massachusetts tiered system of support (mtss) & universal design for learning (udl)
DESCRIPTION
Massachusetts Tiered System of Support (MTSS) & Universal Design for Learning (UDL) Office of Tiered System of Supports (OTSS) Wednesday, August 1 st , 2012. Moving Upstream: A Story of Prevention and Intervention. - PowerPoint PPT PresentationTRANSCRIPT
Massachusetts Tiered System of Support (MTSS) &Universal Design for Learning (UDL)
Office of Tiered System of Supports (OTSS)Wednesday, August 1st, 2012
Moving Upstream: A Story of Prevention and
Intervention
Massachusetts Department of Elementary and Secondary Education
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In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
Massachusetts Department of Elementary and Secondary Education
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Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
Massachusetts Department of Elementary and Secondary Education
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In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted:
“HOW COULD YOU WALK OFF WHEN
WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
Massachusetts Department of Elementary and Secondary Education
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She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.
Massachusetts Department of Elementary and Secondary Education
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The Massachusetts Tiered System of Support (MTSS)
MTSS focuses on system structures and
supports across the district, school, and
classroom to meet the academic and non-
academic needs of all students, including
students with disabilities, English
language learners, and students who
have already demonstrated mastery of
the concepts and skills being taught.
Guiding Core Values of MTSS All students can learn and achieve at high
standards as a result of effective teaching.
All students have access to a rigorous, standards-based curriculum and research-based instruction.
All students receive supports/interventions at the earliest indication of need.
A comprehensive continuum of academic and non-academic supports that are culturally and linguistically sensitive enable classrooms, schools and districts to address the full range of student needs.
Guiding Core Values- continued
Student results improve when ongoing academic and behavioral performance data inform instructional decisions.
Important decisions about the needs of students are made using a collaborative problem-solving process that includes classroom teachers, specialists, families, and when appropriate, students and external partners.
Ongoing and meaningful involvement of families increases student success.
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Blueprint for the Massachusetts Tiered System of Support
MTSS Emphasizes Prevention for ALL
Massachusetts Department of Elementary and Secondary Education
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Flexible Tiers within the MTSS
Academic Non-academic
Non related Non-academic and Academic Supports
Non-academic Supports
Interrelated Non-academic and Academic Supports
Academic Supports
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Tier 3
Intense & Core
Tier 2
Supplemental & Core
Tier 1
Core Instruction/ Universal Behavior
Supports
Fle
xib
le T
iers
80-90% of total student population learn the key concepts through instruction in this tier.
5-10% of total student population receive instruction through supplemental interventions
1-5% of total student population receive instruction through these intense interventions
Robust and Responsive based on the principles of UDL
Increase progress monitoring and provide targeted instruction/supports in a more individualized way.
The principles of UDL are applied throughout all of the tiers
1414
Universal
Targeted
IntensiveMath Calculations
Reading Comprehension
Math problem solving
Social skills
Label skills and behavior…not students in specific tiers
Reading Fluency
Scientific inquiry
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Tier 3
Intense & Core
Tier 2
Supplemental & Core
Tier 1
Core Instruction/ Universal Behavior
Supports
Special Education in the
Flexible Tiers
Spec
ial E
duca
tion
Serv
ices
Data from continuous progress monitoring drives instructional decisions throughout the tiered process
Tiers describe the intensity of instruction; not a placement
or steps in a process.
The type and intensity of the
instruction is determined by the data.
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Special Education Eligibility Specific Learning Disabilities
Evaluation Method
Districts MAY use a scientific, research-based intervention model as an eligibility determination
process (Model of Tiered Instruction)
Districts MAY use the IQ / achievement discrepancy model as an eligibility determination procedure
In either instance, the principles of MTSS including universal screening, progress
monitoring, and tiered levels of support yield data essential to the determination of SLD.
Connections
Massachusetts Department of Elementary and Secondary Education
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MTSS UDL
Questions?