MODULE 1MOVING YOUR SCHOOL TO A

MULTI-TIERED SYSTEM OF SUPPORT

High Plains Education Cooperative

MTSS DEFINITION A Multi-Tier System of Supports (MTSS) is a

term used in Kansas to describe how schools go about providing supports for each child in their building to be successful and the processes and tools teachers use to make decisions.

MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve to high standards.

BIG BIG IDEAS OF MTSS: Decide what is

important for students to know

Teach what is important for students to know

Make changes according to the results you collect

Keep track of how students are doing

WHY DO WE NEED TO CONSIDER MTSS?

Are you satisfied with achievement results?

Are we meeting all student needs? Do you have poor overall outcomes re:

benchmark tests, graduation rates, transition?

Are programs disjointed across general, remedial, ESL and Special Education?

Do you have compromised outcomes and mal‐distributed resources?

It’s the right thing to do for kids!

We know:

The earlier school staff can assess students’ learning needs and identify difficulties, the quicker and less expensive the task is to remediate and keep students on track

The longer a student goes without assistance, the longer the remediation time and the more intense the services must be

There is emerging evidence that if we wait until 3rd or 4th grade to deliver intensive remediation, many students who struggled in the earlier grades will not catch up with peers

WHY DO MTSS?WHAT ARE YOUR FRUSTRATIONS?

Activity 1

Core Beliefs

* Every child learns and achieves to high standards * Learning includes academic and social competencies * Every member of the learning community continues to grow, learn and reflect * Every leader at all levels is responsible for every child * Change is intentional, coherent and dynamic

WHAT ARE YOUR CORE BELIEFS?

Activity 2

OUR COMMITMENT …. Every Child will be provided a rigorous and research

based curriculum Every child will be provided effective and relentless

teaching Interventions will be provided at the earliest

identification of need Policy will be based on evidence based practice Every educator will continuously gain knowledge

and develop expertise to build capacity and sustain effective practice

Resources will be intentionally designed and redesigned to match student needs

OUR COMMITMENT …. Every leader will be responsible for planning,

implementing and evaluating Academic and behavioral data will be used to

inform instructional decisions Educators, families and community members will be

part of the fundamental practices of effective problem‐solving and instructional decision making

An empowering culture creates collective responsibility and student success

THREE TIERED MODEL

TIER I Appropriate core instruction, Scientifically validated curriculum, Recommended 90 minutes uninterrupted instruction in

reading Class wide interventions Universal screening, such as maps, dibels, Aimsweb,

STEEP etc. Differentiated curriculum, Accommodation/adaptation for all students, School-wide support programs, Documented activities to help all students to ensure

success, Assessment results are shared with parents, Involvement of parents. Documentation (ILP)

TIER II Supplemental instruction using

targeted research based on interventions,

Add 30 minutes of instructional time In small groups Problem solving through a team

approach to assist targeted students, Progress monitoring, Involvement of parents, Documentation (ILP)

TIER III Intensive instruction using targeted RB

intervention (layered services above and beyond supplemental),

Additional 30 minutes of instructional time.

In small groups or individual. Continued problem solving with a team, Involvement of parents, Diagnostic assessment with sensitive

time bound measurements, Documentation (ILP)

WHAT OTHER COMPONENTS ARE NEEDED? Curriculum

Aligned to state standardsAddresses 5 areas of reading, 4 standards

of math, and 6 traits of writingResearch basedValid, reliable and taught with fidelity

Assessment:Universal screening toolsDiagnostic testing/drill downProgress monitoring

CONTINUED Instruction

Current practices Allocations of resources Scheduling Professional development

Data Cut scores Analysis Monitoring Fluidity Data driven decisions documentation

CONTINUED Behavioral system

Core-School wide positive behavioral support

Supplemental-Small group/classroom Intensive- Individual behavior plans

WHO IS YOUR MTSS TEAM?

Activity 3

REFLECTION: WHERE ARE YOU IN THE PROCESS?

Activity 4

PROFESSIONAL DEVELOPMENT Needs

What type of professional development do we need?

Who is going to do it?When are we going to do it?Length of time neededFollow-up/Accountability

Options

THIS PRESENTATION WAS CREATED BYHIGH PLAINS EDUCATIONAL

COOPERATIVE

For more information on MTSS, contact HPEC 620-356-5577

For additional information on MTSS visithttp://kansasmtss.org