5. Agenda
Define Response to Intervention
RtI to Mulit Tiered System of Supports
(MTSS) Rationale
Define MTSS
Discuss 3 Big Ideas of MTSS
◦ Multi tiered service delivery model
◦ Data based decision making
◦ Problem solving process
6. Learning Goal
Participants will be able to describe
RtI and MTSS and name the 3 big
ideas of MTSS
Response to Intervention
Multi-Tiered System of Supports
7. How will we learn this?
Describing RtI and MTSS and anming
the 3 big ideas of MTSS through
discussions, examples, and activities.
8. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4
9. RtI Myths or Truths
A statement will appear on the screen.
Participants will hold up their response
cards identify if they think the
statements are Myths (M) or Truths (T)
21. Uncovering the Truths: Jigsaw
Each group assigned a section of the
NASDE Myths and Truths document.
All group members read assigned
section, identify at least one key point
(truth) and bullet their responses on
an index card.
Groups choose a “recorder” to list all
truths (bullet form) on chart paper and
s designated “spokesperson” to share
with whole group.
23. What is RtI?
A practice of providing high quality
instruction and interventions matched
to student need, monitoring progress
frequently to make decisions about
changes in instruction or goals and
applying child response data to
important educational decisions.
NASDSE, 2006
National Association of State Directors of Special
Education
28. Multi-Tiered System of Supports
(MTSS)
Evidence based model of schooling
that uses data based problem solving.
Integrated instruction and intervention
delivered to students in varying
intenstities (multiple tiers) based on
need.
“Need-driven” decision making
focused on the success of ALL
students.
29. Why FL, Why Now????
The shift from RtI to MTSS…
Research based initiatives/efforts were
merged to form MTSS:
-A preventative, integrated data based
planning and problem solving system.
30. The Shift Cont.
MTSS reinforces a SYSTEM vs a
process that can sometimes be
confused with RtI
MTSS provides a structure/continuum
of supports for all students, while RtI is
often thought of in terms of “he’s going
through RtI” or “she’s in RtI”
31. Importance of Language…
In order to be clear and align ourselves
with the state…
MTSS will be the term used going
forward!
32. Core Principals of MTSS
We can effectively teach ALL children.
Intervene early
Use a multi tier model of service delivery
Use a problem solving model to make decisions
within a mult tier model.
Use scientific research based validated
intervention and instruction to the extent
available.
Monitor student progress to inform instruction.
Use data to make decisions. **A data based
decision regarding student response to
intervention is central to RtI practices.
Use assessment for screening, diagnostic, and
progress monitoring.
39. Tier 1 Characterized
Effective interventions must be built on
solid foundations of high quality core
instruction
School and district resources should be
directed first and foremost to improve
Tier 1 core instruction
Approximately 80% of students achieve
proficiency
Screening utilized with all students 3
times a year
We CANNOT intervene our way out of
core instructional problem(s)
40. Tier 1: Dig a Little Deeper…
What is your current core program(s)?
Do you know if it is validated by
scientifically-based research?
Thoughts to consider:
◦ How would you determine it’s scientifically
based?
◦ What does the research tell you about it’s
effectiveness?
◦ What kind of demographics or sample
population was included in the research?
◦ How does the sample population align with
your school population?
41. Tier 2 Characterized
For appx 20% of students
Core + Supplemental
Increasingly intensified services:
◦
◦
◦
◦
More time to practice
Focused/narrow skills or content
Direct instruction of content
Increase frequency of progress
monitoring (monthly or bi-weekly)
**provided as soon as a student is identified as
“at risk” through benchmark/screening
assessments
42. Tier 3 Characterized
For appx 5% of students
Core + Supplemental + Intensive
Individual Instruction
More frequent progress monitoring
(weekly)
Intensity Increases in:
◦
◦
◦
◦
Group Size (2 or 3 students or 1:1)
Time/duration
Frequency (days per week)
More individual explicit instruction, targeted
at appropriate level
43. Collaborative Learning Activity
Stand up, Partner Up, Share
Describe a type of support at your
school and where it would fit within
Multi Tiered Systems of Supports
44. Big Idea #2
Data Based Decision Making (DBDM)
An objective approach for using
assessment data for the purpose of
making educationally relevant
instructional decisions.
Promotes good instructional matching
Increases our likelihood of intervention
success
45. DBDM cont.
Decide what is important for student to
know
Teach what is important for students to
know
Keep track of how students are doing
Make changes according to the results
you collect
46. Decision Making Rubric
Are over 20% of
students
struggling?
Are between 5%
and 20% of
students
struggling?
Are 5% or fewer
students
struggling?
Skill needs will be
most efficiently
addressed during
Core/Content
Area Instruction;
examine delivery,
curriculum, &
environment for
needed
adaptations.
Develop small
group
intervention
Design
Individualized
Intervention
49. Problem Solving Process
Step 1:
What is the
problem?
Step 4:
Is it
working?
PSP
Step 3:
What are
we going to
do about it?
Step 2:
Why is it
occuring?
50. Assessment Answers
Questions!
Typical Questions
Assessments
Purpose
Screening
“First Alert”
Diagnostics
“In depth review”
Who needs extra
support?
How should groups be
formed? Which skills
need to be
emphasized?
Progress Monitoring
“Growth Charts”
Have we
accomplished our
goals for a student? A
class? A district?
What are the things to
Outcome
“Reaching our Goals”
Who is at risk?
Who needs close
monitoring?
What are a student’s
strengths &
weaknesses?
51. Assessment
What does it look like at my school?
◦ Create four door foldabel with your team
(table partners).
◦ Identify what assessment(s) are available
across the four types.
◦ Each team will review their foldable with
the whole group.
52. Why is Progress Monitoring the
KEY?
Improve student outcomes
Enhance motivation
Visual comparison of performance
Timely decisions about instruction
Determine intervention success
Comprehensive system of tiered supports that includes evidence-based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data-based instructional decision making focused on positive student outcomes.
Comprehensive system of tiered supports that includes evidence based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data based instructional decision making focused on positive student outcomes.
