MTSS/CPST/RTI

District Priority

Good NewsGriffin’s on Top of It!

What is it?

MTSSMulti-Tiered System of Support

Model

CPSTCollaborative Problem Solving

TeamMethod of determining a solution

for an agreed-upon problem using data to ensure a “complete

picture”

What is it?

RTIThe change in behavior or

performance through use of interventions

Tiered approach to instructional delivery

Using increasingly higher intensity of interventionsBased on a student’s needs

Assessment

Provides evidence of student learning

Data-Guides decision Appropriate instruction and interventions

Intended Results

Better learning opportunities

Higher achievement for all students

Not for sole purpose to evaluate

Evaluation could be tool to meet student needs

Mandated Every School in Broward County have a CPSTeam

Must meet Regularly 2x month

Consistent Team Members

CPS/RTI Core Team

Administrator Ms. Silig and/or Ms. MoodliyarSchool Psychologist Rosemary EljauaSchool Social Worker Yolanda ThrowerSchool Counselor Teena NovackReading Coach Milladys PerezESE Specialist Ivette CleroTeacher of referred studentParent (not necessary to proceed, notified)Other specialists as needed (SLP, behavior support)

Eligibilityor

Diagnosis&

Label

Outcomesor

Problem solving

&Interventions

CPS TeamIs Intended to support teachers in assisting hard-to-teach students make more progress within the general education classroom

Goal- to have the student make progress in response to well-designed interventions

FOUR STAGES OF PROBLEM SOLVINGStage One

IDENTIFY THE PROBLEM Pinpoint the Problem in Measurable Terms

the student’s rate of work completion is 40%, expectation is 100%

Stage TwoAnalyze the Problem

consider student/instructional environment to generate hypotheses about causes. Skills, motivation, or behavior based the student has not mastered

key skills; work assignment is above his/her instructional level

Stage ThreeSelect & Implement Intervention use evidence-based interventions

struggling reading chart struggling math chart

behavior

use targeted curricular materials to supplement core instruction

Stage FourMonitor & Evaluate

collect relevant data and graph to monitor intervention outcomes

graphing of percent of work completed on a weekly basis during

intervention period, compared to baseline

RTI – adds 3 Tier Interventions

Tier One75-80% of students

“Universal” core curriculum , in each subject area, that all students receive in each classroom, at each grade level

School-wide/class-wide approach to behavior management - CHAMPS, Clip Up

Tier Two10-15% of students

“Strategic” or “Targeted”Targeted to specific problems

look at Content, Skills, Intensity

Strategies that are supplemental

*in addition to, not in place of core curriculum or behavior management * small group delivery

Tier Three5% of students

“Intensive”Highly Individualized and intensively focused

look at Content, Skills, Intensity Supplemental – in addition to core curriculum

Focusing on student’s area of difficultyEssential change from tier2 to tier

3 “Intensity” frequency, duration,

method

Look at learning

environment

Look at the student’s backgroundLook at the curriculum

No retention without

All students in academic danger must go through CPS/RTI

Tier 2 and/or 3

Flow Chart1. Identify student at risk gather baseline data, meet with case manager, collaborate on area of concern,

appropriate intervention (tier 2) and monitoring tool, notify parents and send letter of notification home

2. Implement Tier 2 Intervention, monitor & collect data, meet with case manager as needed & after agreed upon duration, collaborate on progress, decide on next step

Steps

3. If Tier 2 intervention is successful – fade to tier 1

If Tier 2 intervention not successful Collaborate on needs of the child Conduct additional diagnostics if needed 1. consider new tier 2 intervention

2. revise tier 2 intervention3. collaborate on a tier 3

intervention and monitoring tool

Notify Parent

Steps

5. . Implement Tier 3(tier 2 or tier 1)

Intervention, monitor & collect data, meet with case manager as needed and after agreed upon duration, collaborate on progress, decide on next step

6. If successful – fade to tier 2 If not successful – Meet with CPST

Notify parents

Interventions?Specific to Area of Concern

Reading/Math SeriesResource within

Good Practice –www.Interventioncentral.org

www.goleaps.comBehavior chartCHAMPSFBA/PBIB

BASISBrain SharksData Chat Meetings

Keep up the good work!!!