1. Navigating the Twists and turns of MTSS
Fredericktown School District
September 2016

2. Outcomes for this session
Where are our students now?
What does the data tell us?
What intervention(s) do we use?
Who will implement the intervention? When? Where?
How will progress be measured? When? By Whom?
Do we need another intervention to reach the target?
Is it a sped referral?

3. Demographics DISTRICT STUDENT POPULATION IS 2044
RURAL SOUTHEAST MISSOURI
67% FREE AND REDUCED LUNCH
LIMITED INDUSTRY
SCHOOL-WIDE TITLE 1 K-5

4. INITIAL PITFALLS Initiative exhaustion Using data
Immediate sped referral
Teacher buy-in
Intervention tools and strategies

5. Successes!! IMPROVEMENT IN CLASSROOM INSTRUCTION
DECREASE IN BELOW BASIC MAP SCORES
FEWER SPED REFERRALS
INTERVENING SOONER- ACADEMIC/BEHAVIOR
INCREASE IN DIFFERENTIATED INSTRUCTION
IMPROVEMENT IN BEHAVIOR MANAGEMENT SKILLS
TRANSITION FROM GRADE LEVEL TO GRADE LEVEL

6. 8 Core principals We can effectively teach all children.
Intervene early.
Use a multi-tier model of service delivery.
Use a problem-solving model to make decisions within a multi-tier model.
Use scientific, research-based validated intervention and instruction to the extent available.
Monitor student progress to inform instruction.
Use data to make decisions. A data-based decision regarding student response to interventions is central to MTSS practices.
Use assessment for screening, diagnostics, and progress monitoring.
From Batsche, G. et al., in Response to Intervention: Policy Considerations and Implementation, NASDSE

10. Where are our students now?
BENCHMARK DATA
ASSESSMENT MEETINGS 3X A YEAR
MTSS MEETINGS WEEKLY
CRITERION BASED STANDARDS/GOALS

13. Tier 2 interventions

14. INTERMEDIATE PROCESS

15. MIDDLE SCHOOL PROCESS

17. DETERMINING Tier 3 INTERVENTIONS
RESEARCH BASED EVIDENCE BASED INTERVENTIONS
KEYMATH
MATH U SEE
WILSON
REALLY GREAT READING
READ NATURALLY
6 MINUTE SOLUTION
GRADE
COMPREHENSION BASED STRATEGIES
CHECK-IN/CHECK OUT
CHECK AND CONNECT
SOCIAL SKILLS CLUB

18. IMPLEMENTING INTERVENTIONS
WHO?
INTERVENTION SPECIALISTS ARE PAIRED WITH STUDENTS WITH THE GREATEST NEED
TIER 2- CLASSROOM TEACHERS, SPECIAL AREA TEACHERS, LIBRARIAN, GIFTED ED TEACHER
TIER 3- SPECIALISTS, SPED TEACHERS

19. WHEN? WHERE? INTERVENTION TIME SCHEDULED AT BEGINNING OF YEAR
BEFORE AND AFTER SCHOOL PROGRAM
WHERE?
TIER 1: IN GENERAL EDUCTION CLASSROOM
TIER 2: PUSH-IN OR PULL-OUT MIN IN GEN ED CLASSROOMS AND TITLE ROOMS
TIER 3: PULL-OUT 30 MIN IN TITLE CLASSROOMS (IN ADDITION TO TIER 2)

20. Middle School

21. INTERMEDIATE SCHOOL

23. MEASURING PROGRESS TIER 1 3 BENCHMARKS A YEAR USING UNIVERSAL SCREENER
COMMON ASSESSMENTS
STANDARD BASED BENCHMARKING-USA TEST PREP, ACUITY
TIER 2 (INTERVENTIONIST/TITLE TEACHER)
ADDITIONAL PROGRESS MONITORING IN AREA OF INTERVENTION 2X MONTH
TIER 3 (INTERVENTIONIST/TITLE TEACHER)
WEEKLY PROGRESS MONITORING IN AREA OF INTERVENTION

24. DATA PROGRESS/LACK OF PROGRESS
INSTRUCTIONAL INFORMATION FOR DECISION MAKING
COMPARES PROGRESS TO PEERS

28. SPED REFERRAL? 2 INTERVENTIONS OVER 24 SESSIONS IN TIER 3
INTERVENTION INTEGRITY
FREQUENCY AND DURATION OF PROGRESS MONITORING 1X PER WEEK WITH NO LESS THAN 6 DATA POINTS PER INTERVENTION
PERFORMANCE AND RATE OF PROGRESS TO DETERMINE LACK OF RESPONSIVENESS

29. way the child can learn.”
“If a child cannot
learn in the way we
teach, we must teach in a
way the child can learn.”
-Unknown