1. Broward County Public Schools BP #3 Optimal Relationships
Office of Academics
BEST Practices
BP #2 MTSS/RtI
BP #3 Optimal Relationships
Module 1
KEYS to MTSS/RtI
Zone Platform for Assistance and Collaboration (Z-PAC) Module 1

2. Zone Learning All Levels Social Emotional Learning Pre-K-Adult
MTSS/RtI
All Levels
Pre-K-Adult
Social Emotional Learning
Physical
Family
Cognitive
Social Emotional
Safe & Nurturing
Student Progression
Personalized Learning
Parent
Community Engagement
Approach to Learning
Our MISSION is to provide expertise and leadership for supporting the academic, social, emotional, physical and behavioral development of all students.
Our VISION is a comprehensive, fully integrated multi-tired system of supports that meets the needs of all of our learner

3. Learning Targets Participants will leave with…
An understanding of responsibilities, fundamental goals and stages of MTSS/RtI
Strategies to effectively organize the work of MTSS/RtI
An awareness of resources and supports to effectively implement MTSS/RtI

4. Critical Components of MTSS
Multiple Tiers of Instruction & Intervention
Problem Solving Process
Leadership
Data Evaluation
Capacity Building Infrastructure
Communication & Collaboration
These are key components that form the foundation of the MTSS framework. These are…. (read list). District and school-level implementation share similar structures, our practice is guided by our District’s Strategic Plan (High Quality Instruction, Continuous Improvement, Effective Collaboration), BEST Blueprint (Beyond Expected Student Targets), policies and procedures. Collaboration and Communication across groups are critical to successful implementation.
Stages of Implementation are Consensus, Infrastructure Development, and Implementation
MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

5. M T S S Ensuring Success for ALL Really Means Success for ALL
Multi-Tiered System of Supports
Framework
FOCUS 1
Leadership/ Consensus Building
FOCUS 2
Infrastructure
FOCUS 3
Implementation
FOCUS 4
Quality
Assurance
Ensuring Success for ALL Really Means Success for ALL

8. Leadership .59 (1.7 to 2.3)
Capacity/Infrastructure .41 (lowest area of performance to 1.9)
Communication .18 (1.8 to 2.0)
Data-based Problem Solving .02 (2.0 to 2.1)
3-Tiered Model .27 (1.9 to 2.2)
Data & Evaluation .34 (lowest area of performance to 1.8)

9. MTSS/RtI Needs Assessment
Respondents: Stakeholders Across the District
Consensus
Gathering data to inform MTSS implementation plans
Infrastructure
Supporting leadership to allocate resources for MTSS
Aligning district and school initiatives for implementation of MTSS
Scheduling for the provision of MTSS
Differentiating and integrating tiered supports and specially designed instruction
Implementation
Supporting MTSS implementation at the secondary level
Use of a MTSS to implement district and school social/emotional learning initiatives
Focus groups
Webinrad
Structured discussions
DLT
USF system evaluations

10. Self Assessment of Multi-Tiered System of Supports
Leadership
Building the Capacity/Infrastructure for Implementation
Communication and Collaboration
Participants will collaborate in school teams to complete SAM Scoring Sheet
Identify domain of strength and domain needing the greatest growth
Identify current school/district
Share out domains and BEST practice strategies
Data-Based Problem-Solving
Three Tiered Instructional/Intervention Model
Data-Evaluations
Engagement Activity

11. Multi-Tiered System of Supports Leadership/Consensus Building
Framework
Successful implementation of MTSS/RtI depends on a shared understanding of the relationship between existing district policies, procedures and initiatives and MTSS/RtI AND the impact of MTSS/RtI beliefs and practices on existing and future distirct policies, procedures and initiatives.
Leadership/Consensus Building

12. Leadership Principal actively involved in MTSS implementation
Strategic MTSS Implementation Plan developed
Cross-disciplinary Leadership Team is responsible for MTSS implementation
Leadership Team organizes professional development and coaching supports for MTSS implementation
Change is a process, not an event;
Learning means you are adjusting to change
Today’s Leaders must be able to thrive on change and uncertainty
Work process engineering vs. Continuous improvement
District-Level Leaders
Principals
Building Leadership Team
Instructional Staff
Support Staff
Instructional Facilitators
Parents
Students
Community Partners
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

13. Guiding Beliefs MTSS/RtI Framework
There is a shared responsibility for student achievement across the entire community.
All Students are part of the general education system.
The best way to address student learning needs is to be proactive.
Guiding Beliefs
Analysis of how existing policies support RtI
Analysis of which policies must be modified to incorporate PSM/RtI
Analysis of how RtI concepts interface with currently existing initiatives within district
K 12 Reading Plan/MTSS Literacy Plan
Positive Behavior Intervention & Supports
Early Intervening Services
Analysis of how to fit MTSS/RtI into district school improvement framework
Critical stakeholders have been identified
General Education
Special Education
Student Services
Administration
Parents
Differentiated instruction is an essential part of the instructional program.
Accurate, reliable data are essential to make educational decisions.
Instructional decisions are based on multiple sources of data.
MTSS/RtI Framework

14. Engagement Activity

15. Multi-Tiered System of Supports
Framework
Infrastructure

16. MTSS/RtI Framework Desired Outcomes1 2 3
Lead by General Education, Supported by ESE
Plan to Guide Implementation
Align Policies to Guide Effective Practice 4 5 6
Skills and Strategies Technical Training Assistance
and Support
Led by General Education, Supported by Special Education
Infrastructure for a 3-Tiered Model
Problem-Solving Model Implemented with Integrity
Effective Collection and Use of Data
Decision Rules for Intervention Evaluation and Eligibility Determination
Technology to Manage and Document Data-Based Decision Making
Improved Academic and Behavior Outcomes for All Students
Consumer Confidence and Satisfaction
Comprehensive Evaluation Plan
Dynamic Communication and Dissemination Plan
MTSS/RtI Framework Desired Outcomes

17. Building Capacity & Infrastructure
Ongoing data-driven Professional Development and Coaching
Professional Development aligned with expected responsibilities of trainees
Schedules allow for multiple tiers of instruction and intervention, along with collaborative, data-based problem-solving
Establish written practices, policies, and implementation plans
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

18. Communication & Collaboration
Staff have consensus about and engage in MTSS implementation
Family and community engagement
Staff are provided data on MTSS implementation fidelity and student outcomes
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

19. Engagement Activity

20. Multi-Tiered System of Supports
Framework
Implementation

21. Multi-tier Model of Service Delivery
Standards Based Instruction
Assessments to inform instruction
Enables efficient use of school resources
Evidence-based programs and practice
Focus on integration & alignment with core (Academic & Behavior)
Frequency & intensity of instruct/intervention match to student need
The Multi-tiered model of service delivery is based upon a three tiered structure of support where by students receive support based on their needs. Tier One (the lowest level) is directed at all students while tiers two and three are directed towards groups and individuals who require additional or supplemental support. This three-tiered model will be described in more detail later in the presentation.
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

22. Problem-Solving
Education decisions (e.g. intervention effectiveness) are measured by student growth
Collaborative Team-based
Decision protocols; decision-rules
Frequency & intensity of assessment & problem solving match to student need
A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students.
Problem-Solving – MTSS/ is driven by a 4 step problem-solving model. This model is an iterative, self-correcting approach to treatment of educational problems. Through the four steps: problem identification, problem analysis, intervention development and evaluation, this model provides a thinking structure which framing school-based problems, for analyzing etiologies of these problems and for testing and determining effective solutions (Tilly, 2008).
Effective instructional/intervention programs
Core
Supplemental
Intensive
Frequent assessment of student performance
Screening
Diagnostic
Progress Monitoring
Use of data to make instructional/intervention decisions
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

23. Problem-Solving Consistent 4-step Problem-Solving Process
The 4-step problem-solving model involves:
Step 1: Define, in objective and measurable terms, the goal(s) to be attained
Step 2: Identify possible reasons why the desired goal(s) is not being attained.
Step 3: Develop & implement a well-supported plan involving evidence-based strategies to attain the goal(s)
Step 4: Evaluate the effectiveness of the plan in relation to stated goals.
A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students
Problem-Solving - MTSS is driven by a 4 step problem-solving model. This model is an iterative, self-correcting approach to treatment of educational problems. Through the four steps: problem identification, problem analysis, intervention development and evaluation, this model provides a thinking structure which framing school-based problems, for analyzing etiologies of these problems and for testing and determining effective solutions (Tilly, 2008).
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

24. How RtI Relates to ESE Determination
ESE eligibilities that require RtI data as part of the evaluation and eligibility requirements:
Emotional Behavioral Disability EBD
Specific Learning Disabilities
Language Impairment

25. Multi-Disciplinary Team(MDT) Report for SLD/LI
The MDT Report replaces the Eligibility Determination Worksheet that was on EASYIEP
The new Broward MDT report includes all of the evaluation components required by FLDOE
The information required in the MDT report has been part of the SLD and LI rules since 2010

26. Multi-Disciplinary Team(MDT) Report for SLD/LI
The district’s old worksheet referenced all of the same information and required proof of such to be accessible, now it is embedded in the form.
The form has 2 sections:
Section I contains all of the information that must be collected during the problem-solving process. It is best if the various members of the CPS team complete the sections that pertain to them as it is a MDT report
Section II is completed by the staffing committee at the eligibility meeting

27. Multi-Disciplinary Team(MDT) Report for SLD/LI
VERY IMPORTANT
ONLY complete Section 1 for students who are receiving intervention AND are suspected of having a Specific Learning Disability or Language Impairment and you have received parent consent
This form is NOT completed for every student who is receiving tiered intervention
In section 1 the principal must verify that the interventions were implemented with fidelity

28. Using Data to Define the Problem What is Comparative Data?
Expected level
What is Comparative Data?

29. Using Data to Define the Problem What is Comparative Data?
Expected level
What is Comparative Data?

30. Using Data to Define the Problem What is Comparative Data?
Expected level
What is Comparative Data?

31. Engagement Activity

32. Multi-Tiered System of Supports
Framework
Quality Assurance

33. Evaluation Self Assessment of Multi-Tiered System of Supports (SAM)
To what degree implementation of MTSS positively impact student outcomes?
Critical Component Checklist (CCC) Implementation of Fidelity
To what degree does implementation of MTSS with fidelity decrease student retention?
Observation Checklist Implementation of Fidelity
To what degree does implementation of MTSS with fidelity result in increased student achievement in the content areas of Reading and Math?
A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students
Problem-Solving - MTSS is driven by a 4 step problem-solving model. This model is an iterative, self-correcting approach to treatment of educational problems. Through the four steps: problem identification, problem analysis, intervention development and evaluation, this model provides a thinking structure which framing school-based problems, for analyzing etiologies of these problems and for testing and determining effective solutions (Tilly, 2008).

34. Data Evaluation Integrated data system
Comprehensive efficient and user-friendly data system for decision-making
Evaluation of effectiveness of interventions and fidelity of implementation
Use of valid and reliable assessments from a variety of sources
Ongoing assessment of student learning
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration

35. Engagement Activity

36. NEXT STEPS Feedback and Survey Consultancy Protocol Preparation
Engaging Parents in the MTSS/RtI Process
Feedback and Survey
Social Emotional Supports Mastery of FL Standards
Health Indicators for MTSS/RtI Considerations
BASA Indicator Alignment
Student Subgroup Strategies

37. Zone Platform Consultancy Session
NEXT STEPS & SUPPORT
Zone Platform Consultancy Session
MTSS/RtI Wiki Space
MTSS/RtI Website
Contact