MTSS/CPST/RTI
District Priority
Good News
Griffin’s on Top of It!
What is it?
MTSS
Multi-Tiered System of Support
Model
CPST
Collaborative Problem Solving Team
Method of determining a solution for
an agreed-upon problem using data to
ensure a “complete picture”
What is it?
RTI
The change in behavior or performance
through use of interventions
Tiered approach to instructional delivery
Using increasingly higher intensity of
interventions
Based on a student’s needs
Assessment
Provides evidence of student learning
DataGuides 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. Moodliyar
School Psychologist
Rosemary Eljaua
School Social Worker Yolanda Thrower
School Counselor
Teena Novack
Reading Coach
Milladys Perez
ESE Specialist
Ivette Clero
Teacher of referred student
Parent (not necessary to proceed, notified)
Other specialists as needed (SLP, behavior support)
Eligibility
or
Diagnosis
&
Label
Outcomes
or
Problem
solving
&
Interventions
CPS Team
Is 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 SOLVING
Stage One
IDENTIFY THE PROBLEM
Pinpoint the Problem in Measurable Terms
the student’s rate of work completion is 40%,
expectation is 100%
Stage Two
Analyze 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 Three
Select & Implement Intervention
use evidence-based interventions
struggling reading chart
struggling math chart
behavior
use targeted curricular materials to
supplement core instruction
Stage Four
Monitor & 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
3 TIERS of Academic/Behavioral Intervention
Tier 3: Assessments
FBA
Progress Monitoring Graph/RtI
(Eligibility Assessment)
Tier 2: Assessments
Behavioral Observations
Intervention Data
Gap Analysis
Tier 1: Assessments
Discipline Data
Benchmark Assessment
Universal Screening
1 - 5%
1-5%
10-15%
80 - 90%
8010
- 90%
- 15%
Tier 3: Individualized Interventions
Behavior Intervention Plan
Individual Counseling
Intensive Individualized Academic Plan
Tier 2: Targeted Interventions
Targeted Group Interventions for
Academic and Behavior
Concerns
Tier 1: Core Interventions
School-wide Discipline
Core Curriculum
Positive Behavior Supports
Whole-class Interventions
5
Tier One
75-80% 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
Two
10-15% 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
Three
5% 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 difficulty
Essential change from tier2 to tier 3
“Intensity” frequency, duration, method
Look at learning environment
Look at the student’s background
Look at the curriculum
All students in academic danger
must go through CPS/RTI
Tier 2 and/or 3
No retention
without
Flow Chart
1. 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 intervention
3. 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 Series
Resource within
Good Practice –www.Interventioncentral.org
www.goleaps.com
Behavior chart
CHAMPS
FBA/PBIB
BASIS
Brain Sharks
Data Chat Meetings
Keep up the good work!!!