1. MTSS IN THE C LASSROOM Melissa Long Shelly Dickinson

2. Agenda Defining MTSS (RtI) Tiers – DI vs Intervention Comparing the Tiers Determining student needs within the Tiers

3. Expected Outcomes What do we want you to Know? The Big Ideas of MTSS What do we want you to Understand? The role of Problem Solving Process plays in decision making about students’ needs in all Tiers of Support What do we want you to be Able to do? Share your knowledge at your school and implement a strong academic environment.

4. Essential Question How can I continue to implement high quality instruction within my classroom?

5. O NE SYSTEM SUPPORTING IT ALL W HAT IS MTSS? O NE SYSTEM SUPPORTING IT ALL W HAT H APPENED T O R T I?

6. New Way of Thinking From From: “What’s wrong with this child?” To To: “What supports does this child need to be successful?” I nstruction C urriculum E nvironment L earner

7. Support and Evaluation in Context

8. Big Ideas of MTSS ► More than just about eligibility ► Being proactive ► Early intervention for those who need it ► High quality instruction using best practices in Tier 1 ► Data-based decision making ► Identifying the level of services needed by which students ► Problem Solving Method

11. Consensus Placemat Activity Groups of 2-4 gather around a chart Quietly and independently reflect and respond to a question Discuss what they wrote and reach consensus on ideas ALL students share ideas, extend thinking and learn from each other.

12. Activity Why is a high quality instructional System of Support important at my school? Watch video…

13. Defining MTSS Team consensus Share out with whole group

14. What are the components of MTSS? Speaking the LINGO! 1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention. 2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress. 3.Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

15. T IERS OF I NSTRUCTION : B ECOME AN E XPERT !

16. W HAT DOES TIER 1 LOOK LIKE?

17. Traditional Instruction vs. Standards-Based Instruction Traditional Classroom Standards-Based Classroom Whole class instruction dominates Student differences are acted upon when problematic Mastery of facts is focus of learning Coverage of texts and curriculum drives instruction Lesson topic is selected from curriculum and/or text Single option assignments are the norm Assessment is most common at the end of learning to see “who got it” A single form of assessment is often used Teachers administers tests then moves on to curriculum Many instructional strategies are used Students differences are studied as a basis for planning Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning Student readiness, interest, and learning profile shape instruction Lesson topic is selected based on state standards Multi-option assignments are frequently used Assessment is ongoing to understand how to make instruction more responsive to learner Students are assessed in multiple ways Teachers assess and reteach based on student mastery level

18. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

19. Activity: Tier 1 Instruction, Tier 2 and Tier 3 Instruction Tier 1Tier 2 Tier 3

20. Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 1 Tier 2 Data focuses on grade level/subject area/behavior Effective instructional strategies for large group/small group Differentiate 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

21. Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem Student Name Item s 12345678910111213141516171819202122232425 Student 1 72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 2 72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1 Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1B/1A/1D/1 Student 4 72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0 Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1C/0D/0D/1 Student 6 40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0 Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 8 64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1 D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10 80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1 C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student 12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1 D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 15 72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0 A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17 56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1 Student 18 80A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct Responses 161810171410121418 16155187131217 151213141514 Incorrect Responses 208148640023130115611365434 Correct Response Percentag e 89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%94% 83%67%72%78%83%78% A 89% 28%6% 33%6%17% 100 % 6%11%28% 100 %28%72%6% 11%67%17%6%83%11% B 6% 100 %11% 22% 11%78% 6%22% 39%22%67%94%6% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11% 6% D 94% 11%67%6% 100 %6%83%17% 28% 6%94% 6%72%6%17%78% 1.What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? 3.What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

22. Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 2 Focused on a skill that is a barrier Data is used to identify groups for academic/behavior needs Problem solving is used to develop interventions Intervention is additional minutes of supplemental 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.

23. What do they have in common? Tier 1Tier 2 HIGH QUALITY INSTRUCTION Tier 3

24. Tier 3 – Most Intense 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

25. Problem-Solving Process Define the Problem What Do We Want Students to KNOW and Be Able to DO? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It? Evaluate Did It WORK? (Response to Intervention – RtI)

26. Which of these is most valuable when making decisions? Student Response Data Teacher Experience Grade Level Team Input Specialist Expertise Assessment Decision Tree

27. Match the Intervention to the Skill Deficit/Student Need What is the root cause of the problem? – Lack of Phonological Awareness – Phonics/Decoding/Text Processing – Fluency – Comprehension Performance deficit or skill deficit? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

28. W HAT DOES PROBLEM - SOLVING LOOK LIKE AT TIER 1?

29. Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem Student Name Item s 12345678910111213141516171819202122232425 Student 1 72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 2 72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1 Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1B/1A/1D/1 Student 4 72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0 Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1C/0D/0D/1 Student 6 40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0 Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 8 64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1 D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10 80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1 C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student 12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1 D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 15 72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0 A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17 56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1 Student 18 80A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct Responses 161810171410121418 16155187131217 151213141514 Incorrect Responses 208148640023130115611365434 Correct Response Percentag e 89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%94% 83%67%72%78%83%78% A 89% 28%6% 33%6%17% 100 % 6%11%28% 100 %28%72%6% 11%67%17%6%83%11% B 6% 100 %11% 22% 11%78% 6%22% 39%22%67%94%6% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11% 6% D 94% 11%67%6% 100 %6%83%17% 28% 6%94% 6%72%6%17%78% 1.What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? 3.What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

30. How Do We Find Them? Who is not meeting grade level expectations? – FAIR – BELAA – KINDERGARTEN LITERACY SCREENER – MATH ASSESSMENTS – RUNNING RECORDS – ATTENDANCE

31. W E HAVE FOUND THEM ! T IER 2: D ESIGNING I NTERVENTIONS D OING S OMETHING W ITH ‘ EM

32. Primary Data from Journeys GPS p.33

33. Intermediate Data from Journeys GPS p. 34

34. – Tier One: Differentiation – Tier Two: Supplemental Instruction – Tier Three: – Intensifying the Instruction – More instructional time – Smaller instructional group size – Focuses on targeted, specific skills – Provides explicit, systematic, more opportunities for practice, and error correction/feedback Intervention...Another Look

35. Definition of Intervention Instruction that supplements and intensifies classroom curriculum/instruction to meet the need of the student Teach NEW skills to remediate a deficient skill Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently

36. Intervention Design Must Target the missing skill(s) Include Explicit instruction Within a supported learning environment Purposeful Well-planned Based on data Focused on alterable variables within the Instruction, Curriculum, Environment

37. – Who: grade level teachers, instructional asst., ESE (5 th and 6 th ), speech, all hands on deck. – When: 8:15 – 8:45 am (grades 1-6) – How: Group students by skill deficit, enrichment area, reading or math. Smallest group should be neediest kids Work as a grade level to determine resources, instruction, who’s teaching what. Intervention Logistics

38. – Cycle: a three week period of continuous supplemental instruction – Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re- assessed. Teachers meet to reorganize groups and instructors. – Cycle 1: September 7 – 24 – Progress Monitoring Week: Sept. 27 – Oct. 1 – Cycle 2: October 4 – 22 – Progress Monitoring Week: Oct. 25 -29 – Compromise, Integrity, Flexibility, ????? Intervention Cycles

39. Skill Deficit – Student lacks skills to successfully complete task Performance Deficit – Factors interfering with student’s capability of performing the skill Types of Interventions

40. W HAT DO WE DO FOR STRUGGLING LEARNERS ?

41. Diagnostic Assessments PSI – Phonics Screener PASI – Phonological Awareness DAR – Diagnostic Assessment of Reading ORF – Oral Reading Fluency >Error Pattern Analysis Math – Easy CBM Probes

42. The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Purpose of Diagnostic Assessments

43. T HERE IS NO AMOUNT OF INTERVENTION THAT CAN SUBSTITUTE HIGH QUALITY INSTRUCTION.

44. Progress Monitoring Data : Is What We Are Doing Working?  Progress monitoring data Determine response to interventions using  PASI  PSI  ORF  FAIR - OPM 44

45. What is Progress Monitoring? Progress monitoring is a scientifically-based practice of continuous monitoring that teachers use to evaluate the effectiveness of instruction. The major purposes of progress monitoring are to: 1.Describe the child’s rate of response to instruction and 2.Build more effective instruction. (Fuchs and Fuchs)

47. Benefits of Progress Monitoring accelerated learning because students are receiving more appropriate instruction; more informed instructional decisions; documentation of student progress for accountability purposes; more efficient communication with families and other professionals about students’ progress; higher expectations for students by teachers; and fewer Special Education referrals. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement. "Common Questions for Progress Monitoring." Student Progress Monitoring.

48. Why? “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman

49. Essential Question How can I continue to implement high quality instruction within my classroom?