1. CA Multi-Tiered System of Supports
Facilitative Leadership *
* Continuous Improvement *
Aligned Systems * Capacity Building
curriculum
instruction
Few
Some
All
assessment

2. Multi-Tiered System of Supports
A Comprehensive Framework for Implementing the
California Common Core State Standards
Professional Learning Module Series
Unit 1: What is a Multi-Tiered System of Supports? d
Unit 2: Data-based Decision Making
Unit 3: Instructional Planning and Supports
Unit 4: Leadership for Implementation of MTSS

3. Learning Objectives By the end of this unit, you will be able to:
State the rationale for data-based decision making in MTSS
Define and describe the importance of universal screening and progress monitoring
Identify resources for screening and progress monitoring
Describe strategies for analyzing data to guide intervention

4. Unit 1 Take Away Activity
Multi-Tier System of Support (MTSS)
By: Orla Higgins Averill, Claudia Rinaldi, Urban Special Education Leadership Collaborative
Using the graphic organizer in your Unit 2 Participant Packet, note:
Features of RtI
Features of PBIS
Features of MTSS
Steps necessary to bring MTSS to scale
Talking Points:
In order to more clearly understand the components of MTSS and the implementation process that will be highlighted in Unit 2, this Take Away Activity, will provide you with greater insight into the larger structural framework of supports that MTSS provides as well as a clearer understanding of the steps necessary to bring MTSS to scale at your school site. As you read the article, using the graphic organizer in your training packet, note the features of RtI, PBIS and MTSS. What steps are necessary for bringing MTSS to scale?
Facilitator’s Notes
Direct participant to handout #____, and instruct them to take notes and respond to the questions in the graphic organizer following the text of the article.

5. Review of Unit 1 Take Away Activity
RtI
Universal screening of all students
Multiple tiers of intervention service delivery
Problem-solving method
Data-based decision making
PBIS
Multi-tiered, data-based approach to behavioral supports
Utilizes integrated data collection and an assessment system to make informed decisions at each tier of service delivery
MTSS
Leverages the principles of RtI and PBIS
Further integrates a continuum of system-wide resources, strategies, structures, and practices to offer a comprehensive and responsive framework for systemically addressing barriers to student learning
Bringing MTSS to Scale
Requires all district staff to change the way they have traditionally worked.
Script:
Features of RTI - practice of providing high-quality, multi-tier instruction and interventions matched to students’ needs, monitoring student progress frequently to make decisions about instructional methods, and evaluating routinely collected data on student progress to determine the need to refer for special education support
• universal screening of all students,
• multiple tiers of intervention service delivery,
• a problem-solving method, and
• an integrated data collection and assessment system to inform decisions at each tier of service delivery.
Features of PBIS - preventative behavioral instruction is delivered to the whole school population in an effort to foster a positive school climate.
• multi-tier, data-based approach to service delivery utilizing integrated data collection and assessment system to inform decisions at each tier of service delivery.
• first tier includes teaching and reinforcing a set of appropriate behaviors within the whole school;
• second tier efficiently activates behavioral interventions for students who do not respond to core instruction; and
• third tier involves intensive, individualized behavior support plans for students who do not respond to primary or secondary prevention support

6. Time to Reflect Reflecting on your district or school
What data for academics and behavior is being consistently collected?
How is that data currently being used to guide services and supports?
What additional data would be helpful to you as you plan to deliver instruction?

7. Essential RtI Components
(NCRTI)

8. Essential Concepts CA MTSS RtI2 Addresses the needs of ALL Students
Universal screening
Multiple tiers of intervention
Data-driven decision making
Problem solving teams
Focus on CCSS
Aligns the entire system of
initiatives, supports, and resources
Implements continuous improvement processes at all levels of the system

9. Data-Based Decision Making: It’s Not Just For Individual Students
District Level
Objective data on student progress is used to
Guide curriculum improvement
Help educators recommend innovations and make decisions on how to sustain practices
Support targeting services and supports across schools
Guide the allocation of resources for professional development

10. District Level Box and Whisker Graph
90th %ile
200
75th %ile
50th %ile
175
25th %ile
150
10th %ile
100
Target 75
School A
School B 50
School C 25
School D
School E
Composite
Grade 1
Grade 2
Grade 3

11. Data-Based Decision Making: It’s Not Just For Individual Students
School Site Level
Objective data on student progress is used to
Examine school and grade level trends
Help determine the effectiveness of the curriculum and the fidelity of the instructional delivery

12. School Level Analyzing Growth by Ethnic Groups
140
Caucasian
120
Unidentified
100
Target Scores
Words Read Correctly 80
Hispanic/Latino 60
African American 40
Asian 20
Fall
Winter
Spring

13. Data-Based Decision Making: It’s Not Just For Individual Students
Grade/Course Level
Identify trends in academic and social/behavioral areas in order to:
Adjust instruction
Evaluate the effectiveness of the curriculum at that grade level
Set grade level goals
Identify students who need additional assessment or instruction

14. Grade Level Analyzing Effects of Changes to Instruction
Did Not Meet Criteria (Need More Intense Intervention)
100 90 80 15 70 32
Percent 60 47
Did Not Meet Criteria (Need Some Intervention) 50 40 30 53 53 53 80 20
Met Criteria for Established Benchmark 10
Fall
Winter
Spring

15. Universal Screening
Evaluates whether students are on an appropriate learning trajectory
Conducted with all students
Answers the questions
Is the core curriculum and instruction effective for all students?
What additional assessments and/or instructional supports might be needed?
Addresses both academic and behavioral performance

16. Academic Achievement Screening
Purpose
Identify which students might need additional supports
Focus
All students
Tools
Brief, valid, reliable, and evidence-based
Timeframe
Multiple times a year
Typically fall, winter, and spring

17. Behavior Screening Attendance Grades Discipline referrals
Teacher checklists
Teacher referrals

18. Cut Score
A score on a screening test that divides students who are considered potentially “at risk” from those who are considered not “at risk”
Cut scores used to identify students as
“at risk” may not be the same
Method used to identify students
who need supplemental support
(National Center on Response to Intervention)

19. Establishing Cut Scores
(National Center on Response to Intervention)

20. Establishing Cut Scores
Educationally relevant
Based on logical practices
Based on the likelihood of demonstrated mastery of core testing
Benchmark testing
Teams should ask:
Do the screening tools we are using include national norms to establish cut scores?
Do we have local norms from our own assessments that could be used as cut scores?

21. Benefits of District-Established Cut Scores
May lead to more effective and efficient allocation of resources
Allows district education teams to:
Target schools with the greatest need
Identify effective approaches for scaling up in other sites
Make decisions about resources that are based on data
Make decisions about resource allocation that are relevant and timely

22. Benefits of District-Established Cut Scores
Increased use of data by schools and teachers
Common message and focused activities
Expectations across sites are clear and consistent
Focus is on progress
Increased access to supplemental supports

23. Universal Screening Resources
Screening Tools Chart:
(National Center of Response to Intervention)

24. Progress Monitoring
Systematic method for tracking and comparing learning progression through data collection
Involves a set of assessment procedures that determine the extent to which students are benefitting from instruction
Evaluates the effectiveness of instruction
Can be implemented with individual students or an entire class

25. Progress Monitoring Purpose Focus Tools Timeframe
Monitor students’ response to interventions in order to
Estimate rates of improvement
Identify students who are not making progress
Compare the success of different forms of instruction
Focus
Students who have been identified as “at risk” through the screening process
Tools
Brief, valid, reliable, and evidence-based
Timeframe
Monthly, weekly, or biweekly

26. Student Progress Data Should answer the following questions:
Are students making progress at an acceptable rate that will allow them to meet the content standards?
Are students meeting both short-term and long-term performance goals?
Can the effectiveness of the intervention be supported by data and graphed?
Does the instruction or intervention need to be adapted or changed?

27. Types of Progress Monitoring
Diagnostic
Conducted before instruction
Measure current knowledge and skills for the purpose of planning instruction
Formative
Conducted during instruction
Tell how well students are responding to instruction
Summative
Conducted after instruction
Tell what a student has learned

28. Identify Students Not Making Adequate Progress
Increasing Scores:
Flat Scores: X
Goal line
Trend line X
Goal line
Trend line X X X X
(NCRTI “What Is Progress Monitoring?” module 2012)

29. Progress Monitoring Resources
Progress Monitoring Tools:
(National Center of Response to Intervention)

30. Types of Decisions The Site Implementation Leadership Team asks:
How effective is the instruction?
What instructional changes need to be made?
Are the supports provided in Tiers 2 and 3 successful for individual students?
When should the team recommend additional assessments for possible identification of a disability?
How does the team know the overall effectiveness of the core curriculum, instruction for all students, interventions, and the MTSS framework?

31. Decision Making Routines & Procedures
The District Implementation Leadership Team should establish
“Non-negotiable” areas in order to establish equity and consistency across the district
Site level procedures and routines for the grade/course level teams to use when conducting data reviews
Decision making processes
Explicit decision rules for assessing student progress

32. Explicit Decision Rules
Define what will guide the team when
Less than 80% have reached the cut score
Lack of progress is evident
Student progress varies by target group
Decision rules should be
established at all levels

33. Data Reviews Conduct data reviews at logical, predetermined intervals
Schedule data reviews prior to the beginning of instruction
Use established meeting structures
Involve relevant team members

34. Problem-Solving Process
“…Problem-solving is a self-correcting, decision-making model focused on academic and/or behavioral intervention development and monitoring using frequently collected, measurable data on student performance. The problem-solving process should be rich in data collected, and can be repeated as necessary.”
(The New Hampshire Response to Instruction Framework, 2012)

35. Continuous Improvement Problem-Solving Process1.
Plan 2. Do 3.
Study 4.
Act 5.
Communicate

36. 1. Plan Collect and analyze data Define the problem
Develop a plan of action
Define the evidence-based interventions that will be used
Assign responsibilities to individual team members
Identify the necessary materials and resources
Create an implementation timeline

37. 2. Do Implement the plan with fidelity
Collect progress monitoring data to determine academic and behavioral success
Examine the fidelity of the implementation

38. 3. Study
Analyze the progress monitoring data collected to determine the fidelity of implementation
Determine if
The student is making sufficient progress
The instruction or intervention is effective

39. 4. Act
Make any necessary refinements to the plan to improve the chance of success
Might involve
Increasing the intensity of intervention
Adjusting resources
Increasing expectations
Deciding that the student will benefit from less intensive intervention

40. 5. Communicate Routine and frequent information sharing
Communicate successes, challenges and lessons learned
All teams have information
that is useful
in ensuring that MTSS
is effective and sustainable

41. Take Away Activity
Reflect on the data-driven instructional planning elements in your setting:
How do universal screening and progress monitoring occur?
Are teams established to examine student data in academics and behavior?
Are team members trained in problem-solving processes to guide decisions?

42. Time to Reflect What did you learn in Unit 2?
What questions do you have?

43. Unit 3 Preview Instructional practice Universal design for learning
Differentiated instruction
Accommodations
Modifications