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MTSSAnOverviewAcademic- ResponsetoIntervention

TheSDDOEwillsupporttheimplementationofMTSSinprovidingtrainingforthedistrictliteracycoachestomeettheessentialelements.Thecoacheswillprovide/facilitate:• FoundationalReadingTrainingtostafftostrengthenUniversal/Tier

1readinginstruction.• AmonthlyMTSSteammeeting.• Modelingevidence-basedinterventionstrategiesandproviding

teachersupportthroughinstructionalcoaching.• Gradeleveldataanalysisaftereachbenchmarkingperiod• Gradelevelsupportforstudentproblemsolvingandinstructional

focusonskilldeficitsforstudentinterventions.

OutcomesWorkingcollaborativelyasbuildinglevelteams,participantswillexpandtheirbackgroundknowledgeofthemajorcomponentsoftheMulti-TieredSystemofSupport(MTSS)framework.

ParticipantswillgainanunderstandingofwhatitmeanstobeamemberoftheirMTSSLeadershipTeamaswellashowtosupporttheimplementationprocessandgeneratebuy-infromstaff.

Utilizingcollaborationtimeprovided,teamswillbegintheplanningprocessforimplementationatthedistrictandbuildinglevels.

HistoryofMTSSinSouthDakota

StateLevelMTSS,2013PBIS•theprotocolusedforbehaviorsupports

ResponsetoIntervention• theprocessyouusetosolveacademicproblems

StateLevel2007

ReauthorizationofIDEA,2004

MTSS/RtIisnot…

• RtIisnot anactionverb.Youcannot RtIastudenttosupporthisorherlearningandbehavioralneeds.

• RtIisnotaplaceoraroominyourschool;youcannot sendastudenttotheRtIroom.

• YoucannotmoveachildintooroutofRtI.

https://www.youtube.com/watch?v=T4xqhj-xVNQ

MTSS(RtI)isaframework thatextendsapublichealthpreventionmodel(Caplan,1964)tothepreventionofacademicandbehaviordifficulties.(Vaughn,Wanzek,&Fletcher,2007)

MTSS is…

Aframework forpromotingaccesstohighqualitycoreinstruction

Providesincreasinglyintensiveeducationalinterventionsinatimelymannerforstudentswhostrugglewithcoreinstruction

Provideseducatorswithsystematicmeasuresofstudentprogressthatyielddatausedtomakeimportanteducationaldecisions

Batsche et al., 2006

Mostimportantly…

MTSS/RtI providesstates,districts,andschoolswithaframework forallocatinginstructionalservicesandresourcesinresponsetostudent

needs

TieredInterventions

Dat

aBased

Decision

Making

collaborative processleadership team

spa

rent

invo

lvem

ent

“ResearchandfieldimplementationeffortstellusthatRtIcan work,butdonotensurethatitwillworkinschools…RtIisvulnerabletothesamemisuseandsubsequentabandonmentthathasplaguedgenerationsofeducationalinnovations”

(VanDerHeyden&Tilly,2010)

Let’sReviewtheDefinitions

ofRtI

Definitions ofMTSSfromexperts:Aprogressiveinterventionapproachthatidentifiesstudentsatriskforlearningdifficulties,includingthosewhomayhaveaSLD,andprovidesearlyinterventionwiththegoalofimprovingtheachievementofallstudents.

Thepracticeofprovidinghigh-qualityinstructionandinterventionsbasedonastudent'sneeds,changinginstructionand/orgoalsthroughfrequentmonitoringofprogress,andapplyingthestudentresponsedatatoimportanteducationaldecisions.

Adynamicproblem-solvingprocessinwhichdataisintegralinmakingdecisionsaboutwhichskillsstrugglingreaderslackandwhetherinterventioninstructionprovidedtodatehasbeeneffective.

Aframeworkforusingdatatoallocateeducationalresourcestoimprovelearningforallstudents.Decisionsaremadeforallstudentsusingaproblem-solving,decision-makingmethod.Itincludesprocessesto:

•universallyscreenallstudentstodeterminewhichstudentsneedadditionalinstruction•matchinstructiontothespecificneedsofstudents,• implementeffectiveinstructionwithfidelity•monitortheeffectivenessofinstruction.

Discussatyourtablethe

definitionsandwhichone

matchesyourunderstandingof

theprocess

AMulti-TieredSystemofSupport

Universal(AllStudents)

School-wide,CulturallyResponsiveSystemsofSupport(75-85%ofstudents)

• InadditiontoUniversalandTargeted• Diagnostic– skillspecific• Behavior/AcademicPlan• Highlyexplicit• Researchbased• Weeklyprogressmonitoring

• Adequatetimeallowed• Fidelitytocurriculum• Researchbasedcurriculum• Inclusiveofallbasicliteracyskills/allsocialskillsrelevanttoSWexpectations

• Explicit• Differentiated

Targeted(At-riskStudents)

Classroom&SmallGroupStrategies

(10-20%ofstudents)

Intensive

(High-riskstudents)IndividualInterventions

(3-5%ofstudents)

• InadditiontoUniversal• Oftensmallgroup• Basedonspecificskilldeficits• Explicit• Researchbasedinterventions• Frequentprogressmonitoring– re-grouping

Whatweare

strivingfor…

Tier 1 – All Students

Universal(AllStudents)

School-wide,CulturallyResponsive

SystemsofSupport75-85%

• Adequatetimeallowed• Fidelitytocurriculum• Researchbasedcurriculum• Inclusiveofallbasicliteracyskills/allsocialskillsrelevanttoSWexpectations

• Explicit• Differentiated

�Evidence based curriculum for all students and staff that are implemented across grade levels/settings

�All students receive high quality core reading(content area) instruction.

Tier 2 – Some Students

�Specialized interventions typically provided in a standardized manner for small student groupings

�Students identified through the universal screening as “at risk” or “struggling” move through the general education curriculum with differentiation and individualized interventions that increase in intensity.

Targeted(At-riskStudents)Classroom&SmallGroupStrategies

10-20%

• InadditiontoUniversal• Oftensmallgroup• Basedonspecificskilldeficits• Explicit• Researchbasedinterventions• Frequentprogressmonitoring– re-grouping

Tier 3 – Small amount of Students�Intensive interventions that are highly specialized to

meet the particular student’s strengths and needs– BasedonR-CBMdata– Errorsaremanyandvaried,generallycannotreadthewordson

thepage– Lackfundamentalskills– Significantlybelowbenchmarkwithwordsreadcorrectly– Lowaccuracypercentage

Intensive

(High-riskstudents)Individual

Interventions(3-5%)

• InadditiontoUniversalandTargeted• Diagnostic– skillspecific• Behavior/AcademicPlan• Highlyexplicit• Researchbased• Weeklyprogressmonitoring

KeyElementsofAcademicMTSS(ResponsetoIntervention)

ElementsAssessment

ProblemSolvingProcess

LeadershipTeam

ParentInvolvement

Assessment

UniversalScreening:Useanapprovedscreeningtoolwithdocumentedreliabilityandvaliditytoscreenallstudentsthreetimesperyeartodeterminegradelevelmasteryofbasicreadingskills.

PurposesofAssessment

Screening&identification

1Diagnosis&instructionalplanning

2Progress

monitoring

3Program

evaluation&accountability

4

OurResponsibility…Choosethecorrectassessmentforthecorrectpurpose

ResponsetoInterventionusesassessmentforthreepurposes:

ScreeningEssentials• CurriculumBasedMeasurement(CBM)• Timeandcostefficient• Measurebasicgradelevelskills– Don’tmeasureeverythingbutmeasureimportantthings

• Resultsareavailableimmediately• Scientificallybasedwithconsiderablefieldtesting• Reasonablyauthenticandwecan“see”whetherstudentsare

engagedandmotivated• Haveaprogressmonitoringfeature– Seamlessacrossgradelevelsandtiers

Diagnostics• Assessmentsusedwhenthescreeningtooldoesn’tprovideadefinitiveerrorpattern

• Diagnosticassessmentshelppinpointtheareasofweaknessanddeterminewhereinstructionshouldbeginbasedonskillcontinuums

• Notusedwithallstudents

ProgressMonitoring•Assessmentsusedtodeterminewhetherornotinterventioninstructioniseffective• Conductedonafrequentbasis• Weekly,bi-weekly• Changeinstruction

Studentprogressisconsistentlycheckedtodeterminewhethertheevidence-basedinstructionprovidedforeachstudentisworking.Ifadequateprogressisnotbeingmade,appropriatechangesaremadetotheinstructionandprogressmonitoringcontinues.

ProblemSolvingProcess/Team

DataBasedDecisionMaking

Collaboration

Whatistheproblem?

Whyisitoccurring?

Whatarewegoingtodoaboutit?

Istheplanworking?

Wedecideasa teamhowtobestservethis

populationofstudents.Wewillhavetobe

creativewithschedulingandresourcesto

accommodateforthesestudent’sneeds.

LeadershipTeam

• Developedattheschoollevel

• Helpsguidetheprocessesandprocedures

• Generatesstaffbuy-in

ParentInvolvement

Howwillparentsbekeptinformedoftheprocessandkeptinformedoftheirchild’sprogress?

Writedownsomenotesanddiscusswithyourteam.

ACTIVITY

© 2009 Readsters, LLC

FEELING LIKE ASTRUGGLING READER

AREADINGSIMULATION

Presented with permission by:Pat Bruinsma

MTSS Coordinator/RtI Specialist

SD Department of Education

Presented to:

PERMISSION TO USE SLIDES• Pat Bruinsma has agreed to the following terms and will

not share the slides with anyone.“I understand that:1. The slides are copyrighted.2. I will be the only person to use/present these slides.3. I will not share the slides with anyone in any form, including by

paper or electronic means.

• If you would like to learn how to use the slides, contact info@readsters.com to ask about a train-the-trainer workshop.

© 2008 Linda Farrell, Michael Hunter & Really Great Reading Company, LLC 36

37

UNDERSTANDING THE RELATIONSHIP

AMONG DECODING, FLUENCY, VOCABULARY, AND READING

COMPREHENSION

© 2009 Linda Farrell, Michael Hunter & Really Great Reading, LLC

PURPOSE OF THIS ACTIVITY

– Help teachers understand how difficult it can be to read.

– To illustrate the reasons a student might have difficulty reading.

– To promote discussion about the reading process.

© 2008 Linda Farrell, Michael Hunter & Really Great Reading Company, LLC 38

VOLUNTEERS, PLEASE

• I need 4 volunteers who don’t mind reading in front of others.

© 2009 Linda Farrell, Michael Hunter & Really Great Reading, LLC 39

Writedownsomenotesanddiscusswithyourteam.

6/5/17 41

Whatisnecessaryfor

Beginwithabeliefsystem…• Allstudentscanbetaughteffectively• Interveneearly• Useamulti-tieredmodelofservicedelivery• Committousingresearch-based(evidencebased)instructionandinterventions

• Consistentlymonitorstudentprogressand usetheinformationtodriveallinstructionaldecisions

• Usedata-baseddecisionmakingforallinstructionaldecisions

• Maintaincommunicationbetweenschoolstaffandparentswithregardtostudentprogress

Committofidelity• Assessment• Dataanalysis• Evidencebasedinstruction• Process• Teamresponsibilities• Trainstaff– Process– Assessment– Instruction

43

MTSS isaCultureChangeChangingthecultureofaschooltooneinwhichteachersandadministratorscollaborateondata

analysis,progressmonitoring,andtheorganizationaltasksnecessarytomakethe

interventionperiodstrulyresponsivetostudents’learningneedsisverydifficult!”

MichaelD.Rettig andRobertLynnCanady,SchoolSchedulingAssociates

6/5/17 44

Ourbiggestchallenge?Thecentralquestionisnot:

Whataboutthestudentsiscausingtheperformancediscrepancy?

but

“Whatabouttheinteractionofthecurriculum,instruction,learnersandlearningenvironmentshouldbealteredsothatthestudentswill

learn?6/5/17 45

Tobesuccessful,wemust…• Begiventhesupportnecessarytomakethechange• Begiventheopportunitytoreceivecontinuing,job-embedded

professionaldevelopmentthataddressesrelevantareasessentialtoeffectiveimplementation• Implementthetrainingwithfidelity

• Stopworkinginisolation• Problemsolveasateam• Worktogethertofindandprovideinterventions

• Tapintoevidence-based,proveninterventions• Implementwithfidelity

• STOPdoingwhatdoesn’tworkforkids46

TableDiscussion:Whatdoyouhaveinplaceandwhatmightbepotentialspeedbumps?

• Whatisinplace?

• Whatneedstobeaddressed? Training?Screener?Who?

• MonthlyTeammeetings?

• DataCheckpointsafterbenchmarking?– 40%guide?

Questions?