MTSS AT LONGLEAF ELEMENTARY

Janet Stephenson

Gauging MTSS ImplementationEmerging Developing Established

Intervention Design

21%Individual teachers design interventions on their own.

74%Teachers design interventions through casual collaboration with peers. Grade levels or teams may choose to skill group students.

1%Teachers representing general education, ESE, Title 1, ELL, Reading Coach, Speech work

together to develop interventions for students .

Intervention Format

1%Teachers use favorite

interventions collected over years

74%Teachers use “reteach”

modules in district adopted curricula or work from a list

of interventions.

21%Building wide resources are

tapped to provide a variety of interventions where needed.

Intervention Implementation

47%Teachers implement interventions only

within the framework of their own

classroom groups.

32%Teachers may regroup

students for skill-based interventions with

colleagues on occasion.

21%Grade level teams and

building support teachers work together to implement

systematic group interventions.

Progress Monitoring

21%Teachers judge

students’ response to instruction on

observations and intuitive evaluation.

58%Teachers check progress infrequently with some type of fluency or skill

based measure.

21%School staff work together

to establish a system of weekly or biweekly progress monitoring measurement for

students receiving intervention.

IPST Referral

32% 68%

Agenda

• Defining MTSS (What Happened to RtI?)

• Comparing the Tiers – Become an Expert!

• Intervention Infrastructure• Problem Solving – Teacher Data Teams• Behavior

WHAT IS MTSS? ONE SYSTEM SUPPORTING IT ALL

WHAT HAPPENED TO RTI?

Problem Solving

Essential Question

How will we respond at Longleaf Elementary when students don’t learn?

Real Questions!

• Is there any way to streamline this process to make it less of a burden?

• What does it take?! More interventions??!!

• Is this Tier 2? Is this Tier 3?

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Big Ideas of RtI► More than just about

eligibility► Being proactive► Early intervention for those

who need it► High quality instruction using

best practices in Tier 1► Data-based decision making► Identifying the level of

services needed by which students

► Problem Solving Method

TIERS OF INSTRUCTION:

BECOME AN EXPERT!

WHAT DOESTIER 1 LOOK LIKE?

Traditional Instruction vs.

Standards-Based InstructionTraditional Classroom Standards-Based

Classroom• Whole class instruction

dominates• Student differences are acted

upon when problematic• Mastery of facts is focus of

learning• Coverage of texts and curriculum

drives instruction• Lesson topic is selected from

curriculum and/or text• Single option assignments are

the norm

• Assessment is most common at the end of learning to see “who got it”

• A single form of assessment is often used

• Teachers administers tests then moves on to curriculum

• Many instructional strategies are used

• Students differences are studied as a basis for planning

• Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning

• Student readiness, interest, and learning profile shape instruction

• Lesson topic is selected based on state standards

• Multi-option assignments are frequently used

• Assessment is ongoing to understand how to make instruction more responsive to learner

• Students are assessed in multiple ways

• Teachers assess and reteach based on student mastery level

INSTRUCTION

ASSESSMENT

INSTRUCTION

ASSESSMENT

HOW DO WE DIFFERENTIATE

BETWEEN THE TIERS?

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2

• Data focuses on grade level/subject area/behavior

• Effective instructional strategies for large group/small group

• Differentiate Instruction focuses on diverse learners – skill/ability/interest groups

• Should result in approximately 80% of students achieving proficiency

• School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

Student Name

Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Student 1 72 A/1 B/1 A/0 D/1 C/1 A/0 C/0 A/0 A/1 D/1 C/1 B/0 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1Student 2 72 C/0 B/1 C/1 D/1 B/0 C/1 B/0 B/1 A/1 D/1 C/1 D/1 D/0 A/1 A/0 A/1 C/0 D/0 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 3 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 4 72 A/1 B/1 C/1 D/1 C/1 D/0 D/1 B/1 A/1 D/1 C/1 A/0 C/0 A/1 B/1 A/1 C/0 B/1 D/1 C/1 C/0 A/0 B/1 A/1 A/0Student 5 84 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 C/0 D/0 D/1Student 6 40 B/0 B/1 A/0 D/1 B/0 A/0 C/0 D/0 A/1 D/1 D/0 A/0 C/0 A/1 C/0 B/0 C/0 B/1 D/1 A/0 A/1 B/0 B/1 A/1 A/0

Student 7 100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 8 64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1Student 9 96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0

Student 10 80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 11 68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1

Student 12 88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1

Student 13 88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 14 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1

Student 15 72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1

Student 16 92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 17 56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1

Student 18 80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0Correct Responses 16 18 10 17 14 10 12 14 18 18 16 15 5 18 7 13 12 17 17 15 12 13 14 15 14Incorrect Responses 2 0 8 1 4 8 6 4 0 0 2 3 13 0 11 5 6 1 1 3 6 5 4 3 4

Correct Response Percentage 89%

100% 56% 94% 78% 56% 67% 78%

100%

100% 89% 83% 28%

100% 39% 72% 67% 94% 94% 83% 67% 72% 78% 83% 78%

A 89% 28% 6% 33% 6% 17%100% 6% 11% 28%

100% 28% 72% 6% 11% 67% 17% 6% 83% 11%

B 6%100% 11% 22% 11% 78% 6% 22% 39% 22% 67% 94% 6% 6% 11% 78% 6%

C 6% 56% 78% 56% 17% 89% 33% 6% 6% 28% 83% 28% 11% 6%

D 6% 94% 11% 67% 6% 100% 6% 83% 17% 28% 6% 94% 6% 72% 6% 17% 78%

1. What are some areas

of concern?

2. How would your instructional action plan be impacted by this assessment?

3. What skills would an

instructor address in the Universal, Core Instruction(Tier 1) ?

4. How would an instructor group students using this data?

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1

Tier 2• Focused on a skill that is a barrier• Data is used to identify groups for

academic/behavior needs• Problem solving is used to develop

interventions• Intervention is additional minutes of

supplemental instruction• Instruction provided in Tier 2 must be

integrated with Tier 1 content and performance expectations

• Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2HIGH QUALITY

INSTRUCTION

Tier 3 – Most Intense• More instructional time• Smaller instructional groups• More precisely targeted at the appropriate

level• Clearer and more detailed explanations• More systematic instructional sequences• More extensive opportunities for practice• More opportunities for feedback

WE HAVE FOUND THEM!TIER 2: DESIGNING INTERVENTIONS

DOING SOMETHING WITH ‘EM

HOW? NO TIME, NO PEOPLE

Work as a team…

– Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck.

– When: 8:15 – 8:45 am (grades 1-6)

– How: • Group students by skill deficit, enrichment

area, reading or math.• Smallest group should be neediest kids• Work as a grade level to determine resources,

instruction, who’s teaching what.

Intervention Logistics

– Cycle: a three week period of continuous supplemental instruction

– Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors.

– Cycle 1: September 7 – 24– Progress Monitoring Week: Sept. 27 – Oct. 1– Cycle 2: October 4 – 22– Progress Monitoring Week: Oct. 25 -29

– What does it take??? Compromise, Integrity, FlexibilIty,

Intervention Cycles

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Voyager Passport F

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team (IPST)

TEACHER DATA TEAMS

None of us is as smart as all of us!!!

Ken Blanchard

Which of these is most valuable when making decisions?

• Student Response Data• Teacher Experience

• Grade Level Team Input• Specialist Expertise

• Assessment Decision Tree

Data Meetings• Tier One Focus

• Assess strengths of Tier One core instruction by reviewing benchmark data.

• How can we improve differentiated instruction in the 90 min reading block.

• Tier Two Focus (Find ‘em, watch ‘em):• Grouping kids in need of similar

interventions/enrichment based on data. • Determine focus of interventions, set goals,

determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc.

• Decide on how interventions will be documented. • INDIVIDUAL STUDENTS who are not responding.

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• Be able to “tell the story”• Intervention Log(s) – (Form 7)

– Know when interventions started, began, changed.– Include ongoing progress monitoring data –

matched to intervention.– Include data for all kids that were in the

intervention group. • Parent Conference Info – (Form 2)• Cume Folder/Cume Folder Review – (Form 1) • Other formative/diagnostic assessments

Examples of what to bring to Data Team Meetings and IPST

Highlights• Started with expectations for the meeting• Focused on data and identifying why

students are struggling• Problem-solving as a team• Made a plan to progress monitor

student(s) exiting intervention• All staff who work with the students are at

the table and participating

The Work►Discussing ACADEMIC & BEHAVIOR NEEDS

of students.►Problem Solving & Developing

intervention plans►Looking at Data-Are students being

successful? ►Solving the problems that we identify at

Tiers 1, 2, and 3?

InterventionsLet’s Discuss

Components of a Great Intervention

• Explicit Instruction• Systematic Instruction• Think –Aloud Modeling• Guided Practice• Visual Cues for the student to use during

independent practice• Fidelity• In a small group setting or individual basis• With on-going Progress Monitoring

Where do I get these INTERVENTIO

NS?

InventoryYour

ResourcesAnd Try to

Develop More!

Eligibility – What does it take?

• Necessary for determining expected response or inadequate response to intervention

• Considering– Expected level of achievement of peer

group– Target for this student– Movement toward the target– Trajectory of improvement, or lack

thereof

The “New Way”:

• Students referred when there is a poor response to Tier 2 services

• After at least two different interventions documented

• Looking for academic gap• Slower learning rate over time• Team decides… additional academic or

behavioral intervention, placement, etc.

RTI WILL WORK IF IT IS IMPLEMENTED AS A SCHOOL

AND STUDENT IMPROVEMENT INITIATIVE.

IT WILL NOT WORK WHEN IMPLEMENTED ONLY TO DETERMINE ELIGIBILITY.

TTHANKS FOR

LISTENING!