1. MTSS Multi-Tiered System of Supports
Teacher Academy
August 9-11, 2016
Intervention Specialists
Reva Pree, Ed.S
Lanette Kuhn, Ed.S

2. Bell Ringer
On the chart paper posted on the wall, write what you know about each topic.

3. Ground Rules Every Challenge is Real and Unique
The Experts are in the room
We Absolutely can find the solution to any Problem
No Islands Allowed
Bottom Line: IMPROVE Achievement
Act Now to be Ready for Tomorrow

4. Objectives for Today
Recall previous knowledge about TST, RtI, and interventions
Name the state policy basis for MTSS
Identify the timelines for Tier II and Tier III
Examine new forms
Compare and contrast MTSS and RtI

5. Policy

6. Why are we making a change?
State Board Policy
Accountability Standards

7. State Board Policy Part 3: Chapter 41:Intervention
Previously known as State Board Policy 4300
Revised September 2015
Requires 3 Tiers of Instruction
Tier 1 –
Quality classroom instruction based on Curriculum Frameworks (every student)
Tier 2 –
Focused supplemental instruction (small group)
Tier 3 –
Intensive interventions specifically designed to meet the individual needs of students (one on one)

8. State Board Policy Part 3: Chapter 41:Intervention
What has been added?
A dyslexia screener must be administered to all students during the spring of their kindergarten year and the fall of their first grade year. The screening must include the following components:
Phonological awareness and phonemic awareness
The ability to hear sounds
Sound symbol recognition
Knowing what sounds each letter makes
Alphabet knowledge
The ability to name letters, distinguish letter shapes, and identify letter sounds
Decoding skills
Translating written words into sounds and meanings of spoken words
Encoding skills
Spelling
Rapid naming (quickly naming objects, pictures, colors, or symbols (letters or digits)) aloud

9. State Board Policy Part 3: Chapter 41:Intervention
What has been added?
All K-3rd grade students shall be administered a state-approved screener.
Within the first 30 days of school
Again at mid-year
Again at the end of the year
To identify any reading deficiencies
Students will be referred to the TST if any of the following events occur:
Grades 1-3: A student has failed one (1) grade;
Grades 4-12: A student has failed two (2) grades;
A student failed either of the preceding two (2) grades and has been suspended or expelled for more than twenty (20) days in the current school year;
A student scores at the minimal level on any part of the Grade 3 or Grade 7 Mississippi statewide accountability system;
A student is promoted from grade 3 to 4 under a good cause exemption of the Literacy Based Promotion Act.

10. Accountability Standard 20.2
The instructional management system includes a tiered instructional model in accordance with State Board of Education Policy 4300, including academic interventions, behavioral interventions, and Literacy-Based Promotion Act requirements.

11. Multi-Tiered System of Supports

12. What is MTSS? MTSS is . . . MTSS is NOT . . .
A framework for effective problem solving to improve student outcomes
For ALL students including those that are English learning and gifted
Flexible to meet the needs unique to districts and schools
Data informed and evidence based
Collaborative team-based decision making (TST)
A framework to make decisions about the need for further services
Incorporates TST, RtI, and PBIS
MTSS is NOT . . .
A single curriculum or program
Just for struggling students
A one size fits all prescription
Based on assumptions or anecdotal info
The responsibility of one person
A pre-referral process

13. Data Based Problem Solving
Teams analyze all available information to plan supports and implement effective instructional strategies matched to student need.
Decisions made based on data are more likely to be effective and efficient
Focus changes from “what was taught” to “what was learned”
Ongoing data collection and thoughtful analysis to assess the quality of instruction, student performance, intervention practices, and efficient use of resources

14. Data Based Problem Solving Stages
Define the Problem
Analyze the Problem
Implement a Plan
Evaluate the Plan
Problem Identification
Problem Analysis
Plan Implementation
Plan Evaluation

16. Think, Pair, Share
Think (to yourself): How does MTSS change the way we are doing RtI?
Pair (with a partner): share your answers
Share (with the group): share your answers

17. Timelines

18. Timelines for TST Referrals
MSIS Intervention Screen Students and MKAS2 Failures
Refer within first 20 days of school
Initial TST Meetings within first 30 days of school
Overage Students
Refer to TST by September 16, 2016
Conduct Initial TST Meetings by September 30, 2016
Fall Universal Screening – Academic / Behavior / Dyslexia (1st grade)
Refer students scoring Minimal to TST by September 30, 2016
Conduct Initial TST Meetings on students scoring Minimal by October 14, 2016
Winter Universal Screening – Academic / Behavior
Refer students scoring Minimal to TST by February 22, 2017
Conduct Initial TST Meetings on students scoring Minimal by March 8, 2017
Spring Universal Screening – Academic / Behavior / Dyslexia (K)
Initial TST Meetings on students scoring Minimal on screeners – Make a list of these students for TST Referrals at the beginning of the next school year. Submit list by May 12, 2017.

19. Teacher Responsibilities

20. What are my responsibilities in Tier I?
Implement policy Part 3:Chapter 41
Provide high-quality classroom instruction aligned to CCRS
Conduct academic and behavior universal screening 3 times a year
Identify students who have discrepancy from peers
Identify student deficits
Provide PBIS
Adapt instruction to meet the needs of students that require additional support
Administer formative and summative assessments
Differentiate instruction
Communicate regularly with administrators and families on student progress
Analyze all data sources to identify students in need of Tier II/Tier III interventions

21. What are my responsibilities at Tier II?
Provide high-quality classroom instruction aligned to CCRS
Conduct hearing and vision screening
Complete student profile for students in need of Tier II intervention (Section 1A)
Provide small group interventions to eliminate gaps between present achievement and grade level expectations
Complete Supplemental Instruction intervention details (Section 2A)
Monitor student progress on target skills twice per month (Section 2B)
Communicate with school leaders and families on student progress (Appendix D)
Refer students to the TST for Tier III consideration if adequate progress is not made after 10 weeks (Section 3A)

22. Requirements for Tier II Interventions
Start Tier II Interventions as soon as a student starts to fall behind his/her peers
Implement the intervention for 4 weeks
Progress monitor twice per month
Analyze the data; determine if a change in the intervention is needed
Implement the intervention for 4 more weeks
Analyze the data; determine if student needs to move back to Tier I, stay at Tier II, or be referred to the TST

23. What are my responsibilities at Tier III?
Provide high-quality classroom instruction aligned to CCRS
Provide intensive interventions designed for up to 16 weeks
Use progress monitoring information to:
Determine if students are making adequate progress
Identify students as soon as they begin to fall behind
Modify instruction early enough to ensure each student gains essential skills
Maintain communication with school leaders and families on student progress
Meet with TST to examine universal screening, progress monitoring and current data such as formative assessments, classroom assessments and benchmark data necessary to select intensive intervention(s)

24. Requirements for Tier III Interventions
Refer MSIS Screen, Overage, and Universal Screeners (Minimal) Students
Implement the intervention as prescribed by the TST for 8 weeks
Progress monitor once each week
Meet with the TST to analyze the data
Implement the intervention as prescribed by the TST for 8 more weeks

25. Forms

26. Document Chart

27. K-12 Student Profile

28. Tier I High-Quality Classroom Observation

29. Tier II Documentation

30. Progress Monitoring and Evaluation for Tier II Interventions

31. Teacher Support Team Referral and Meeting

32. Tier III Documentation

33. Progress Monitoring and Integrity Check for Tier III Interventions

34. Parent Notification Letter

35. Questions?

36. Contact Information
Reva Pree, EdS.
Lanette Kuhn, EdS.
Office: Solomon Rm. 180