluster Areas Implementation of Evidence-based Practices
Assure research based core curriculum (aligned with Michigan’s state standards)
Implement evidence-based, valid interventions and instruction
Implement with fidelity

18. MTSS Cluster Areas Data and Assessment
Monitor progress to inform instruction
Use data to make instructional decisions
Use assessments for universal screening, diagnostics, and progress monitoring

19. MTSS Cluster Areas Stakeholder Engagement
Engage parents and community (and students!)

20. What’s your role?
Individually list the roles/functions of each area on the sheet (ISD, District, Building).
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21. How Ready Is Your District?

22. Score Sheet Activity

23. Score Sheet Activity
Using your score sheet, individually rate where you think your distric is at with implementation of each essential element of MTSS with 1 = Not At All and 5 = Fully
For the cluster areas with 3 elements added together, take the total score for all 3 and divide it by 3. Write this number in the box for later use.

24. Score Sheet Activity
Using your score sheet, as a Team calculate the average score for your district’s implementation of each essential element of MTSS. Record results on the Team Convergence/Divergence Chart

25. How well is your system supporting these areas?
Report Out by Team

26. Score Sheet Gap Analysis Activity

27. Team Gap Analysis Activity
Working with your team, use the “Team Convergence/Divergence” sheet to analyze the varying perspectives you hold on your district’s implementation of MTSS.
For each cluster area listed, take the highest score from your team and subtract the lowest score from your team. A higher number indicates a larger gap (divergence), while a lower number indicates more agreement (convergence).
Use the questions below the table to guide your discussion around your team’s perception data.

28. Current Initiatives
Working with your team: 1. List all current initiatives (instructional, curricular, behavioral) that your district is doing 2. Categorize them within the framework cluster areas

29. Data & Assessment

30. Assessment
The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy

31. Three Assessment Types
Universal Screening
Progress Monitoring
Diagnostic

32. Universal Screening Dip stick – 3 times/year – ALL STUDENTS
System view of student progress
Ability to drill down from the district level to the student level
Data management and analysis is key!

33. Progress Monitoring
Used to determine if level of instruction is working
At risk students monitored every two weeks - most intensive needs students monitored weekly
Short, probe assessments of reading fluency/mathematics - most common

34. Diagnostic What instruction does this student need?
What is the student able to do – their present level of performance?
Administer assessment of concepts to determine the proper instructional format (whole class vs. small group) and instructional objectives

35. How well is your system supporting assessment and data-based decision making?
Use the Guiding Principles of MTSS Practice Profile and a highlighter to identify where you are at in supporting these areas.

36. How are you currently using or supporting the use of assessments to make instructional decisions? Use the Guiding Principles of MTSS Practice Profile to guide your discussion.

37. MTSS & School Improvement

38. School Improvement is LAW
Schools are required to submit a 3-5 year plan annually
Districts are required to submit a 3-5 year plan supporting their schools annually
ISDs are required to submit a 3-5 year plan supporting their districts annually
Plans must include goals, objectives, strategies, and activities

40. School Improvement Process
through an MTSS Lens
Goals
Objectives
Strategies
Activities
Resources
Goal: Broad goal statement (academic or organizational)
Objective: S.M.A.R.T.
Strategy: Adult actions – Teacher will…
Activity: Specific action – road map

41. Sample SIP Items
Goal: All students will be proficient in reading. Objective: 85% of all students will demonstrate a proficiency in all reading standards in ELA by 06/30/2022 as measured by state level assessment, where an annual 4% increase will occur from the baseline of 46% in Strategy: Teachers will use _________, an evidence-based strategy in the classroom. Activity: Teachers attend prof. learning in _______ .

42. School Improvement Process through an MTSS Lens
Goals
Objectives
Strategies
Activities
Resources
With your team, write a goal, objective, strategy, and activities through an MTSS lens.

43. MTSS & SI
How is MTSS currently embedded within your District/School Improvement Process? How could intentionally embedding this work enhance a SIP/DIP?

44. Implementation

45. A poorly implemented program can lead to failure as easily as a poorly designed one.
- Mihalic, Irwin, Fagan, Ballard & Elliott, 2004

46. What We Have from Statewide Implementation Nationally
Full implementation with integrity takes 3-5 years.
Integration of academic and behavior problem-solving is critical
Level of implementation is directly related to student outcomes
Level of adult readiness directly correlates to level of implementation
Implementation is a district-wide systems change process
Success of Tiers 2 and 3 determined by effectiveness of Tier 1
This HAS TO BE an all education initiative
On-going evaluation is critical to implementation effectiveness

47. Exploration/Adoption
Focus
Stage
Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Should we do it?
Work to do it right!
Work to do it better!

48. Successful Student/Family Outcomes
Why:
Program/Initiative (set of practices)
What:
Core Implementation Components
Staff capacity to support and implement with fidelity the selected practices
Institutional capacity to support staff in implementing practices with fidelity
Competency Drivers
Organization Drivers
How:
Leadership
Capacity to provide direction/vision of process
© Fixsen & Blase, 2008

49. Successful Student/Family Outcomes
Program/Initiative (set of practices)
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
Integrated & Compensatory
Selection
Decision Support Data System
Leadership
Adaptive
Technical
© Fixsen & Blase, 2008

50. District Capacity and Planning

52. Tools & Resources

54. Tools for Guidance MDE Guidance Document
MDE RtI-MTSS Vision, Definition and Essential Elements
RtI-MTSS Inquiry Process
RtI-MTSS Essential Elements and Explicit Practices Chart (Classroom, Building, District, ISD, State)
- Revisions coming soon!
School Improvement Framework Document
- Revisions approved!

55. Research-Based Website Resources
Find What Works
This feature of the What Works Clearing House helps find interventions that address your school or district's academic needs and summarizes their evidence of effectiveness. Interventions can be searched by domain (academic achievement, dropout prevention, language development, mathematics/science, personal/social development, reading/writing, grade (PK-12), population (English language learners, special education)

56. Resources & References
MiBLSi
RtI Action Network
Center on Instruction
National Center on Response to Intervention
George Batsche – University of South Florida
What Works Clearinghouse
Institute of Education Sciences (IES)
McREL
Florida, Colorado, Kansas
National Implementation Research Network (NIRN)

57. Contact Information
MTSS Framework Technical Assistance
Data and Assessment
Bill Brown
Stan Masters
School Improvement
Brian Jones