Multi-Tiered System of Support

Data Teams and TIPS Processes

Multi-Tiered System of Support

Objectives

Participants will understand the MTSS process including the steps utilized to review universal screening and progress monitoring data

Participants will be able use the problem-solving process to support student needs

MTSS Processes

Current Processes

How do you currently:determine those students who need interventions and progress monitoring, determine those students who are supported by a PEP, complete the PEP paperwork (include the form used), andcomplete Individual student problem solving (who is on the team, how often does it meet, etc.)?

Goals of MTSS

Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place

Implementing evidence-based interventions for all students and tailoring interventions based on student’s needs

Using progress monitoring data to know when to make a change in instruction

Universal screening or progress monitoring data indicates student is at risk for developing difficulties and may need additional supports

Data team meets to determine specific areas of need for groups of students and intervention to support student

Structuring Team Meetings:Using Student Data

Intervention is implemented. Strategic or progress monitoring is completed by the interventionist. Parent letter is sent home and signed.

Data is reviewed after 6 to 10 weeks of intervention implementation

If… Then…

Data points are consistently below the goal line

Consider implementing the intervention with more intensity

Data points are consistently above the goal line

Consider increasing the student’s goal

Student’s trend and goal lines are aligned

Continue with the intervention until goal is reached

Student’s trend line is below the goal

Consider either changing the intervention or the intensity of the intervention

Data is reviewed after 6 to 10 weeks of intervention implementation

Communicate with ParentsSend home parent letter if changes have been made

Student Reaches Goal

Data indicates student needs additional support and individual problem solving is necessaryIndividual Problem Solving Team (IPS Team)

Process

TIPS Processes

Purpose To problem solve and determine next steps for students in need of additional support (Tier 3)

Focus Areas

Problem Solving Model (IPS Team)•Students needing additional support who are not responding to Tier 2 interventions•Students with an IEP who demonstrate an additional need - IEP team may determine additional data is needed and requests information from IPS Team through problem-solving process•All areas: behavior, socio-emotional, academic, health, etc.

Facilitator IPS Team Facilitator

Who Fluid Teams(determined by student needs)

Frequency Dependent upon need, standing dates

IPS Teams

How does this happen?IPS Team Calendar

September Tasks

Identify core IPS Team members

Enter team member names in Google Doc

Identify meeting days, times, etc. and add to master calendar

Complete Site-Based Data Accessibility Worksheet

Identify Content Specialists

How does this happen?IPS Team Process

Meeting Preparation

Meeting Preparation

Schedule IPS Team meeting with key people Core IPS Team members Staff members who work with student Content specialists

Submit Form O to school nurse

Send home Parent Notification and Parent Input forms

Review completed parent questionnaire

Have student’s teacher complete Teacher Input Form

Step 1

Roles and Responsibilities

Be sure that at the table you have:FacilitatorData AnalystMinute TakerStaff members who work with studentContent specialists

Process

Ella’s Situation

General Information

Fifth Grade StudentPassed her hearing and vision screeningsParent Notification form sentParent Input Form sent

Ella’s Situation

Current Data

Data Source Third Grade

Fourth Grade

Fifth Grade

Math EOG Percentile 20 12 8

Reading EOG Percentile 38 37 45

Discovery Education Math (Operations, Base Ten, Fractions, Measurement and Data, Geometry)

Level 2 Level 2 Level 2

Discovery Education Reading Level 2 Reading Comp

Level 1Reading Comp

Level 2 Reading Comp

Discipline Referral for Insubordination

No referrals No referrals

Attendance 3 absences, 4 tardies

2 absences,1 tardy

4 absences,0 tardies

Discuss Situation

Based on the information shared, what is the overall problem/concern for this student?

What questions do you have about Ella? What do you want to know more about?

How might you obtain the information/data? Who would be responsible for obtaining that

information/data? When will the information/data be obtained?

Capture Meeting

Review pages 1 and 2 of the IPS Team Meeting Form and note the sections for capturing:Question and Conversation Section of Form

Based on the information shared, what is the overall problem/concern for this student?

State problem/concern for this student based upon current data

What questions do you have about Ella? What do you want to know more about?How might you obtain the information/data?Who would be responsible for obtaining that information/data?When will the information/data be obtained?

Table below:

Identify additional information/data needed to further define the problem/concern

Review Sample

Review pages 1-3 of the sample.

Discuss:In what ways do these pages capture the conversation you had about Ella?How does this information guide your next steps to support the student?What do you notice about the specificity of the information?

Step 2

Ella’s Situation: Information Gathering Plan: Report Out

Review pages 4 and 5 of the Sample to analyze the results of a variety of additional data sources regarding Ella’s needs(Table: Who shared and what were the results?)

Discuss Situation

Based on the information shared, answer the following questions with your team:

Who is having the problem? Are there others who are commonly associated with the problem?

What is the problem? When is the problem occurring? Where is the problem occurring? Why is the problem occurring?

Then, write a precise problem statement using this information to capture the primary concerns for Ella.

Discuss Situation

Once you have written the precise problem statement, discuss the answers to the following:What interventions will be put in place that you think will have the desired outcome?Who will implement the interventions?When will the intervention be put in place?What is the goal of the intervention? When will the team meet again to determine if the intervention is effective?How will fidelity be determined?What data will measure intervention effectiveness? How often will data be gathered? Who will review and report the data?

Capture Meeting

Review pages 3 and 4 of the IPS Team Meeting Form and note the sections for capturing:Precise problem statementDocumentation of interventions

Who When Goal and Timeline Fidelity Effectivess

Review Sample



Step 3

Ella’s Situation:Monitor Impact of Solution and Compare Against Goal

Solution Action (Intervention) Results

Model Drawing, 3 times per week Partial Fidelity of ImplementationImproved but not to Goal

Dreambox for additional 90 minutes each week

Partial Fidelity of ImplementationImproved but not to Goal

Teacher attention signal Implemented with FidelityImproved but not to goal

Affirmative to Corrective feedback in core

Implemented with FidelityImproved but not to goal

Discuss Situation: Use this information and the Decision Making Tree to determine the next steps for Ella and the team.

Capture Meeting

Review pages 6 of the IPS Team Meeting Form and note the sections for capturing the information about fidelity shared at the meeting.

Review Sample



IPS Team Purpose

Turn to someone next to you and explain the purpose of each one of the steps of the IPS Team meeting.

Questions, Comments, or Concerns

Next Steps

Audience Date Purpose

MTSS Coaches September 24 Overview of MTSS

Elementary Assistant Principals

October 7 Review data team meeting with PM data

Lead Teachers October 17 Initial Training

Elementary Assistant Principals

November 6 Check-in on data teams and IPST processes

Documents

Multi-Tiered System of Support