1. Multi-Tiered System of Supports (MTSS) Overview
Shelly Dickinson, MTSS District Trainer
Charles R. Eccleston, MTSS District Trainer

2. MTSS Resources
MTSS Guidebook
MTSS (RtI) Share Point

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

4. 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

5. What are the Essential Components of MTSS? Speaking the LINGO!
A Multi-Tiered System of High Quality Instruction:
Core (Tier 1) – All students receive high quality core instruction
Supplemental (Tier 2) – Supplemental instruction/interventions
Intensive (Tier 3) – Intensive, small group/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.
Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

6. A Visual for the “Why” of MTSS
Benchmark
PERCENT
SIGNIFICANT GAP
Aim line
HOW MUCH TIME WILL IT TAKE TO CLOSE THE GAP?

7. Multi-Tiered System of Supports
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 solely to determine eligibility or get an ESE label for students
A one size fits all

8. A Three-Tiered Model

9. 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.

11. Problem-Solving Within the MTSS Framework

12. Problem Solving Process
By determining the discrepancy between what is expected and what is occurring
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Evaluate the success of the intervention based on student data. Increase of student performance and rate of progress. If not, what needs to be changed?
Analyze the problem using multiple sources of data to determine the problem
Evaluate
Did It WORK?
(Response to Intervention –RtI)
Problem Analysis
Why Can’t They DO It?
Establish an achievable goal and design an intervention that should be implemented with fidelity
Implement Plan
What Are WE Going To DO About It?

13. The Problem Solving Process…
Is used across the tiers to match instructional resources to meet the student’s educational needs
Focuses on the Instruction, the Curriculum, the Environment and the Learner (ICEL)
Is not a linear process; the movement through the tiers is dependent on the student’s data and response to instruction
Is used to make instructional decisions within each tier

14. What does Problem-Solving Look Like at Tier 1?

15. Define the Problem Identify problems at the Class Level (Tier 1)
3 Pieces of Key Data:
1. What is the expected
level of performance? 80%?
What is the current level
of student(s) performance?
Meeting grade level
expectations?
What is the current level of
peer performance? How
are all students performing?
DEFINING THE PROBLEM BUT ALSO IDENTIFYING THE STUDENTS WHO MAY NEED SUPPLEMENTAL INSTRUCTION.

16. How Do We Find Them? Who is Not Meeting Grade Level Expectations?
Early Warning Indicators…
Attendance
Behavior
Course Performance
The ABCs – Primary, Predictive Indicators are at the Heart of EWS
Johns Hopkins University
Do we have this in
Lists of students at risk, off track?
Attendance – Missing 20 days or being absent 10% of school days
Behavior – Tow or more mild or serious behavior infractions; and
Course Performance – Inability to read at grade level by the end of third grade;
Failure in English or Math sixth through ninth;
A GPA of less than a 2.0;
Two or more failures in ninth grade courses;
And failure to earn on-time promotion to tenth grade.

17. Once the Problem is Defined, then determine…
Once the Problem is Defined, then determine…. Why is the Problem Occurring?

18. Use Triangulation of Data to Analyze the Identified Problem…
Student Work Samples, Observations, Interviews, Surveys
Grades, Report Cards, Cumulative Records
Progress Monitoring Data,
Specific Skills Assessments, Performance Assessments
Attendance, Health Records, Anecdotal Records
Data Collection Sources
* Collect facts, data, and historical information that is relevant and useful to help generate possible causes of the problem (Hypothesis).

19. Once the Problem has been identified and analyzed… Design and Implement an Intervention
Provide the Right Intervention, to the Right Student, at the Right Time.
Dr. Robert Balfanz,
Johns Hopkins University

20. Who Designs and Implements Instruction/Intervention?
Tier One: Core Instruction – Classroom teacher provides
standards-based instruction aligned to Florida’s
Standards. Differentiation, small group instruction, and
supplemental strategies are implemented to ensure all
students are proficient.
Tier Two: Supplemental Instruction – Typically occurs in
the general education setting by the classroom
teacher. Tier 2 instruction requires more time and a
narrower focus than Tier 1.
Tier Three: Intensive Instruction- Typically occurs in the general
education setting. IPST determines who implements, the duration and intensity. Tier 3 instruction intensifies
based on student need.

21. Progress Monitoring Data : Is What We Are Doing Working?
Determine Student’s Response to Instruction/Interventions using:
ORF- Oral reading Fluency
DAZE – DIBELS Mazes
Math Probes
Curriculum Based-Measurements
Skill Mastery Measurements
Progress monitoring is the data collected within the intervention to determine if the student is responding to the instruction/intervention. Here are examples of several progress monitoring tools that can be used to measure student’s progress.

22. What are We Going to do About It?
BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM Individual Problem Solving Team (IPST) Intervention Design and Ongoing Progress Monitoring (OPM) Intervention #: ______ Page ____ of ____
Implementation Plan
What are We Going to do About It?
Designing a quality intervention plan meets the individual needs of the students implemented with fidelity and appropriate intensity for a sufficient period of time.
The alignment between the area of concern to the goal statement, intervention plan and ongoing progress monitoring tool is critical.
Scope of the Problem
How Pervasive is the Problem?
One student only?
Group of Students?
Across classrooms?
Across grade level?
Across subject area?

23. Evaluate… Is the Student(s)Responding to the Instruction/Intervention?

24. What does the Data Reveal?
Analyzing the Results and Making Instructional Decisions based on findings…
Was the intervention effective? (Use Decision Rules)
Positive Response
Questionable Response
Poor Response
Do we continue the intervention?
Do we re-analyze the problem? (Look for another underlying cause)
Do we re-define the problem?
Do we make further instructional adjustments? Intensify?
Do we meet with the IPST to design Tier 3?

25. In order to implement MTSS successfully, you need a few pieces of : INFRASTRUCTURE
Capacity to Problem-Solve
Capacity to Collect Data, and make Sense of it
Capacity to deliver High Quality Instruction at different intensities (Tiered-levels of services)
Capacity to Display Data Over Time

26. MTSS Questions/Clarifications