Multi-Tiered System of Supports
Sandy Aird & Trish Shaffer
More Alike Than
Different
More Alike Than
Different
More Alike Than Different
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Get out your phone
Stand up
Find a person you do not know
One partner find a picture on phone
The other partner will try to match. Keep
looking for pictures until you find a match
• Share about your photos
• When instructed, find a new partner
Working Agreements
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Ask questions.
Engage fully.
Integrate new information.
Open your mind to diverse views.
Utilize what you learn.
• How do we hold each other accountable?
• *Taken from LearningForward.org…
Learning Intentions
Why is MTSS needed?
Key Principles of MTSS
Core Features of MTSS
Plan how to support
your school with
MTSS?
What We Know
• We know there are groups of students in
all schools across the country who are not
achieving at expected levels.
Our Obligation as Educators
• To put supports in place so all students
have appropriate opportunities to succeed.
The MTSS Framework allows us to do this
effectively and efficiently so all students
achieve.
Why MTSS with NVACS
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• CCSS/NVACS is an effort to elevate the overall level of student
performance across grades to a level that allows success after
graduation.
• The standards determine WHAT we teach.
• The MTSS framework is HOW we organize our school to accomplish
successful outcomes for all students.
• MTSS is the methodology with NVACS as the outcomes!
MTSS helps us accomplish NVACS for
ALL Children
• NVACS are demanding a lot of school
systems
• Schools must have a way of structuring
supports that improves the possibility that
all students will succeed at a high level
Objectives of MTSS
• To increase the overall quality of academic
and behavioral performance for all students.
• To raise the overall quality of the school.
• To impact ALL children.
So it is important to be sure ALL students have
the opportunity to be educated appropriately
What is MTSS?
• At your table, describe MTSS at your site…
– Key features
– IAT/PLC structure
• How frequently do you meet
• Are Tier 2 decisions at the PLC level
What is MTSS?
• A multi-tiered model of service delivery
– Provides appropriate academic and behavioral
supports
– For ALL students to meet high performance
standards
• 6 key principles
• 3 core features
6 KEY PRINCIPLES
1. Number off 1 to 6.
2. Review the key principle that is your number.
3. Go find your expert group (those having the same
number) and discuss the importance of your key
principle. Reflect, do you see this principle in action in
your school or grade level?
4. When prompted, form a home group (1-6).
5. Beginning with number 1, each expert will then teach
the home group their key principle and share ideas
discussed in the expert group.
Home Group
Expert Group
Core Components of MTSS
Problem
Solving
Model
• Multiple Tiers of
Instruction
• A Comprehensive
Assessment System
• Use of the Problem
Solving Model
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Comprehensive Assessment System
Problem
Solving
Model
• Screener
• Diagnostic
• Progress Monitoring
(Formative Assessment)
• Fidelity
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Data-Based Decision Making
Scheduling
opportunities for
systematic review of
data at the school level,
grade level, and
individual level so that
decision making takes
place is critical.
Questions being asked
and data used to
answer should be
defined and time to ask
and answer should be
scheduled.
Measuring Fidelity
Before we decide if an
intervention worked for
a student, we need to
know if we implemented
it with fidelity.
Goal Not Met
Fidelity was good
Intervention didn’t
work
Checking for good fidelity avoids
misattributing poor response to intervention
when poor fidelity/implementation is the
culprit
Fidelity was
unclear, not good,
or don’t know
Not sure if
Intervention would
have worked
Improve fidelity and
redo Intervention
Measuring Fidelity
Reflection
• With your group, review your comprehensive
assessment system
o
o
o
o
Screener
Diagnostic
Progress Monitoring (formative Assessment)
Fidelity
Problem Solving Model
Problem
Solving
Model
• What is the problem?
• Why is it occurring?
• What are we going to
do about it?
• Did it work?
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Problem Solving Example
• What is the problem?
– Student has stopped showing productivity
• Why is it occurring?
– What are the possible barriers that could be
preventing productivity for your student?
Discuss with your shoulder partner some of the
possibilities and jot them down on a post-it note.
Problem Solving Example
If the student has stopped showing
productivity because of academic
difficulty, the way we intervene is
going to be very different than if the
reason for decreased productivity is
tech problems or social emotional
problems.
Problem
Analysis is KEY!
Multiple Tiers of Instruction
Problem
Solving
Model
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Intensive individualized support
provided to 3-5% of students.
Targeted group support
provided to 10-15%
of students.
Universal instruction
and support is
provided to all
students. At least
80% of students’
needs are met
through this level of
support.
Plan
Evaluation
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Problem
Analysis
Importance of Multiple Tiers of
Instruction
• Allow us to work efficiently
• Prevents “over-treating” students not requiring
extra supports
• When problems occur, the system supports them
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We know what to do
No guessing, no re-inventing
Saving valuable teacher time
Clearly defined tiers so all staff know what will occur
at all levels
Take Away …
WCSD Vision for
Core Instructional
Practice for
ALL Students
Professional Learning Community
Four Essential Questions for
Teacher PLC
• What do we expect our
students to learn?
• How will we know they are
learning?
• How will we respond when
they don’t learn?
• How will we respond if they
already know it?
Four Essential Questions for
MTSS IS PLC
• What do we expect our
MTSS process to look like?
• How will we know we are
learning?
• How will we respond to
challenges?
• How will we respond if
practices have been
established?
2015-16 Overview
– Professional Learning Community structure
• Data
• Professional Inquiry
• Collaborate to learn and share solutions
– Facilitated Conversations of Position and
Expectation Statements
– Aligned with Blue Fridays and Pink
Wednesdays
– Supports
August 4-6 Reflection
How did you choose this Fundamental?
• Individual reflection
• Share at table
• Whole group share one strength and one
opportunity for growth from each table.
Groups at Work – Copyright MiraVia LLC – All rights
reserved
Desired Outcomes for IS PLC
• Questions Focus
– Each expectation on a separate piece of
butcher paper
– Groups write questions, then rotate to each of
the other stations
– Last group prioritizes top 3-5 questions
– Come back together as whole group
• For next time…
Closure
– Expectation 1: The MTSS process aligns with PLCs
and school leadership team functions.
– Expectation 2: Functioning PLCs and MTSS teams
meet on a regular basis to review student
outcomes and determine needed supports.
– Think MTSS & PLC
• What artifact / data / information do you want
to discuss with your colleagues?
• PLC* - Share your Professional Learning Commitment*
• Session Evaluation
Commitment
• As a result of todays discussions, I commit
to supporting my school by….
• I will check in with you on ______
via _______
• Some sources of data to demonstrate
success will be ……
Multiple Tiers of Instruction
at North Star
• In your group, review your flowchart and
tier description documents
• Make notes on the documents with edit
ideas, additions, deletions.
What questions do you
have?
15-minute break
S
Scheduling Data Review
• Use of Data-Based Decision Making (principle 4)
– We spend lots of precious time collecting data
– It only helps us improve outcomes for students if
we USE it!
Identify Consistent Agenda for Data
Review
• What data will you review?
– Attendance
– Progress
– Course percentage completion
– Other?
• How often?
• What questions will you answer?
Data Decision Rules
• For each of the data areas reviewed,
decide what prompts a response and what
that response will be:
Attendance
Cut Score: __________
Tier 1 Attendance Supports
Cut Score: __________
Tier 2 Attendance Supports
Cut Score: __________
Tier 3 Attendance Supports
North Star Plan for Scheduling
Data Review
• With your group, refer to your comprehensive
assessment system (CAS).
• For each part of the CAS, generate the
questions you need to ask, the data you’ll use to
answer them, and when and by whom they’ll be
answered.
Brain Break…
Most Important: Write three things you just learned.
Now put a star by the most important.
Share with your table.
S
PBIS
Guidelines for Identifying
Expectations
• Identify expectations for all students in all situations
• 3 to 5 expectations
– Difficult to remember after that and creates redundancy
• Short statements
• Positively worded
– Describe what to do, not what not to do
• Identify expectations that can be translated into
behaviors
• Can you visualize what the expectation looks like in all
school settings?
Matrices
• Expectations are translated into rules across
common settings
– What does it look like?
– What does it sound like?
• What are your school’s common settings?
– Emails, message board, live lessons, virtual classroom, etc.
Expectations: General description of behavior across all
settings
Rules: Specific skills and procedures you want students to
follow in particular settings
Guidelines for Creating Rules
• No more than 5 for each setting
• You don’t need a rule for every single
expectation (get the gist)
• Identify relevant/major rules
– Ex: “Put equipment away when done” vs.
“Keep trash in waste basket” in PE class.
Positive Communication Matrix
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Class'Posts'
Emails'
Phone'Calls'
Post'Cards'
'
Positive'Communication'Matrix'for'Staff'
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Be'positive,'
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weekly'with'clear'
expectations'and'
feedback'
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'
Relationships'
Build'trust'with'
responding'to'student'
post'often'and'with'
individualized'
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Begin'with'a'positive' Teacher'must'reply'to' Add'a'personal'touch'
statement,'state'
student'emails'within'
to'email'(ask'
concern/purpose,'end'
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questions'or'show'an'
with'a'positive'
interest'in'their'
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'
'
'
Positive'Communication'Matrix'for'Students'
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Positive Communication Matrix for
Staff and Students
With your group…
• Review Positive Communication Matrix for Staff
in detail
• Review Positive Communication Matrix for
Students
• Make notes for edits on your poster as you see
appropriate, fill in blank cells
Closing
Superlatives: Identify the most
__________ (important, useful,
controversial, difficult to understand,
surprising, universal, obvious, etc.)
piece of information or concept
presented today.
Take a minute to jot this down then
share with a partner.
S