1. Welcome
PLEASE COMPLETE THE FOLLOWING TASKS WHILE WAITING FOR THE CLASS TO BEGIN:
Rate your knowledge of the MTSS process using the colored dot.
Rate your comfort level on how to work with struggling learners in mathematics.
Please complete the Agree/Disagree MTSS statement hand-out.
Please join our Google Classroom: dgziny

2. Support Struggling Learners in Mathematics
Shelly Dickinson, MTSS Trainer
Charles Eccleston, MTSS Trainer
Michelle Ferro, Instructional Trainer, Title 1 Programs

3. Course Overview Session 1: MTSS Overview
Session 2: Problem Solving Process
Session 3: Designing and Delivering Interventions
Session 4: Data-Based Decision Making

4. Session Outcomes What do we want you to Know?
The Big Ideas of MTSS
What do we want you to Understand?
MTSS is a Multi-tiered Instructional Model
What do we want you to be Able to do?
Differentiate between the Tiers of Instruction
Big Ideas of MTSS
-MTSS is an organizational framework
-Importance of the Problem Solving Process in all Tiers of data decision making
-TEAMS meeting collaboratively to make instructional decisions based on student response data to improve academic and behavioral outcome.
Data source(s) should:
provide sufficient information to select appropriate services and supports.
allow you to group students with similar needs
match the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.

5. Table Activity – Card Sort
Please Sort the Following MTSS Statements with Like Attributes into Groups

6. Multi-Tiered System of Support Overview
Melissa

7. 3 Cornerstones of MTSS MTSS
A Tiered System of Instruction/Intervention
Systematic Problem
Solving
Data Monitoring and Analysis
MTSS

8. Framework of Instruction
A Multi-Tiered
Framework of Instruction
School-wide model - This is another visual to illustrate the school-wide model in relation to data, number of students.
Research throughout the country suggests that at least 80% of students will meet success with best practice typical instruction in the general education classroom. Another 15 percent may require strategic evidence-based instruction in the general education setting to meet success while a small percent (5-10%) will require intensive intervention. Most of intensive interventions will be provided by special education, but not all. (For example, ESL support for newcomer, intensive literacy support for first graders) Long-term, beyond a semester or two.
3 Tier Model

9. What are the Essential Components of MTSS? Speaking the LINGO!
A Multi-Tiered System of High Quality Instruction:
Tier 1 – All students receive high quality core instruction
Tier 2 – Supplemental instruction/interventions
Tier 3 – Intensive, Individualized supports
Problem-Solving Process: a model designed to make informed decisions at each tier of service delivery
Data-Based Documentation: Repeated assessments reflecting student progress over time. Progress monitoring data is used to adjust instruction and intervention.
As PROFESSIONALS…
WE MUST CONSIDER THIS PROCESS FOR ANY
STUDENT DEMONSTRATING ACADEMIC or BEHAVIOR DEFICITS, NOT
ONLY THOSE THAT ARE SUSPECTED OF HAVING A
LEGALLY DEFINED “DISABILITY”
Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

10. A Three-Tiered System

11. A Tiered Model of Instructional Supports The Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. Tier 2: Targeted, Supplemental Tier 1: Core, Universal Instruction & Supports.
Tier 1: Core, Universal Instruction & Supports.
General academic and behavior instruction and support provided to all students in all settings.
Tier 2: Targeted, Supplemental Interventions & Supports.
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 3: Intensive, Individualized Interventions & Supports.
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.
Tier 1 is what all students get. Academics and Behavior
Ideally if 80% of the students are successful with core instruction, that will leave us 20% who need something extra. Most systems have difficulty tolerating effective supplemental services to more than 20% of their students.

12. Core Supplemental Intensive
Knowing there are Three Tiers of Instructional Support How would you re-sort the MTSS statements?
Core
Tier 1
Supplemental
Tier 2
Intensive
Tier 3

13. What Do All Tiers Have In Common?
Core
Tier 1
Supplemental
Tier 2
HIGH
QUALITY
INSTRUCTION
Intensive
Tier 3

14. Core Instruction Versus Supplemental Instruction
(Tier 2)
Core Instruction (Tier 1)
Delivery is focused on grade level/subject area/behavior standards
Effective instructional strategies for large group/small group
Differentiated Instruction focuses on diverse learners – skill/ability/interest groups
Should result in approximately 80% of students achieving proficiency
School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

15. Core Instruction Versus Supplemental Instruction
(Tier 1)
Supplemental Instruction
(Tier 2)
Focused on a skill that is a barrier
Evidenced-based instruction is typically provided in a group format
Supplemental Instruction must be greater than the number of minutes provided in core instruction
Instruction provided in Supplemental must be integrated with Core content and performance expectations
Impact of Supplemental instruction should result in 90% or
more of students achieving grade-level expectations.

16. Tier 1 Instruction Versus Tier 2 Instruction
Focused on a skill that is a barrier
Evidenced-based instruction is typically provided in a group format
Supplemental Instruction must be greater than the number of minutes provided in core instruction
Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations
Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

17. Intensive Instruction (Tier 3)
More instructional time
Smaller instructional groups
More precisely targeted at the appropriate level
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for practice
More opportunities for feedback

18. Multi-Tiered System of Support
What it is…
A preventative model – identify student needs early
Provide supplemental/intensive instruction to meet individual student needs
Closely monitor student progress based on up-to-date data
Ensure success for ALL students
What it is NOT…
A label we put on students (“These are my MTSS kids”)
Used to determine eligibility or get an ESE label for students
A one size fits all
Agree/Disagree (A & D) Statements

19. PARTICIPANT FOLLOW-UP
Read: A Teacher’s Guide to Problem Solving Within the
Multi-Tiered System of Supports Framework
Complete: Activity 1 on Page 7

20. Wrapping It Up
Next Session: September 27th, Training Rooms 5 & 6