Multi-Tiered System of Supports
Manual
Office of Academic and Behavioral Support
January 2016
Randy Stafford, Academic and Behavioral Support Coordinator
Authors
Stacey Rivers, MTSS District Liaison
Christine McCall, MTSS Liaison, Title I Schools
WCSD MTSS District Manual
Portions of this manual have been
adapted from the State of Florida’s
Guiding Tools for Instructional
Problem Solving website.
Walton County School District
Academic and Behavioral Support
145 S. Park Street
DeFuniak Springs, FL 32435
(850) 892-1100 ext. 1145
WCSD Multi-Tiered System of Supports
1
Table of Contents
Introduction
Purpose and Overview of the Multi-Tiered System of Supports
Tiered Levels of Support: Tier I, Tier II, Tier III
Academic Tiers at a Glance
Behavioral Tiers at a Glance
The School Based Intervention Team
Team Members and Responsibilities
Parental Involvement
Before the MTSS Process Begins
Teacher Responsibilities
MTSS Step-by-Step Guide
The Initial MTSS Meeting
Tier II – Academic
Identifying Academic Tier II Students
Academic Early Warning Systems
Academic Interventions
Tier II – Behavior
Identifying Behavior Tier II Students
Behavior Early Warning Systems
Behavior Interventions
Tier III – Academic
Identifying Academic Tier III Students
Academic Interventions
Tier III – Behavior
Identifying Behavior Tier III Students
Behavior Interventions
The Problem-Solving Model
Step 1: Identification
Step 2: Problem Analysis
Academic
Behavioral
Step 3: Intervention Design
Academic
Behavioral
Step 4: Implementation and Response to Intervention (RtI)
Responses
Progress Monitoring
Data Sources
Graphing Student Data
The Cornerstones of MTSS
Federal Regulations, State Statues, and State Board Rules
Application of MTSS to English Language Learners
Application of MTSS for Exceptional Student Education Eligibility
Appendices
Appendix A:
Three-Tier Model of School Supports Incorporating the Problem-Solving Process
Appendix B:
Walton County School District MTSS Forms
Appendix C:
Tier II and Tier III Worksheet Components
Appendix D:
What is an Intervention?
Appendix E:
MTSS Plan of Action
Appendix F:
Resource Links
Glossary
References
WCSD Multi-Tiered System of Supports
3
4
6
7
8
8
10
11
11
12
2
Introduction
Purpose and Overview of the Multi-Tiered System of Supports
The Multi-Tiered System of Supports (MTSS) is defined as a whole school, data driven,
prevention based, framework for improving learning and behavioral outcomes for every
student through a layered continuum of evidenced based practices and systems.
The MTSS process provides children early access to academic and behavioral
interventions. It is a “response to intervention” approach designed to assist in determining
who should be considered for Exceptional Student Education (ESE). Students should not
be considered for ESE if their difficulties are due to the “lack of appropriate instruction in
reading, including the essential components of instruction, instruction in math, [behavior],
or limited English proficiency” (State Rule reading 6A-6.0331). Finally, prior to or as part of
an ESE referral, a quality MTSS process insures students were provided appropriate, highquality, scientific, research-based instruction, and “data-based documentation of
repeated assessments of achievement at reasonable intervals, reflecting formal
assessment of student progress during instruction” (Federal Regulation Sec. 300.309(b)(2)).
A multi-tiered framework is used to organize resources and supports to ensure
student success. The three-tiered system focuses support intensity in a manner that aligns
with levels of student need and differentiated services. The first tier encompasses the
entire student body. Tier II is comprised of targeted students. The third tier focuses on
students with intensive needs.
The Multi-Tiered System of Supports
Academic and Behavioral
Tier III
 All students have
access
 Progress monitoring
 Research based
 Collaboration
 High-quality
Instruction
 Students that need highly
customized and intensive
interventions
 Customized
Tier II
 Students that need
additional targeted
interventions
 Targeted
 Additional Time and Intensity
Tier I
 Prevention
 School-wide
 All Students and Staff
 Best First Instruction with Universal Access
WCSD Multi-Tiered System of Supports
3
Tiered Levels of Support: Tier I, Tier II, Tier III
The Multi-Tiered System of Supports tiers are differentiated by the intensity of the
services provided. “More intensive instruction” is defined as an increase in the number of
minutes of exposure to quality instruction / intervention and / or narrowing the focus of
instruction.
In general, four questions should be considered when defining and differentiating
the Tiers.
 How much additional time will be needed?
 What will occur during the additional time?
 Who is the most qualified person available to deliver the additional instruction /
intervention?
 What is the best location for providing the additional instruction / intervention?
Descriptions of each Tier, and quick reference tables for Tiers II and III, are below.
Please note that the Tiers are not used to describe categories of students, timelines,
procedures, or specific programs.
Academic
 Tier I academics encompass all students, including those who require additional
learning enhancements needed to make academic acceleration. Tier I
instruction consists of scientific, research-based programs and best practices.
Behavior
 Tier I behavior plans incorporate all students, including those who require
additional behavioral instruction to adjust adequately to the academic
environment. Tier I behavior practices consist of school-wide plans and positive
behavior systems that implement scientific, research-based programs.
Academic
 Tier II is comprised of striving learners in need of “targeted” small group
instruction and / or interventions. These students require strategic interventions
that provide additional support of the core curriculum.
Behavior
 Tier II involves targeted groups of students in need of focused small group
behavioral instruction and interventions. These students require focused
interventions that provide additional support of the school-wide behavior plan.
Tier II instruction should be integrated with Tier I content
and performance expectations.
WCSD Multi-Tiered System of Supports
4
Tier II Progress Monitoring
Examples
Formative Assessments
*
*
*
*
*
Running Records
STAR
DFAs
Behavior Chart
Absences
Intervention Data
Gap Analysis
Tier II Intervention Examples
iii
Sonday System
LLI
Word Study
Visualize and Verbalize
Seeing Stars
Comprehension Toolkit
Critical Thinking Class (secondary)
Behavior Contract
Academics and Behavior
 Tier III academic and behavioral supports are based on a student’s response to
Tier I Core Instruction and Tier II targeted interventions. When quality instruction
and interventions are provided with fidelity and evidenced-based data indicates
a striving student is not closing the performance gap or demonstrating necessary
behavior adjustments, Tier III support is necessary. Tier III interventions
concentrate on students with intensive needs through explicit, individualized
instruction.
Delivery of Tier III instruction should be focused on the skills and / or behaviors that
pose the greatest barrier to the acceleration of student learning. Tier III
interventions are characterized by the narrowest focus and greatest number of
minutes of instruction available.
Tier III Progress Monitoring Examples
Assessments Correlated to Interventions
Running Records
STAR
DFAs
Behavior Chart
Absences
Intervention Data
Gap Analysis
Tier III Intervention Examples
Sonday System
LLI
Word Study
Visualize and Verbalize
Seeing Stars
Head Sprout
Differentiation with in the Secondary
Critical Thinking Class
Behavior Contract
The three tiers describe the different levels of support students may receive and
should change as students respond to provided interventions. It is important to remember
that the tiers do not have set “start” and “stop” points. Furthermore, students are not
required to “fail” in Tier I or Tier II before receiving Tier III supports should data and
evidence suggest intensive support is warranted.
WCSD Multi-Tiered System of Supports
5
Academic Tiers at a Glance
WCSD District Reading Plan, 2015
Tier III
Tier II
Tier I instruction and screenings, and Tier II targeted interventions with
progress monitoring, plus:
 Intensive interventions (that target a student’s specific reading
deficits for the remediation of existing challenges and the
prevention of more severe academic gaps)
 Weekly screenings (to ensure fidelity and guide team problemsolving)
 Expectations: Fewer than 5% of students class-wide
*Example of a healthy Tier III in a class of 20 students:
one student making accelerated progress
 Use the WCSD Tier III Focus Worksheet (Appendix B)
Tier I instruction and screenings plus:
 iii: 30 minutes of daily small group targeted interventions focusing
on reading components (phonemic awareness, phonics, fluency,
vocabulary, comprehension, oral language)
 Screenings every other week (to provide increasingly intensive
instruction that matches student needs based on the level of
performance and rate of progress)
 Expectations: 20% or fewer students class-wide
*Note: 80% of Tier II students are expected to make
accelerated progress. If not, then the teacher will
problem-solve with their Literacy Coach. If an individual
student is not making accelerated progress, the teacher
will create a Student Statement of Concerns.
*Example of a healthy Tier II in a class of 20 students:
four students are receiving Tier II interventions (iii); three out
of these four students are making accelerated progress
 Use the WCSD Tier II Focus Worksheet (Appendix B)
High Quality Core Instruction: whole group, small group, and
independent reading practice
 Quarterly screenings
 Expectations: 80% of students class-wide are making adequate
progress and are proficient with grade level standards
Example of a healthy Tier I in a class of 20 students:
16 students are making adequate progress and
performing on grade level (Tier I)

Tier I
Table adapted from the WCSD PM Guide
*Remember*
Students are not required to ‘fail’ in Tier I or Tier II before they are provided Tier III
support. The Tiers do not have specific ‘start – stop’ rules. They describe different levels of
support that students may receive if / when needed. These levels will change as the
needs of the students change.
WCSD Multi-Tiered System of Supports
6
Behavioral Tiers at a Glance
Examples of Possible Data
Collection Methods
Tier Characteristics
Tier III – Individualized Interventions
Functional Behavioral Assessment (FBA)
Progress Monitoring (RtI) Graphs
Individualized Behavior
Intervention Plan
Individual Counseling
Self-Monitoring
Includes no more than 5% of the student
population
Tier II – Targeted Interventions
Behavioral Observations
Intervention Data with Peer Group
Comparison
Targeted Group Interventions for
Behavior and Academic Concerns
Includes no more than 10% – 15% of the
student population
Tier I – Core
Discipline Referrals
Referral History
Observations
Attendance Data
School Climate Surveys
School-Wide Discipline Plan
(i.e., Character Education)
Core Curriculum
Positive Behavior Supports (PBS)
Classroom Procedures
Includes 100% of the student population
*Problem Behavior Identification*
Effective problem solving requires the definition of a problem in terms of what a
student is or is not doing. It should be an expressed concern that can be observed or
measured. Avoid general descriptions and labels of students, such as “lazy,”
“unmotivated,” or “angry.”
WCSD Multi-Tiered System of Supports
7
The School Based Intervention Team
The MTSS process is a collaborative problem solving procedure that is vital for many
students’ academic and behavioral achievements. To ensure that the process is
implemented with fidelity, every school needs a School Based Intervention Team. This
team should be comprised of administrators, teachers, and other personnel who are
involved with student achievement and learning at the school level.
The mission of a School Based Intervention Team is to
Identify the needs of students who are struggling academically and / or
behaviorally and may be “at-risk”
 Recognize students who are achieving at high academic levels who may need
additional enrichment experiences
 Provide students with academic, behavioral, and social supports needed to
succeed in school by implementing various strategies and interventions within
the general education classroom

The School Based Intervention Team should meet on a weekly basis to discuss
school wide data that is focused on grades, assessment results, absences, and behavior.
(It is acceptable for Secondary teams to meet twice a month if caseloads permit.)
Please note all meetings must be documented on the Walton County MTSS
Conference Notes Form (Appendix B).
After data are analyzed, specific students are targeted for support. The School
Based Team prescribes interventions and creates school wide intervention schedules.
Scheduling needs to allow time for interventions to be implemented into the core
curriculum (Tier II) as well as provide opportunities for additional small group (Tiers II and III)
and one-on-one instruction (Tier III).
When a student has been referred to the School Based Intervention Team, the
support he or she receives is known as the Multi-Tiered System of Supports or MTSS. At this
point, the school must make it known to the parent / guardian that their child is in the MTSS
process. State Rule 6A-6.0331(1)(a)
Team Members and Responsibilities
The School Based Intervention Team is composed of various personnel with an array
of expertise (State Rule 6A-6.0331(1)), but should be flexible per the needs of individual
cases. In addition to members assisting with the problem solving process (discussed on
pages ___), the following descriptions provide examples of the traditional roles and
responsibilities, types of data, and expertise, participants might contribute to the team’s
collaboration process.
Roles, responsibilities, and participants may vary among schools.
WCSD Multi-Tiered System of Supports
8
Guidance Counselor
 Team Coordinator / Facilitator
 Facilitate MTSS team meetings
Guidance Counselor or Administrative Appointee
 Serve as a resource person for
referrals to appropriate
 Schedule MTSS meetings
community and mental health
 Create an agenda for MTSS meetings
 Complete all necessary WCSD approved forms
agencies
 Facilitate the Problem Solving Process during
 Serve as liaison between
MTSS meetings
school, family, student, and

Provide communication to parent / guardian in
community
the preferred language (verbally and written)
 Provide input developing
 Provide guidance implementing family and
interventions and progress
social interventions (all information provided in
monitoring tools
the parent / guardian’s preferred language)
 Ensure parent / guardian
notification, in the preferred
language, before a referral is initiated
 Keep and maintain a separate folder for each MTSS referral, RtI plans, and notes on
every student discussed during MTSS meetings (with the student’s name clearly
displayed)
 Insure the MTSS folder is placed in the student’s cumulative folder when the case is
closed or referred (this should also be completed when a student withdraws)
 Insure the proper transfer (and confirmation of receipt) of MTSS folders and RtI plans
for students who matriculate from elementary to middle school and middle to high
school
Administrator
 Attend MTSS meetings (or appoint administrative designee)
 Conduct (or appoint facilitator of) data chats with all instructional staff
 Determine professional development needs as related to the MTSS process and
provide opportunities for staff to attend as needed
 Provide adequate time during the school day for MTSS meetings
 Consult with the team on proposed interventions
 Collaborate with the team to identify strategies, materials, and resources for
interventions
Classroom Teacher
 Provide quality Core Instruction with fidelity
 Identify students that are not making adequate progress
 Collaborate with the team to determine interventions for targeted students
 Implement interventions with fidelity and monitor student progress as indicated on
the WCSD Focus Worksheets
 Complete all necessary WCSD approved forms
 Review interventions and progress monitoring data at MTSS team meetings
 Ensure students receive interventions with fidelity from assigned personnel as
indicated on the WCSD Focus Worksheets
WCSD Multi-Tiered System of Supports
9
Speech Language Pathologist / School Psychologist / Staffing or Resource Specialist
 Attend MTSS meetings as available and appropriate
 Contribute information regarding instructional methodologies, and strategies
 Provide data interpretation as needed and appropriate
 Assist development of interventions in area of expertise
 Provide input developing interventions and progress monitoring in area of expertise
 Assist intervention evaluation and progress monitoring fidelity and effectiveness (i.e.,
implemented as designed, student progress)
 Provide intervention support for classroom teachers in area of expertise (as needed)
Literacy Coach / Math Coach
 Attend MTSS meetings as available and appropriate
 Contribute information regarding instructional methodologies, strategies, and
curriculum
 Assist development of interventions in area of expertise
 Provide intervention support for classroom teachers in area of expertise (as needed)
 Provide professional development concerning interventions, progress monitoring,
and differentiated instruction (as needed)
Parent / Guardian
 Provide relevant home / community information (in their preferred language)
 Provide relevant medical / social information (in their preferred language)
 Collaborate with school personnel to implement interventions
 Ask questions about the status of interventions
 Attend meetings
Parental Involvement
Parents and / or guardians should be invited and encouraged to participate in
School Based Intervention Team meetings. Regardless of whether a parent or teacher
initiates a concern, parental involvement should be facilitated. Parental involvement is a
vital part of student achievement and the MTSS process. Parental education regarding
the MTSS process should be a priority when implementing a MTSS plan.
Meaningful and effective parental / family involvement is not only critical to student
progress but is also required (State Rule 6A-6.0331(1)(a)). It is essential to inform and
involve parents at each step of the MTSS process. The school should share all information
obtained from progress monitoring each time data are analyzed to make instructional
decisions and / or at regular intervals. Parents should be actively engaged in all decisions
regarding adjustments to interventions and related changes to their child’s curriculum.
Per State Rule 6A-6.0331(1)(a), “Documentation of parental involvement and
communication must be maintained.” Please insure that you are using, the most recent
WCSD ‘Parent Notification Form’ (Appendix B) and obtaining parental signatures.
WCSD Multi-Tiered System of Supports
10
Before the MTSS Process Begins
Initial baseline data collection involves school staff team members only. It is
customary to discuss the majority of students at these initial meetings and, as such, would
be inappropriate to invite parents due to confidentiality concerns. This modified School
Based Intervention Team determines how the initial baseline data will be specifically
collected at each school. Many schools refer to these initial meetings as “data chats.”
In regards to behavior, the School Based Intervention Team should consider
questions such as, “How effective are school-wide and positive behavior support
programs,” and “How well are the Tier I behavioral core procedures implemented?”
These questions may help to frame the team’s thinking about its behavioral baseline data.
Baseline data is essential to quantify resulting decisions about future interventions.
Failure to collect pre-intervention, baseline data can be detrimental, leading to incorrect
student and / or problem identification, culminating in poorly designed interventions,
goals, and results.
Teacher Responsibilities
When a teacher, parent / guardian, or other staff member suspects a student has a
difficulty or notes concern, the following actions should be implemented.
 Review the cumulative record including all academic and behavioral data, and
any other pertinent background information
 Define the concern in behavioral, observable, and measurable terms
 Identify the student’s strengths and motivators
 Begin collecting frequent progress monitoring data to determine how the student is
responding to curriculum and / or behavioral expectations in the classroom.
If the data confirms that the student is performing below classroom expectations
and that his / her rate of progress is not sufficiently closing the gap, a parent conference is
needed. The teacher should confer with the parent / guardian (in the parent / guardian’s
preferred language) regarding the nature of the concern, sharing the data collected, the
student’s strengths, measures that will be taken to assist the student, and how results will be
gaged and communicated. This conference may be conducted face-to-face, by letter,
or phone; however, it must be documented with evidence of parental involvement.
Targeted measures related to the identified skills gap / behavior are implemented
with integrity, and frequently assessed to determine the impact of the methods. Should
these methods fail to improve the student skills / behavior at a rate of progress that will
catch up to classroom expectations, the teacher will complete a WCSD Student
Statement of Concerns (Appendix B). The Student statement of Concerns requests brief
information on the student’s background, observed problem(s), current performance
data, rate of progress, and / or behavior frequencies. At this point, the teacher refers the
student to the School Based Intervention Team.
WCSD Multi-Tiered System of Supports
11
MTSS Step-by-Step Guide
SBIT identifies Tier II students
through data analysis
(
The team meets to collaborate and decide on the best prescriptive
intervention(s) to meet student needs. Teacher involvement is vital.
Parent Notification of
Intervention Activities
is sent home and
returned with parent
signature (required).
The team meets and collaborates to fill out the Tier II Focus Worksheet with
teacher input. (Parent invitation with return signature is recommended)
Tier II Interventions are
implemented with fidelity
The team reconvenes to review Progress
Monitoring Data from the Tier II intervention(s)
The team discusses the student’s
Response to Intervention (RtI)
If the Response to Intervention is:
Poor
If the response if Poor, Tier II interventions will need to be
increased and / or Tier III interventions added
Questionable
If Tier III interventions are added, the team completes the Tier III Focus Worksheet with
teacher input. Collaborative decisions for the best prescriptive Tier III intervention(s) are
made. (Parent invitation with return signature is required)
Questi
onable
Tier III Interventions are
implemented with fidelity
Positive
The team reconvenes to review Progress
Monitoring Data from the Tier III intervention(s)
The team discusses the student’s
Response to Intervention (RtI)
t signature
(required).
If the response if Poor and data shows that the gap continues to widen, the team may consider
submitting documentation to the District’s MTSS Liaisons for review and recommendations.
WCSD Multi-Tiered System of Supports
12
The Initial MTSS Meeting
The focus of School Based Intervention Team MTSS meetings is to discuss students
that have been identified as needing targeted and / or intensive interventions. The team
develops and implements interventions that address specific student needs and follows up
by analyzing progress-monitoring data to assess growth. An identified student’s initial
meeting will be scheduled to discuss a submitted Student Statement of Concerns
(Appendix B) and pertinent data.
During all MTSS meetings, conference notes should be taken on the WCSD
Conference Notes form (Appendix B). When the School Based Intervention Team
determines targeted (Tier II) interventions, the WCSD Tier II Focus Worksheet should be
completed. Additionally, a WCSD Tier II Intervention Worksheet should be used during
interventions sessions for accurate documentation (Appendix B).
Tier II – Academic
Identifying Academic Tier II Students
Tier II students are identified during
initial baseline data collection meeting.
Previous and current assessment results,
grades, and teacher observations should be
carefully analyzed and discussed. The School
Based Intervention Team then decides which
students meet criteria for and may benefit
from targeted Tier II interventions.
Tier II Academic
At-Risk Indicators
 Student has more than one area of concern
 Student growth is historically slow or regularly
inconsistent
 Student is more than one grade level behind
 Student is new with documented
interventions from previous school
Academic Early Warning Systems
It is recommended that schools also implement an “Early Warning System.” This
means looking for and targeting students with the following characteristics





Retentions
Level 1 or 2 scores on the FSA (or FCAT)
Reading below grade level
Previously identified Tier II and / or Tier III
Physical and / or medical concerns
Academic Interventions
Tier II interventions are delivered in addition to Tier I Core Instruction and whole-class
strategies. They should be linked to Tier I curriculum and expectations. Small group
instruction, with six or fewer students, has produced the most positive Tier II intervention
results (Burns, 2010). The Walton County School District Reading Plan identifies elementary,
WCSD Multi-Tiered System of Supports
13
small group, iii instruction as a Tier II intervention (Section 2, Question 5). At the secondary
level, Intensive Reading and Intensive Math classes are Tier II interventions (Section 5,
Question 3). However, Tier II interventions are not limited to iii and Intensive classes.
Schools are encouraged to utilize District approved, scientific researched-based programs
for interventions beyond iii instruction and Intensive classes.
Tier II interventions must address each student’s specific area(s) of need and be
linked to the core curriculum. For example, a student struggling with grade level phonics
instruction must have a Tier II intervention that addresses phonics remediation. See the
chart below to determine who is able to assist you with intervention materials available
within WCSD.
Elementary
Secondary
Literacy Coach
Reading
Instructional Coach
Literacy Coach
(in schools with this support personnel)
Instructional Coach
Math
(in schools with this support personnel)
Math Coach
Math Department Chair
The WCSD Tier II Focus Worksheet (Appendix B) is a helpful guide for Tier II meetings
and intervention development as it includes all necessary and required information. Tier II
interventions must also be documented on the WCSD Tier II Intervention Documentation
Worksheet (Appendix B). In addition to providing implementation documentation, this
Worksheet provides information concerning student progress, absences, intervention
fidelity, and other valuable data. All Worksheets should be filled out in their entirety.
Tier II – Behavior
Identifying Behavior Tier II Students
Similar to academic Tier II identification,
initial baseline data is used to characterize
students with Tier II behavior concerns. Using
baseline absences, behaviors, and referrals,
the School Based Intervention Team decides
which students meet the criteria for receiving
targeted, instructional Tier II behavior
interventions. Additionally, individual student
data on the intensity of specific behaviors
(i.e., frequency, duration) and teacher made
behavior progress reports are useful.
WCSD Multi-Tiered System of Supports
Tier II Behavior
At-Risk Indicators
 Behavior blatantly disrupts classroom
procedures
 New student with documented behavior
interventions from previous school
14
Behavior Early Warning Systems
”Early warning systems” also apply to behavior situations. Behavior indicators
include:




previous Tier II and / or Tier III behavior plans and interventions
excessive absences and / or tardies
discipline issues with referrals
medical and / or physical complications
The School Based Intervention Team may also want to consider whether most
referrals come from several settings or a few. Do specific teachers write the majority of
referrals and / or request the most support? Do informal ‘walkthroughs’ suggest particular
settings in need? Do the data indicate school-wide “systemic” behavioral issues or
specific individual issues?
Behavior Interventions
Tier II behavior interventions are provided in addition to school-wide Tier I Core
Behavior Programs and classroom procedures. Tier II behavior interventions should be
coupled with Tier I expectations and curriculum, but be targeted plans centered on
student need. An effective instructional Tier II behavioral small group should include 10 or
fewer students (CITE).
When developing Tier II behavior interventions, the School Based Intervention Team
should consider targeted interventions already offered at the school and their current
effectiveness. Remember, important considerations of existing or proposed targeted
interventions are their connections to Tier I Core Behavior Programs and procedures. The
team should also consider students with similar targeted behaviors for small group
interventions but always be mindful that the types or roots of specific student behaviors
match the group (i.e., fit the group to the student, not the student to the group). Crucial
populations for teams to keep in mind are students in need of support, which school
discipline data does not ‘capture’ (i.e., students with internalizing concerns and / or
conditions). Finally, teams should continually monitor the quality and fidelity of all
implemented Tier II behavior interventions, looking for those with the most positive impact
on students.
The WCSD Tier II Behavior Focus Worksheet (Appendix B) is a helpful guide for Tier II
meetings and intervention development as it includes all necessary and required
information. This Worksheet should be filled out in its entirety. Tier II behavior interventions
must be documented on a school or teacher created form that provides implementation
dates, student progress, and fidelity data.
Behavioral Intervention classes will be implemented in all WCSD secondary
schools by the 2016 – 2017 school year. Students will be referred to these
classes through the MTSS process, as they will be a Tier II behavior
intervention. Students will be guided and instructed on effective methods
of modifying behavior through critical thinking and problem solving.
WCSD Multi-Tiered System of Supports
15
Tier III – Academic
Identifying Academic Tier III Students
If a student does not demonstrate
sufficient response to Tier II interventions, based
on Tier I and Tier II data, the School Based
Intervention Team should consider intensive Tier
III services.
Individual Tier II ‘Response to Intervention’
and diagnostic data are typically collected to
inform Tier III academic discrepancies and
interventions. Tier III intervention(s) must provide
an increase in intensity and frequency. These
interventions must be reevaluated, and
changed from Tier II. Intensive Tier III
interventions are provided in addition to all Tier I
instruction and Tier II targeted interventions the
student is already receiving.
Tier III Academic
At-Risk Indicators
 New student that appears to have
significant gaps in learning or struggles due
to different instruction or educational
standards
 Student with significant medical trauma and
/ or mental health concerns
 New student with documented Tier III
interventions from previous school
Academic Interventions
Tier III interventions consist of a direct alignment of student need, highly
concentrated instruction, and intensity. Tier III interventions are characterized by
1.
2.
3.
4.
5.
6.
7.
More instructional time
Individual instruction or small groups of three or fewer students
Precisely targeted instruction at the student’s appropriate level
Explicitly detailed instructional explanations
Highly systematic instructional sequences
Extensive opportunities for practice
Numerous opportunities for error correction and feedback
An effective academic intervention support system must have ‘tailorable’
intervention resources available. Students requiring Tier III academic supports necessitate
interventions matched to their specific academic gaps, discerned through data based
evidence. Selected interventions should be supported by scientific based research that
has been proven effective at addressing the specific challenge(s) presented.
Visit the What Works Clearinghouse for detailed, scientific based researched
information on the quality of programs and practices in education. Within the
Clearinghouse you will be discover evidence and find ‘what works’ to “improve literacy
skills… increase math achievement… help students with special needs…[and] address
your school’s challenge” (U.S. Department of Education, 2016).
WCSD Multi-Tiered System of Supports
16
Tier III – Behavior
Identifying Behavior Tier III Students
Tier III Behavior
As with academics, Tier III behavior
At-Risk Indicators
identification results when a student does not
 Student consistently receiving disciplinary
make sufficient improvements, as supported by
referrals
data based evidence, during Tier II
 New student with documented Tier III
interventions from previous school
interventions. When this occurs, students are
considered for intensive Tier III services.
Individual diagnostic data, teacher
observations, and Tier II ‘Response to Intervention’ information is typically collected to
inform Tier III behavior perpetuations and subsequent interventions. The intensity and
frequency of Tier III interventions must be increased, reevaluated, and revised from Tier II.
Behavior Interventions
Tier III behavior interventions consist of highly concentrated behavioral instruction
where intensity and student need is directly aligned. Tier III behavior interventions may be
characterized by
1.
2.
3.
4.
5.
More instructional time addressing behavioral reasoning
Smaller groups (or individuals)
Precisely targeted behavioral instruction
Ample opportunities to practice behavioral scenarios
Numerous opportunities for behavior correction, feedback, and adaption in a
safe environment
An effective behavior intervention support system must have ‘tailorable’
intervention resources available. An ‘off the shelf’ program is rarely productive beyond
Tier I instruction (CITE). Students requiring Tier III Behavior supports necessitate interventions
matched to their specific needs. Interventions should be supported by scientific based
research that has been proven effective addressing the specific needs presented. All
schools have been provided a copy of Randy Sprick’s, Teacher’s Encyclopedia of
Behavior Management (see your guidance counselor). This is a valuable resource full of
useful and realistic behavior interventions.
If a student requires Tier III behavior interventions, a Functional Behavioral
Assessment should be completed. This assessment will produce a Positive Behavior
Intervention Plan (PBIP). School Based Intervention Teams should implement the PBIP with
integrity and fidelity. Should more than one student have similar Tier III behavior needs,
they may be served by small group instruction with four or fewer students.
WCSD Multi-Tiered System of Supports
17
The Problem-Solving Model
The Problem-Solving model is a method of solution determination where multiple
data sources and perspectives are considered. The use of this process reveals a
“complete picture” of the problem and possible solutions are established. The ProblemSolving Model entails four steps that require careful consideration, suggestions, input,
and ideas from team members. This is a paradigm shift from diagnosing, placing, and
labeling students, to problem-solving, intervening, and helping students.
Step 1: Problem Identification
Define the Problem. What is the problem?
Step 1 Guiding Questions
Where are we?
The MTSS team must review the targeted
Where do we want to go?
student’s data in relation to his / her
classmates. If everyone else is making
Is there a difference between the
student’s performance and the goal?
progress, then a problem involves factors
influencing the individual student. (If not,
then whole group interventions must be considered.)
Determine what you want the student to do (Replacement Behavior)
Replacement behaviors identify what we want the student to be able to do. They
are specific, observable, and measurable. It is often difficult for teams to come to
consensus or pinpoint a core problem; however, teams often concur on what they
want the student to achieve.
WCSD Multi-Tiered System of Supports
18
Set an Academic and / or Behavior Goal
Goals must be realistic! The academic and / or behavior goal is generally the level
of performance needed to achieve specific standards by the end of the school
year or other identified time frame. Behavioral goals are often determined by the
level of performance necessary to be successful, which may be, in certain cases
(i.e., aggression), every time.
Step 2: Problem Analysis
Develop a Hypothesis. Why is the problem occurring?
Determine probable reasons for the behavior.
The problem occurs because __________________.
Step 2 Guiding Questions
Why is the problem occurring?
Why are students not attaining desired
levels?
Academic
Review multiple possibilities / causes that may include but are not limited to the
student, peers, teachers, home, school environment, and / or curriculum.
The student is not reading on grade level because…
1.
2.
3.
4.
Student ~ He has not retained foundational reading skills and lacks stamina
Peers ~ His peers think they are helping by providing him answers
Teacher ~ His teacher does not use adequate “wait time”
Home ~ His parents have indicated the inability to help with home
assignments
5. School Environment ~ The school-wide A.R. reading incentive program has
become an additional impediment
6. Curriculum ~ The current curriculum is above his instructional level
Example academic hypothesis statement: The teacher and peer group are
unintentionally reinforcing the student’s deficiency and his parents do not know
how to encourage at home reading.
Collect assessment data to validate the hypothesis.
WCSD Multi-Tiered System of Supports
19
Behavioral
Review multiple possibilities / causes that may include but are not limited to the
student, peers, teachers, home, school environment, and / or curriculum.
The student is not using problem-solving skills because…
1. Student ~ She does not have the social skill of self-control
2. Peers ~ Her peers reinforce her aggression and do not model or reinforce
non-aggressive behavior
3. Teacher ~ Her teacher does not recognize the initial behaviors associated
with her aggression response
4. Home ~ Aggressive behaviors are modeled and accepted in the home
when family members are provoked or frustrated
5. School Environment ~ School-wide instruction and emphasis on non-violent
character traits has been ineffective for her leading to frustration and
aggravation
6. Curriculum ~ The current curriculum is above her instructional level and she
is trying to mask her vulnerability in an inappropriate way
Example behavioral hypothesis statement: The peer group is reinforcing the student
and her parents accept her reaction to ‘fight’ when threatened or provoked.
Collect assessment data to validate the hypothesis.
Step 3: Intervention Design
Develop a Plan. What are we going to do about the problem?
Consider both how to teach and what to
Step 3 Guiding Questions
teach. The goal is to develop a researchWhat are we doing about the problem?
based instructional / intervention plan that
What is it about the interaction of the
matches the student’s needs and has the
instruction, curriculum, learners, and
greatest likelihood for success. A good
learning environment that should be
intervention plan explicitly defines the skills to
altered so that students can learn?
be taught, focuses on measurable
objectives, defines who will complete tasks (when and how), describes a progressmonitoring plan, and indicates available resources. Be sure to match the
intervention type and intensity to the student, setting, and area of concern.
Remember, interventions must focus on teaching replacement behaviors and / or
missing skills.
WCSD Multi-Tiered System of Supports
20
Academic
Example plan for previous academic hypothesis: The teacher and peer group are
unintentionally reinforcing the student’s deficiency and his parents do not know
how to encourage at home reading.
1. Peer group / class discussion and reinforcement that focuses on classroom
procedures; specifically, only answering the questions you are asked and
not ‘helping’ other students during independent work
2. Teacher development / coaching on the benefits of utilizing adequate
‘wait time’
3. Provide positive reinforcements and incentives for independent reading
4. Parent conference and training on the principles of supporting basic
reading skills and motivational techniques
5. Small group intervention that focuses on phonics and vocabulary
development, utilizing Fountas and Pinnell’s Leveled Literacy Intervention
System ( LLI) and its corresponding progress monitoring components, to
occur five times per week in 30-minute sessions provided by the
interventionist
Behavior
Example plan for previous behavioral hypothesis: The peer group is reinforcing the
student and her parents accept her reaction to ‘fight’ when threatened or
provoked.
1. Peer group intervention (class discussions) that focuses on appropriate
responses to aggravation and frustration
2. Class-wide social skills training which focuses on verbal conflict resolution
3. Positive reinforcements, support, and incentives for demonstrating verbal
resolutions
4. Parent conference and training to obtain parental support of nonaggressive responses
WCSD Multi-Tiered System of Supports
21
Step 4: Implementation and Response to Intervention (RtI)
Implementation and Evaluation. Is it working?
Step 4 Guiding Questions
A valid Response to Intervention requires
documented and graphed progress monitoring.
It is only through regular progress monitoring
that a team can ensure a student is making
appropriate academic and / or behavioral
progress. Progress monitoring methods may
include, but are not limited to, curriculum-based
measurements, frequency of behaviors, and the
accuracy and completeness of assignments.
Is the intervention producing the desired results?
Is the response positive, questionable, or poor?
Should adjustments be made to ensure integrity
of the intervention?
Should the intervention be increased by
reducing group size, increasing amount of time
and frequency, or narrowing the focus of the
intervention?
The team reviews the gathered data and asks questions in order to make decisions
concerning the student’s Response to Intervention. These questions may include
1.
2.
3.
4.
Is the rate of progress acceptable?
Does the student require interventions that are more intensive?
Has enough progress been made so the student can return to the Core (Tier I)?
Does the student’s progress show the need for continued interventions?
Responses
A positive Response to Intervention occurs when the academic and / or behavioral
gap is closing and the student is making progress towards the desired goal. At this point,
continue the intervention until the student reaches the goal or discontinue if the student
has achieved functional (behavioral) independence.
A questionable Response to Intervention occurs when the student is neither closing
the gap nor widening it. In other words, the situation is not any worse, but is not any better
either. At this point, the first step is to evaluate whether the
intervention is being implemented as designed (fidelity). If so,
Intervention intensity
the team should consider increasing the intensity of the
can be increased
current intervention(s) for a designated period of time and
by reducing the size
then reassess impact. If the rate of progress has not
of the group,
improved, the team needs to return to problem solving and
increasing the
initiate a different intervention.
amount of time and
A poor Response to Intervention occurs when the
/ or the frequency
deficiency gap widens and the student falls further behind or
that the intervention
behaviors escalate. Intervention fidelity should be evaluated
is delivered, or by
and if it is determined that the response is not due to lack of
narrowing the focus
fidelity, the team needs to return to problem solving and
of the intervention.
initiate a different intervention.
This Problem Solving Process is a self-corrective,
decision-making model focused on academic and / or
behavioral intervention development and progress monitoring with frequently collected,
WCSD Multi-Tiered System of Supports
22
measurable data that illustrates student performance. By graphing data points collected
from this on-going progress monitoring, the Responses to Intervention and trends in student
performance can be easily visualized and student performance trajectories will clearly
reveal the type of response achieved.
WCSD Multi-Tiered System of Supports
23
Progress Monitoring
Monitoring student progress is an essential component of the problem solving
process. Effective progress monitoring provides information needed to ensure that timely
support is provided to students in direct relation to the intensity of their needs. The
frequency of data and the type of data monitored will vary based on individual student
deficiencies, the severity of the problem, and / or nature of the intervention. The three
categories of data a MTSS team should consider include



Baseline data that compares the targeted student’s current level of functioning
to performance standards and / or the performance of his / her peers
Progress monitoring data that shows the student’s rate of learning
Diagnostic data that provides information about specific skill acquisition
Baseline data should include information about the gap between the targeted
student’s current performance and the expected performance standard; this information
illustrates how far below the standard the student is currently achieving. Unlike baseline
data, which is a static picture of a child’s performance at one point in time, progressmonitoring data is a measure of rate and change that includes multiple assessments of
the student’s performance.
When completed and used with fidelity, progress monitoring promotes






accelerated learning through appropriate instruction
informed instructional decision-making
documentation of student progress for accountability
efficient communication with families and team members
higher expectations
fewer referrals for special services
Data Sources
A central aspect to the MTSS process involves the use of data. Students’ data are
monitored to determine their progress toward mastery of the core curriculum and their
Response to Intervention. Additionally, data are used in determining the fidelity of
implementation for interventions.
Examples of data include, but are not limited to reading running records, FSA, STAR,
DAR, classroom grades, adopted computer programs, amount of instructional time lost
due to classroom removals, absences, tardies, behavioral observations, intervention
reports, In-School Suspensions, Out of School Suspensions, office discipline referrals, and
information from parent(s) / guardian(s). When identifying a progress-monitoring tool for
data collection, it is recommended that the intervention program’s progress monitoring
component be used. However, if the intervention does not have a progress-monitoring
component, STAR and DFAs are acceptable substitutions, if their measurements match
the prescribed intervention.
WCSD Multi-Tiered System of Supports
24
Graphing Student Data
Graphs must be completed that illustrate both academic and behavioral progress
throughout the course of the MTSS process. Graphic representations are a means of
effectively presenting data to parents, students, and education professionals involved in
problem identification, analysis, and intervention planning. Graphs quickly convey the
degree to which a student is responding to the interventions provided (see illustration on
page ___). Fewer conflicts occur when all parties fully understand all data presented.
Graphs clarify the success of interventions as related to a student’s response over time.
When instructional adjustments are made, based on a student’s Response to Intervention,
parents are visually reassured that the school is taking active measures to meet their
child’s needs. Graphs of student performance and rate of progress should be made
available to parents each time the School Based Team meets and uses data to make
decisions.
Progress monitoring requires graphing; however, it will look different throughout the
Tiers. Tier I data collection and graphing represents whole groups. Graphing for Tiers II
and III is individualized for targeted areas of intervention. Graphs should help the School
Based Intervention Team visualize current performance levels compared to goals and / or
expected performance levels. Graphs should also provide a sense of whether students
will reach their goals within the prescribed amount of time.
The Cornerstones of MTSS
Three-Tiered System
of Interventions
MTSS
Systematic,
Team Based,
Problem
Solving
WCSD Multi-Tiered System of Supports
Data
Supported
Progress
Monitoring
and Analysis
25
Federal Regulations, State Statutes, and State Board Rules
Federal Regulation Sec. 300.309(b)(2)
(b) To ensure that underachievement in a child suspected of having a
specific learning disability is not due to lack of appropriate instruction in
reading or math, the group must consider, as part of the evaluation
described in Sec. Sec. 300.304 through 300.306
(2) Data-based documentation of repeated assessments of achievement
at reasonable intervals, reflecting formal assessment of student progress
during instruction, which was provided to the child’s parents
Florida Senate Bill 850
State Rule 6A-6.0331 General Education intervention Procedures, Evaluation,
Determination of Eligibility, Reevaluation, and the Provision of Exceptional Student
Education services
“The procedures and criteria for general education interventions,
identification, evaluation, and determination of eligibility of students with
disabilities and gifted students by school districts shall be set forth in the
school district’s ESE Policies and Procedures document consistent with the
following requirements…”
State Rule 6A-6.0331(1)
“It is the local school district’s responsibility to develop and implement a
multi-tiered system of support which integrates a continuum of academic
and behavioral interventions for students who need additional support to
succeed in the general education environment.”
State Rule 6A-6.0331(1)(a)
“Parent involvement in general education intervention procedures.
Opportunities for parents to be involved in a databased problem solving
process to address the student’s areas of concern must be made
available. In addition, there must be discussion with the parent regarding
the data used to identify the problem and monitor student progress, the
student’s response to instruction and interventions, modification of the
interventions, and anticipated future action to address the student’s
learning and/or behavioral needs. Documentation of parental
involvement and communication must be maintained.”
WCSD Multi-Tiered System of Supports
26
Application of MTSS to English Language Learners
An increasing challenge is the difficulty in determining an English Language
Learner’s (ELL) potential using standardized intelligence assessments and testing
procedures. An ELL student’s lack of full proficiency in English is often misinterpret as low
intelligence or as a language or learning disability. The MTSS process has been successful
at preventing academic failure by providing support for culturally and linguistically diverse
students within the general education environment. Ideally, the MTSS process will
decrease the number of ELL students who are inappropriately referred to and placed in
special education programs.
Application of MTSS for Exceptional Student Education Eligibility
The successful implementation of MTSS principles encompasses general education
initiatives first and special education services second. The traditional model of addressing
student needs by conducting pre-referral activities as required in the process of finding a
student eligible for special education is based on a “wait to fail” practice that selfidentifies students. The problem with this model is that once a student is identified, the
average gap between student performance and grade-level skill requirements is too
great (more than two years) to respond to successfully based on the level of intervention
resources available in schools. The MTSS process is more equitable and efficient than
other models designed to promote performance for all students.
WCSD Multi-Tiered System of Supports
27
Appendices
Appendix A: Three-Tier Model of School Supports Incorporating the Problem-Solving
Process
WCSD Multi-Tiered System of Supports
28
Appendix B: Walton County School District MTSS Forms
Walton County School District MTSS Forms
Hyperlink all forms by form title!
Appendix C: Tier II and Tier III Worksheet Components
Tier II and Tier III Worksheet Components
1.
2.
3.
4.
5.
6.
7.
8.
Definition of the problem
Measurement of the behavior
Gap between current and expected behavior
Suspected reason why the student is not successful
Intervention or strategy designed to address the specific problem
Person(s) responsible for intervention and follow up
Evaluation method to determine whether intervention was successful / set criteria
for success
Follow-up date
WCSD Multi-Tiered System of Supports
29
Appendix D: What is an Intervention?
What is an Intervention?
An intervention is a specific academic and / or behavioral research based plan or
program that is different from the regularly occurring activities in the general education
classroom – with evidence of implementation. Interventions are designed to provide skills
for at-risk students that need to accelerate academic learning and / or improve behavior
traits to achieve grade-level expectations.
An intervention is not
1. An assessment, such as a Functional Behavior Assessment (FBA), KBIT-II, classroom
observation, or psycho-educational evaluation
2. A preferential or change of seating
3. Parent / guardian contact
4. Instruction that reviews previously taught materials not targeted to the student’s
identified area of concern, nor includes frequent ongoing progress monitoring
5. Extra homework or peer buddies
6. Retention
7. Suspension (in or out of school)
8. Detention
WCSD Multi-Tiered System of Supports
30
Appendix E: MTSS Plan of Action
MTSS Plan of Action
A MTSS Plan of Action includes




A statement of the problem identified through the problem solving process
Baseline data or the level of skill in the identified problem area before any
interventions are implemented
A research based intervention, with a document progress monitoring
component, targeted to the student’s identified area of concern
An intervention plan with…






a goal statement that indicates the specific, observable, measurable,
realistic, and targeted outcomes for student improvement
a detailed summary of the steps involved in the intervention and the
resources required to implement the plan
the date the plan is initiated and the length of time the intervention will be
implemented
a statement indicating how student progress will be monitored and how
data will be collected and graphically portrayed
name(s) and position(s) of the people initiating the intervention and
collecting the progress monitoring data for future decision-making
Regular examinations of progress monitoring data in order to ensure that the
student is progressing at an acceptable rate
WCSD Multi-Tiered System of Supports
31
Appendix F: Resource Links
Resource Links
State Resources
Florida’s Problem Solving & Response to Intervention Project
http://www.floridarti.usf.edu/resources/topic/mtss/index.html
Florida’s Multi-Tiered System of Supports
http://www.florida-rti.org/
National Resources
National Association of School Psychologists (NASP)
http://www.nasponline.org/
Center on Response to Intervention at American Institutes for Research
http://www.rti4success.org/
National Center on Student Progress Monitoring
http://www.studentprogress.org/
Other Resources
Intervention Central
http://www.interventioncentral.org/
RtI Action Network
http://www.rtinetwork.org/
RtI Wire – Your Gateway to ‘Response to Intervention’ Resources on the Internet
http://www.jimwrightonline.com/php/rti/rti_wire.php
What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
Videos for Teachers that ‘Review’ the MTSS and / or RtI Process
“Special Education Referral”
https://www.youtube.com/watch?v=KrapFXnZIDE
“Teacher Wants Student Tested for Special Education”
https://www.youtube.com/watch?v=lglYAoqynGk
“Before the SpEd Referral”
https://www.youtube.com/watch?v=AA6jGtyWX3I
WCSD Multi-Tiered System of Supports
32
Glossary
Academically Engaged: Students are academically engaged when they are
participating in activities / instruction in a meaningful way and understanding the tasks in
which they are involved
Accommodation: Accommodations are changes in instruction that enable children to
demonstrate their abilities in the classroom or assessment / testing setting.
Accommodations are designed to provide equity, not advantage, for children with
disabilities. Accommodations might include assistive technology as well as alterations to
presentation, response, scheduling, or settings. When used appropriately, they reduce or
even eliminate the effects of a child’s disability, but do not reduce or lower the standards
or expectations for content.
Aim Line: The aim line on a graph connects the intersection of the student’s initial
performance level and date of that initial performance level to the intersection of the
student’s year-end goal and the date of that year-end goal. It represents the expected
rate of student progress over time.
At-Risk Students: At-risk students are students whose initial performance level or
characteristics predict poor learning outcomes unless intervention occurs to accelerate
knowledge, skill, or ability development.
Behavior Intervention Plan: A behavior intervention plan is based on a Functional Behavior
Assessment (FBA). It is developed and implemented by a collaborative team, which
includes the student and parent. The plan includes positive behavior supports (PBS),
identified skills for school success, and specific strategies for behavioral instruction.
Consensus: Stakeholders involved in the change effort develop a common language of
terms, a common knowledge of core concepts, and / or a common understanding of the
rationale for the initiative. All stakeholders agree to operate in alignment with the
established implementation plan, regardless of personal opinion.
Core Curriculum: The core curriculum is the academic and behavioral course of study
deemed critical and usually made mandatory for all students of a school or school system.
Data Based and Data Driven Decision Making: A continuous process of regularly
collecting, summarizing, and analyzing information to guide development,
implementation, and evaluation of an action; most importantly, this process is used to
answer educational or socially important questions.
Data Point: A data point is one score on a graph or chart, which represents a student’s
performance at one point in time.
WCSD Multi-Tiered System of Supports
33
Diagnostic Measures: Diagnostic measures are formal or informal assessment tools that
measure skill strengths and weaknesses, identify skills in need of improvement, and assist in
determining why a problem is occurring.
Differentiated Instruction: Differentiated instruction refers to educators tailoring the
curriculum, teaching environments, and practices to create appropriately different
learning experiences for students in order to meet each student’s needs. To differentiate
instruction is to recognize students’ varying interests, readiness levels, and levels of
responsiveness to the curriculum and to plan responsively to address these individual
differences.
Evaluation: Evaluation is the process of making a decision or reaching a conclusion by
comparing behavior and / or performance data to a standard.
Fidelity of Implementation: Fidelity refers to the accurate and consistent provision or
delivery of instruction in the manner in which it was designed or prescribed according to
research findings and / or developers’ specifications. Five common aspects of fidelity
include adherence, exposure, program differentiation, student responsiveness, and quality
of delivery.
Formative Assessment: Formative assessment is a form of evaluation used to plan
instruction in a recursive way. With formative assessment, student progress is systematically
assessed to provide continuous feedback to both the student and the teacher
concerning learning successes and failures. With formative assessment, teachers
diagnose skill, ability, knowledge gaps, measure progress, and evaluate instruction.
Functional Behavior Assessment (FBA): A Functional Behavior Assessment is
Gap Analysis: Gap analysis is a problem defined as a databased discrepancy between
what is expected and what is occurring (includes peer and benchmark data).
IDEA: IDEA stands for “Individuals with Disabilities Education Improvement Act.” It is a
federal statute related to providing a free, appropriate, public education, and early
intervention services to students with disabilities from birth through age 21.
Inclusion: Inclusion is a service delivery model where students with identified disabilities
are educated with general education grade-level peers.
Independent Reading Level: An independent reading level is the level at which a reader
can read text with 95% accuracy (i.e., no more than one error per 20 words read). The
independent reading level is relatively easy text for the reader.
Instructional Decisions: Instructional decisions are choices made regarding what to teach
and how to teach. Instructional decisions are best informed through the problem-solving
process and focus on student improvement.
WCSD Multi-Tiered System of Supports
34
Instructional Reading Level: The instructional reading level is the level at which a reader
can read text with 90% accuracy (i.e., no more than one error per 10 words read). The
instructional reading level engages the student in challenging, but manageable text.
Intensive Intervention / Instruction: Intensive academic and / or behavioral interventions
are characterized by their increased focus for students who fail to respond to less intensive
forms of instruction. Intensity can be increased many ways including length, frequency,
and duration of implementation.
Intensity: Intensity is the number of minutes and focus of instruction / intervention
Intensity of Instruction / Intervention: Intensity consists of three variables: time, focus, and
group size. An increase in intensity would be reflected by an increase in the amount of
time a student would be exposed to instruction / intervention, a narrowing of the focus of
instruction / intervention, and / or a reduction in group size.
Interventions: Interventions are curricular, instructional, behavioral, and / or other
adjustments made to address core instructional issues. Interventions may also be provided
to students in small groups or individually, in addition to and aligned with Core Instruction
in order to target a specific skill or concept.
Learning Environment: The learning environment includes environmental variables that
either promote or inhibit learning, including but are not limited to the physical classroom
arrangement, rules, management plans, routines, expectations, peer / family influence,
and task demands
Least Restrictive Environment (LRE): An IDEA principle that provides students with
disabilities to have access to the general education curriculum in the general education
setting to the maximum extent possible. Reducing access to the general education
setting should be done only when necessary to provide appropriate instruction.
Level of Performance: Level of performance is a single measurement at a point in time
displaying the student’s performance relevant to a standard expectation. (i.e., 72 words
correct per minute, 75 percent compliance to directions, percentile score of 5, standard
score of 95)
Modifications: Modifications are alterations that change, lower, or reduce learning
expectations. Modifications can increase the gap between the achievement of students
with disabilities and expectations for proficiency at a particular grade level.
Poor Response to Instruction / Intervention: A poor response to instruction / intervention
occurs when a student’s rate of progress reveals that the gap is continuing to widen after
instruction / intervention has been implemented.
Positive Behavior Supports (PBS): Positive behavior supports are
WCSD Multi-Tiered System of Supports
35
Positive Response to Instruction / Intervention: Positive response to instruction /
intervention is a student’s rate of progress that reveals the gap between expected
performance and observed performance is closing.
Problem-Solving Approach within RtI: Within RtI, an ongoing problem-solving approach is
used to tailor individual interventions. It has four stages: problem identification, problem
analysis, plan implementation, and plan evaluation.
Progress Monitoring: Progress monitoring is an ongoing, systematic, and scientifically
based process for gathering data to measure academic, social, or behavioral
performance of students. It is used to assess students’ academic performance, to
quantify a student rate of improvement or responsiveness to instruction, and to evaluate
the effectiveness of instruction. Progress monitoring can be implemented with individual
students or an entire class.
Questionable Response to Instruction / Intervention: A questionable response to
instruction / intervention occurs when a student’s rate of progress reveals that the
performance gap is not widening, but closure is not occurring either.
Response to Intervention (RtI) Framework: The Response to Intervention framework is a
multi-tiered practice of providing high-quality instruction and intervention matched to
student needs using learning rate over time and level of performance to make important
instructional decisions.
RtI Logic: RtI logic is a way of thinking and working, grounded in student-centered data
based decision making that reflects the routine application of the four steps of the
problem-solving process.
Scientific, Research-Based Instruction / Interventions: Scientific, research-based instruction
/ interventions are educational activities and programs that have been proven reliable
and valid through the application of rigorous, systematic, and objective procedures that
involve research methods to draw observation or experiments and include rigorous data
analyses that are adequate to test the stated hypothesis and justify the given conclusions.
Student-Centered Data: Student-centered data is instructionally relevant student
information gathered through record reviews, interviews, observations, and tests that are
used to inform instructional decisions, including data that reflect a student’s level of
performance and rate of progress as compared to standard expectations of grade-level
or chronological aged peers.
Summative Assessment: Summative assessment is a form of evaluation used to describe
the effectiveness of an instruction program or intervention, that is, whether the intervention
had the desired effect. With summative assessment, student learning is typically assessed
annually or at the end of a course of study.
WCSD Multi-Tiered System of Supports
36
Supports: Supports are behavioral or academic assistance provided to any student or
group of students to assist their learning.
Tiered Instruction: Tiered instruction describes the levels of instructional intensity within a
multi-tiered prevention system of supports.
Trajectory: Trajectory is created by plotting points along a path or a direction that is taken
as one moves from the point observed to the point of the expected outcome.
Trend Line: The trend line on a graph represents a direct line that best fits through a
student’s data points. The trend line can be compared against the aim line to help inform
a student’s Response to Intervention and to tailor an instructional program.
Universal Screening: Universal screening is a first stage screening process (i.e., STAR) used
to identify or predict students who may be at-risk. Universal screening tests are typically
brief, taken by all students, and followed by additional testing or short-term progress
monitoring to corroborate potential risk status.
This glossary was compiled using the following resources: The RtI
Glossary of Terms developed by the IDEA Partnership at
NASDSE, the RtI Action Network Glossary, the National Center
on Student Progress Monitoring, the National Center on
Response to Intervention, and the Guiding Tools for Instructional
Problem Solving (FLDOE)
WCSD Multi-Tiered System of Supports
37
References
Burns, M. K. (2010). Response to intervention research: Is the sum of the parts as great as
the whole? Perspectives on Language and Literacy, 23(2).
Florida Department of Education. (2008). Statewide response to instruction/intervention
(RtI) implementation plan. Tallahassee, FL: BEESS
Florida Department of Education. (2015) Guiding tools for instructional problem solving.
Retrieved from http://www.florida-rti.org/gtips/index.html
Sprick, R. (2012). Teacher’s encyclopedia of behavior management (2nd ed.). Eugene, OR:
Pacific Northwest Publishing
U.S. Department of Education. (2016). Institute of education sciences: What works
clearinghouse. Retrieved from http://ies.ed.gov/ncee/wwc/
Plus six more
WCSD Multi-Tiered System of Supports
38