MTSS IN THE C LASSROOM Melissa Long Shelly Dickinson Slide 2
Agenda Defining MTSS (RtI) Tiers DI vs Intervention Comparing the
Tiers Determining student needs within the Tiers Slide 3 Expected
Outcomes What do we want you to Know? The Big Ideas of MTSS What do
we want you to Understand? The role of Problem Solving Process
plays in decision making about students needs in all Tiers of
Support What do we want you to be Able to do? Share your knowledge
at your school and implement a strong academic environment. Slide 4
Essential Question How can I continue to implement high quality
instruction within my classroom? Slide 5 O NE SYSTEM SUPPORTING IT
ALL W HAT IS MTSS? O NE SYSTEM SUPPORTING IT ALL W HAT H APPENED T
O R T I? Slide 6 New Way of Thinking From From: Whats wrong with
this child? To To: What supports does this child need to be
successful? I nstruction C urriculum E nvironment L earner Slide 7
Support and Evaluation in Context Slide 8 Big Ideas of MTSS 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 Slide 9 Slide 10
Slide 11 Consensus Placemat Activity Groups of 2-4 gather around a
chart Quietly and independently reflect and respond to a question
Discuss what they wrote and reach consensus on ideas ALL students
share ideas, extend thinking and learn from each other. Slide 12
Activity Why is a high quality instructional System of Support
important at my school? Watch video Slide 13 Defining MTSS Team
consensus Share out with whole group Slide 14 What are the
components of MTSS? Speaking the LINGO! 1. Tiers of Intervention:
Students who do not respond to high-quality classroom instruction
(Tier 1) and intervention (Tier 2) receive more intensive,
individualized research-based interventions (Tier 3). Tiers are the
level of intensity of the intervention. 2. Progress Monitoring:
Data-based documentation of repeated assessments reflecting student
progress. 3.Data Based Decision Making: Students who dont respond
to these interventions or require a highly individualized program
to progress are evaluated in a more comprehensive manner. Slide 15
T IERS OF I NSTRUCTION : B ECOME AN E XPERT ! Slide 16 W HAT DOES
TIER 1 LOOK LIKE? Slide 17 Traditional Instruction vs.
Standards-Based Instruction Traditional 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 Slide 18 HOW DO WE DIFFERENTIATE BETWEEN THE TIERS? Slide 19
Activity: Tier 1 Instruction, Tier 2 and Tier 3 Instruction Tier
1Tier 2 Tier 3 Slide 20 Tier 1 Instruction Versus Tier 2
Instruction Tier 1 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 Slide 21 Looking at Tier 1 Data -
Grade 3 Math Inventory Define the Problem Student Name Item s
12345678910111213141516171819202122232425 Student 1
72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1
D/1C/1C/0D/1B/1A/1D/1 Student 2
72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1
Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1
D/1C/1A/1D/1B/1A/1D/1 Student 4
72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0
Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1
D/1C/1A/1D/1C/0D/0D/1 Student 6
40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0
Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1
D/1C/1A/1D/1B/1A/1D/1 Student 8
64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1
D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10
80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1
D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1
C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student
12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1
D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1
D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14
88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1
D/1C/1C/0D/1B/1A/1D/1 Student 15
72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0
A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17
56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1
Student 18 80A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct
Responses 161810171410121418 16155187131217 151213141514 Incorrect
Responses 208148640023130115611365434 Correct Response Percentag e
89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%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% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11%
6% D 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? Slide 22 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. Slide 23 What do they have in common?
Tier 1Tier 2 HIGH QUALITY INSTRUCTION Tier 3 Slide 24 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 Slide 25 Problem-Solving Process Define the Problem What
Do We Want Students to KNOW and Be Able to DO? Define the Problem
What Do We Want Students to KNOW and Be Able to DO? Problem
Analysis Why Cant They DO It? Implement Plan What Are WE Going To
DO About It? Evaluate Did It WORK? (Response to Intervention RtI)
Slide 26 Which of these is most valuable when making decisions?
Student Response Data Teacher Experience Grade Level Team Input
Specialist Expertise Assessment Decision Tree Slide 27 Match the
Intervention to the Skill Deficit/Student Need What is the root
cause of the problem? Lack of Phonological Awareness
Phonics/Decoding/Text Processing Fluency Comprehension Performance
deficit or skill deficit? Without a match, student will be
practicing skills that are good, but not directly related to what
they need to make progress Slide 28 W HAT DOES PROBLEM - SOLVING
LOOK LIKE AT TIER 1? Slide 29 Looking at Tier 1 Data - Grade 3 Math
Inventory Define the Problem Student Name Item s
12345678910111213141516171819202122232425 Student 1
72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1
D/1C/1C/0D/1B/1A/1D/1 Student 2
72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1
Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1
D/1C/1A/1D/1B/1A/1D/1 Student 4
72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0
Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1
D/1C/1A/1D/1C/0D/0D/1 Student 6
40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0
Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1
D/1C/1A/1D/1B/1A/1D/1 Student 8
64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1
D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10
80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1
D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1
C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student
12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1
D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1
D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14
88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1
D/1C/1C/0D/1B/1A/1D/1 Student 15
72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0
A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17
56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1
Student 18 80A/1B/1C/1D/1C/1
D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct
Responses 161810171410121418 16155187131217 151213141514 Incorrect
Responses 208148640023130115611365434 Correct Response Percentag e
89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%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% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11%
6% D 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? Slide 30 How Do We
Find Them? Who is not meeting grade level expectations? FAIR BELAA
KINDERGARTEN LITERACY SCREENER MATH ASSESSMENTS RUNNING RECORDS
ATTENDANCE Slide 31 W E HAVE FOUND THEM ! T IER 2: D ESIGNING I
NTERVENTIONS D OING S OMETHING W ITH EM Slide 32 Primary Data from
Journeys GPS p.33 Slide 33 Intermediate Data from Journeys GPS p.
34 Slide 34 Tier One: Differentiation Tier Two: Supplemental
Instruction Tier Three: Intensifying the Instruction More
instructional time Smaller instructional group size Focuses on
targeted, specific skills Provides explicit, systematic, more
opportunities for practice, and error correction/feedback
Intervention...Another Look Slide 35 Definition of Intervention
Instruction that supplements and intensifies classroom
curriculum/instruction to meet the need of the student Teach NEW
skills to remediate a deficient skill Interventions are developed
to help the student acquire the necessary skills to be able to
eventually succeed independently Slide 36 Intervention Design Must
Target the missing skill(s) Include Explicit instruction Within a
supported learning environment Purposeful Well-planned Based on
data Focused on alterable variables within the Instruction,
Curriculum, Environment Slide 37 Who: grade level teachers,
instructional asst., ESE (5 th and 6 th ), 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, whos teaching what. Intervention Logistics Slide 38
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 Compromise,
Integrity, Flexibility, ????? Intervention Cycles Slide 39 Skill
Deficit Student lacks skills to successfully complete task
Performance Deficit Factors interfering with students capability of
performing the skill Types of Interventions Slide 40 W HAT DO WE DO
FOR STRUGGLING LEARNERS ? Slide 41 Diagnostic Assessments PSI
Phonics Screener PASI Phonological Awareness DAR Diagnostic
Assessment of Reading ORF Oral Reading Fluency >Error Pattern
Analysis Math Easy CBM Probes Slide 42 The major purpose for
administering diagnostic tests is to provide information that is
useful in planning more effective instruction. Purpose of
Diagnostic Assessments Slide 43 T HERE IS NO AMOUNT OF INTERVENTION
THAT CAN SUBSTITUTE HIGH QUALITY INSTRUCTION. Slide 44 Progress
Monitoring Data : Is What We Are Doing Working? Progress monitoring
data Determine response to interventions using PASI PSI ORF FAIR -
OPM 44 Slide 45 What is Progress Monitoring? Progress monitoring is
a scientifically-based practice of continuous monitoring that
teachers use to evaluate the effectiveness of instruction. The
major purposes of progress monitoring are to: 1.Describe the childs
rate of response to instruction and 2.Build more effective
instruction. (Fuchs and Fuchs) Slide 46 Slide 47 Benefits of
Progress Monitoring accelerated learning because students are
receiving more appropriate instruction; more informed instructional
decisions; documentation of student progress for accountability
purposes; more efficient communication with families and other
professionals about students progress; higher expectations for
students by teachers; and fewer Special Education referrals.
Overall, the use of progress monitoring results in more efficient
and appropriately targeted instructional techniques and goals,
which together, move all students to faster attainment of important
state standards of achievement. "Common Questions for Progress
Monitoring." Student Progress Monitoring. Slide 48 Why? Until you
have data as a backup, youre just another person with an opinion.
Dr. Perry Gluckman Slide 49 Essential Question How can I continue
to implement high quality instruction within my classroom?
