MTSS: Multi-Tiered System of Supports

1. MTSS: Multi-Tiered System of Supports TBAISD Leadership Academy Leigh Kennedy and Marianne Swank August 2012

2. MDE’s Definition “RtI is an integrated, multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all learners.” (MDE, 2011)

3. Agenda/Purpose MDE & Eleven Essential Components of RtI Framework MTSS & Increased Student Achievement MTSS models & Keeping RtI/MTSS on Track TBAISD Support for Implementation

4. “Implementing a RtI [MTSS] model is a means to expand a school’s capacity to provide rigorous curriculum and instruction for all students, reach and support diverse learners, and deliver early interventions to at-risk learners to close skill or performance gaps with peers.” (Wright, 2007)

5. Text Rendering STATE OF MICHIGAN DEPARTMENT OF EDUCATION LANSING Purpose Collaboratively construct meaning, clarify, and expand our thinking about a text or document. Roles A facilitator to guide the process. A scribe to track commonalities and implications. Set Up Individually read the document and mark the sentence, the phrase, and the word that you think is particularly important for your work as a leader. Steps 1. First Round: Each person shares a phrasefrom the document that he/she thinks/feels is particularly significant. Scribe records each phrase. 2. Second Round: Each person shares a sentencethat he/she thinks/feels is particularly significant. Scribe records each phrase. 3. Third Round: Each person shares the wordthat he/she thinks/feels is particularly significant. The scribe records words. 4. Scribe summarizes commonalities. Group discusses what they heard and discusses implications for their district/building. Scribe records implications. 5. The group ‘shares out’ some commonalities that emerged and implications for district/buildings.

6. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Strategic Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Strategic Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Support Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

7. AIMSweb NWF: First Grade, 2009-2010 BeforeImplementation of Research-Based Core Program AIMSweb NWF: First Grade2010-2011 AFTER Implementation of Research-Based Core Program

8. SWIS Behavior Data—All referrals

9. SWIS Behavior Data—Major referrals

10. SWIS Behavior Data—Minor Referrals

12. Three MTSS Models • Standard Protocol Model • A standard set of research-based interventions implemented progressing in intensity. • Assumes GE teacher provides quality curriculum & used universal screener to determine students for tier 2 support. • Problem-Solving Model • A standard problem-solving process for instructional decision making to guide, implement, & assess instruction across all three tiers. • Define the problem, plan intervention, implement intervention, & evaluate progress. • The Combined Approach • A set group of SBRR interventions are used to address the most common academic problems. • A problem-solving approach used to determine which intervention to apply first. • Repeat problem-solving approach to determine a more targeted/individualized intervention. (MAASE, 2007)

13. Tier 1 Focus Program/materials Grouping Time Assessment Leadership supports

14. Keeping RtI on Track(VanDerHeyden & Tilly, 2010) Expert Group Jigsaw Each member of a team takes on a portion/aspect of a topic or skill. The team splits up and everyone goes to an “expert” group of all the people from all the teams taking on the same portion. The “expert” group masters the topic/skill or does the research necessary. The “expert” group plans a way to present their learning in the best possible way and practices the presentation if necessary. The “experts” all return to their teams where they make presentations to their team members. Synthesis is done in the teams.

15. Stages of Implementation Exploration (Should we do it?) Adoption (Work to do it right!) Elaboration (Work to do it better!)

16. TBAISD Support of MTSS • TBAISD Cabinet • TBAISD MTSS Implementation Team • MTSS Facilitator • MTSS Liaison • Support to LEA Implementation Team • Direction • Training • Coaching • Content Expertise • Materials

17. Content Check Cards at tables are numbered 1-3. The number you receive determines which question you answer. Consider the 11 essential components of MTSS, what might the implications be as you support effective teaching? What might your role be in ensuring MTSS fidelity of implementation within your building/district? As we think about our focus today at Leadership Academy, how might an administrator’s understanding of MTSS positively impact teacher evaluation?

18. “For every increment of performance expected, we have an equal responsibility to provide them with the capacity to meet that expectation” (R. Elmore, 2002) TBAISD MTSS Facilitator: Marianne Swank mswank@tbaisd.org 231-922-6242