1. Overview of Multi-Tiered System of Supports (MTSS)
Para Conference
August 2017
Angela Christenson, Psy.D., NCSP and Kaitlin O’Shea, Ed.S.

2. Essential Outcomes
Purpose of Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS)
Key Components
Tiers
Building-Specific Supports
Kaitlin

3. Progress Bar Reflection0%
100%
Kaitlin
Have participants draw the progress bar and fill in how much they know about MTSS. Share with group
When you reflect, the brain releases dopamine which increases focus and sustained attention.
Talk to parter about what you know right now - share out

7. Multi-Tiered Systems of Support (MTSS)
MTSS integrates assessment & intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. Schools use data
to identify students at risk for poor learning outcomes,
monitor student progress,
provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness,
and identify students with learning disabilities or other disabilities.
Angela
MTSS, also known as Response to Intervention (RtI), is an educational decision-making framework of evidenced-based practices in instruction and assessment that addresses the needs of all students.

8. MTSS 4 Essential Components of a MTSS framework:
Multi-level prevention system
Screening
Progress monitoring
Data-based decision-making
Angela
The graphic to the right represents the relationship among the essential components of RTI. Data-based decision making is the essence of good RTI practice; it is essential for the other three components: screening, progress monitoring, and multi-leveled instruction. All components must be implemented using culturally-responsive and evidence-based practices.
1) A school-wide, multi-level instructional and behavioral system for preventing school failure. 2.) Screening. 3.) Progress Monitoring. 4.) Data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law).

9. MTSS At all levels, attention should be on fidelity of
implementation and
evidence-based tools,
with consideration for
cultural and linguistic
responsiveness and
recognition of
student strengths.
Angela

10. Component #1: Multi-Level Prevention System
The multi-level prevention system also referred to as the multi-tiered system of support (MTSS) includes three levels/tiers of intensity or prevention.
Primary prevention level includes high quality core instruction (also known as TIER 1).
Secondary level includes evidence-based intervention(s) of moderate intensity usually delivered in small groups (also known as TIER 2).
Tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention (also known as TIER 3).
Kaitlin

11. Multi-Tiered Systems of Support
Think-Pair-Share!
How does MTSS look in your building? Can you think of examples of supports at each of the different tiers?
Refer back to MTSS Triangle for examples

12. Component #2: Universal Screening
Screening is conducted to identify or predict students who may be at risk for poor learning outcomes and determine instructional support.
Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional diagnostic assessments and/or progress monitoring
At SCRED we use General Outcome Measures (GOMS) in reading and math (e.g., MAP, FAST, FASTbridge)
Kaitlin

13. How to Interpret Colors
99 to 75% chance
74-26% chance
25 to 1% chance
Kaitlin

14. How to Interpret Colors
99 to 75% chance
Target score: the student with this score has a 75% chance of passing the MCA
74-26% chance
25 to 1% chance

15. How to Interpret Colors
99 to 75% chance
90% of the students with scores in the green will go on to pass the MCA
Target score: the student with this score has a 75% chance of passing the MCA
50% of students in yellow will pass
74-26% chance
only 10% of students in red will pass
25 to 1% chance

16. How to Interpret Colors
99 to 75% chance
90% of the students with scores in the green will go on to pass the MCA
When figuring out the number or percentage of students who will pass:
add 90% of green + 50% of yellow + 10% of red
Target score: the student with this score has a 75% chance of passing the MCA
50% of students in yellow will pass
74-26% chance
only 10% of students in red will pass
25 to 1% chance

17. How to Interpret Colors
99 to 75% chance
90% of the students with scores in the green will go on to pass the MCA
Goal
80% of students scoring in green
15% of students in yellow
5% of students in red
When figuring out the number or percentage of students who will pass:
add 90% of green + 50% of yellow + 10% of red
Target score: the student with this score has a 75% chance of passing the MCA
50% of students in yellow will pass
74-26% chance
only 10% of students in red will pass
25 to 1% chance

18. Selecting Students for Intervention
Use multiple pieces of data
Limit to how many students you can serve
If number of students at-risk is large, then you have a core instruction issue. Need to address through core instruction.
Examine percentile data for possible special education - share with problem solving team
Kaitlin

19. Progress Bar Reflection0%
100%
Angela
Has your progress bar changed? Color it in.
When you reflect, the brain releases dopamine which increases focus and sustained attention.

20. Component #3: Progress Monitoring
Progress monitoring is used to:
Assess students’ academic performance,
Quantify a student rate of improvement or responsiveness to instruction, and
Evaluate the effectiveness of instruction.
At SCRED, we use Curriculum Based Measurements from AIMsweb and FAST (e.g., ORF, MCAP).
We progress monitor at-risk students to ensure instructional support is working.
Angela

21. How to Use and Interpret PM Data
Angela

22. Progress Monitoring Graphs
Reviewed frequently
Decisions:
student’s scores are at or above goal line: keep instructional plan
student’s scores are not at or above goal line: bring to team for consideration
Angela

23. Component #4: Data-Based Decision Making
Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction.
Building level teams (GLTs, PSTs, and IEP Teams) use screening and progress monitoring data to make decisions
about instruction,
movement within the multi-tier/level prevention system,
and special education disability identification (in accordance with state law).
Data are also used for systems level analyses and program evaluation.
Angela

24. Overview of MTSS
What is RTI and what are the essential components that must be present?

25. Special Education Think-Pair-Share!
How does Special Education fit within an MTSS Framework?
Kaitlin

26. How Does It All Fit Together?
Angela

29. Multi-tiered Systems of Support
Think-Pair-Share!
How does your role as a paraprofessional fit within an MTSS Framework?
Refer back to MTSS triangle for examples

30. MTSS
Kaitlin

31. Progress Bar Reflection0%
100%
Angela
Has your progress bar changed? Color it in.
When you reflect, the brain releases dopamine which increases focus and sustained attention.