RtI/MTSS and CCSS, Problem Analysis
and Progress Monitoring for Tier 3
Participant Handouts
I-RtI Network
November, 2014
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this handout packet were developed under a grant from the U.S. Department of Education,
#H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of
Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace
Zamora Durán)
Illinois RTI Network – Meeting Type
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October Meeting Outcomes:
Participants will:
• Identify assumptions and misconceptions of a culturally responsive plan for parent
engagement
• Compare tools and processes for establishing entry/exit decision rules at Tier 3
• Evaluate tools and share strategies to improve Tier 3 fidelity
Identify strategies to intensify interventions at Tier 3 and begin to plan for the PD needs
of their internal coaches
November’s Outcomes:
•
•
•
Participants will:
Explain how MTSS supports CCSS
Become familiar with tool to support common language for academic and behavior MTSS
Explain key points for problem analysis and progress monitoring at Tier 3
I-RtI Network
MTSS/RtI and CCSS
How has CCSS affected you?
ELA Instructional Shifts
Shift 1: Balancing Informational & Literary Texts (K-5) Students read a true balance of
informational and literary texts. Elementary school classrooms are, therefore, places where
students access the world — science, social studies, the arts and literature — through text
Shift 2: Knowledge in the Disciplines (Grades 6-12) - Content area teachers outside of the ELA
classroom emphasize literacy experiences in their planning and instruction.
Shift 3: Staircase of Complexity - In order to prepare students for the complexity of college and
career ready texts, each grade level requires a "step" of growth on the "staircase"
Shift 4: Text-based Answers - Teachers insist that classroom experiences stay deeply connected
to the text on the page and that students develop habits for making evidentiary arguments
both in conversation, as well as in writing to assess comprehension of a text.
Shift 5: Writing from Sources - Writing needs to emphasize use of evidence to inform or make an
argument rather than the personal narrative and other forms of decontextualized prompts.
Shift 6: Academic Vocabulary - Students constantly build the vocabulary they need to access
grade level complex texts.
Math Instructional Shifts
Shift 1: Focus
Teachers significantly narrow and deepen the scope of how time and energy is spent in the
math classroom. They do so in order to focus deeply on only the concepts that are prioritized
in the standards.
Shift 2: Coherence
Principals and teachers carefully connect the learning within and across grades so that
students can build new understanding onto foundations built in previous years.
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Shift 3: Fluency
Students are expected to have speed and accuracy with simple calculations; teachers
structure class time and/or homework time for students to memorize, through repetition, core
functions.
Shift 4: Deep Understanding
Students deeply understand and can operate easily within a math concept before moving on.
They learn more than the trick to get the answer right. They learn the math.
Shift 5: Application
Students are expected to use math and choose the appropriate concept for application even
when they are not prompted to do so.
Shift 6: Dual Intensity
Students are practicing and understanding. There is more than a balance between these two
things in the classroom – both are occurring with intensity.
Supplemental Handout:
ELA Common Core State Standards—Anchor Standards and K-12—all grade levels on one page tied to each anchor
standard; excellent resource to examine progression of skills
http://my.95percentgroup.com/Libraries/downloads/CCSS_ELA_standards.sflb.ashx
CCSS and MTSS video
Does your district view MTSS as a way to support all students or just as a way to support students
who are low-achieving? Yes/No, provide evidence for your response
How can we help others make explicit connections between MTSS and CCSS?
What is a “rich task?”
How does performance on CCSS inform problem solving?
How does MTSS support CCSS?
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Reflection—MTSS and CCSS:
One thing I learned in this section…
One thing I would like to have clarified is…
One way I could apply this learning is…
INTEGRATING RTI/MTSS FOR ACADEMICS AND BEHAVIOR
Big Ideas:
1. Integration can be hard
2. But we're all doing the same work
3. We need to integrate our systems to solve the big problems
Additional Notes:
PROBLEM ANALYSIS FOR TIER 3
Questions addressed in problem analysis:
Create a case example:
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Key ideas for Problem Analysis at Tier 3:
• CCSS define a set of expectations for comparison at the problem identification phase of
problem solving.
• Problem analysis involves developing and testing hypotheses to increase the chances of
identifying an effective intervention.
• Problem analysis can occur at the system, group, or individual level.
• When analyzing problems, consider simple explanations first.
Reflection—Problem Analysis for Tier 3:
One thing I learned in this section…
One thing I would like to have clarified is…
One way I could apply this learning is…
PROGRESS MONITORING FOR TIER 3
Progress Monitoring Checklist
Useful for monitoring interventions
Sensitive to small amounts of growth
Rapid feedback
Repeatable
 Similar scale
 No practice effect
 Similar difficulty across measures
 Brief and economical




So what would be good options for fluency?
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Comprehension
Measures
ORF
Criterion M easures
SAT Word Study
SAT Comprehension
Question Answering
SAT Word Study
SAT Comprehension
Recall
SAT Word Study
SAT Comprehension
Cloze
SAT Word Study
SAT Comprehension
Correlation
.80
.91
.66
.82
.58
.70
.71
.72
See National Center on Intensive Intervention Tool Charts.
What is a good response to intervention?
• Positive Response
– Gap is closing
– Can extrapolate point at which target student will “come in range” of peers--even if this
is long range
• Questionable Response
– Rate at which gap is widening slows considerably, but gap is still widening
– Gap stops widening but closure does not occur
• Poor Response
– Gap continues to widen with no change in rate.
Reflection—Progress Monitoring for Tier 3:
One thing I learned in this section…
One thing I would like to have clarified is…
One way I could apply this learning is…
BOOK STUDY:
DECEMBER Assignment: Transforming School Culture
Select one chapter to read—3, 4, 5, or 6
1. How does the material in the reading relate to what we are learning in our EC meetings?
2. How does the material in the reading apply to the work you are doing in your district?
3. How will this content and the ideas gained through discussion help you improve your coaching
skills?
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PROBLEM SOLVING: Collaborate to generate solutions for EC district challenges.
Problem Identification: What is the Problem?
Problem Analysis: Why is it happening?
Plan Development: What will we do?
Plan Evaluation: Did it work?
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Extension Activities:
1. SAPSI-D Action Plan
2. Tier 3 Problem Analysis in MTSS Manual
3. Tier 3 Progress Monitoring in MTSS Manual
To Do’s:
By When:
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