Multi-Tiered System of Supports (MTSS) Manual

2018-19

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Multi-Tiered System of Supports

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Multi-Tiered System of Supports (MTSS) Problem Solving /Response to Intervention Guide (PS/RtI)

Vision Statement

A Dynamic Educational System of Excellence

Mission Statement

Educate All Students for Success

Laurie Gaylord, Superintendent Dr. Ginger Featherstone, Deputy Superintendent

Dr. Tracy Miller, Chief Academic Officer Theresa Iuliucci, Director of Student Services

Vicki Jenkins, Director of Exceptional Student Education

Martin County School District Updated August 2018

This manual was created through a collaboration of Student Services, Curriculum & Instruction and ESE Departments. Thank you to the school psychologists, reading coaches and district support staff who put this together. Special thanks to our partners at the USF – Florida’s Problem Solving/Response to Intervention Project for reviewing and providing input on this manual.

Preface

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Martin County School District is committed to educating all students for success. One key

strategy to meeting our mission is a multi-tiered system of support. This system includes six

key components: problem solving process, data evaluation, communication & collaboration,

capacity building, leadership and multiple tiers of support. The use of these components

results in effective academic, behavioral and mental wellness instruction and interventions for

individuals or class/school-wide topics. It is expected that all schools within the district will

utilize this framework to ensure the needs of all students are met.

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Multiple Tiers of Instruction and Intervention

The multi-tiered model of service delivery is based upon a three tiered structure of support where by students receive support of increasing intensity based on their needs.

Tier 1 is what “ALL” students get in the form of instruction (academic and behavior/social-

emotional) and student supports. Tier 1 focuses on the implementation of the district’s Core

Curriculum and is aligned with the Florida Standards. Tier 1 services (time and focus) are based

on the needs of the students in a particular school. Some schools require more time than other

schools in particular core curriculum areas based on student demographics (readiness,

language, economic factors) and student performance levels to ensure that all students reach

and/or exceed state proficiency levels. Approximately 80% of students should be meeting

expectations as a result of Tier 1 instruction alone.

Tier 2 is what “some” students receive in addition to Tier 1 instruction. The purpose of Tier 2

instruction and supports is to improve student performance under Tier 1 performance

expectations (levels and conditions of performance). Therefore, “effective” Tier 2 services

occur when at least 70% of students receiving Tier 2 services (in addition to Tier 1) meet or

exceed grade level/subject area Tier 1 proficiency levels (academic and/or behavior)

established by the district. Tier 2 services are more “intense” (more time, narrow focus of

instruction/intervention) than Tier 1. Tier 2 services can be provided by a variety of

professionals (e.g., general education and/or remedial teachers, behavior specialists) in any

setting (general education classroom, separate settings, home). Since the number of minutes

of Tier 2 services is in addition to Tier 1, the total amount of time a student receives Tier 1 and

Tier 2 services is based, fundamentally, on the number of minutes all students receive Tier 1

supports. Approximately 15% of students will require Tier 2 instruction in order to meet

expectations.

Tier 3 is what “few” students receive and is the most intense service level a school can provide

to a student. Typically, Tier 3 services are provided to very small groups and/or individual

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students. The purpose of Tier 3 services is to help students overcome significant barriers to

learning academic and/or behavior skills required for school success. Tier 3 services require

more time and a more narrow focus of instruction/intervention than Tier 2 services. Tier 3

services require effective levels of collaboration and coordination among the staff (general and

specialized) providing services to the student. The expected outcome of Tier 3 services,

combined with Tiers 1 and 2, is that the student(s) will achieve Tier 1 proficiency levels

(academic and/or behavior) established by the district. Approximately 5% of students will

require Tier 3 instruction in order to meet expectations.

Problem Solving Team Overview What is the Problem Solving Team? Problem Solving Teams (PST) are intervention driven/progress monitoring teams at each school that assist students, families and teachers in identifying positive solutions for all students. PSTs examine factors that may be impacting academic success for students (i.e., Instruction, Curriculum, Environment and Learner centered variables). They are comprised of professionals within the school community (i.e., school administrators, teachers, school psychologists, guidance counselors, school social workers, speech/language clinicians, reading specialists) and other relevant personnel, including community agencies when necessary. The combined expertise of these professionals along with parent input increases the likelihood that the team will accurately determine the cause of the student’s problem and develop effective solutions. The primary goal of the PST is to support teachers and parents by generating effective research-based academic and behavioral strategies for students in need of more intensive and/or individualized instruction. These teams follow the four-step problem solving process: identifying a problem, analyzing why it is occurring, implementing a plan to intervene, and evaluating the success of that plan. Problem Solving Teams use school, class, and individual student data to monitor the effectiveness of programs and interventions. The Problem Solving (PS) Process is used to plan, evaluate, and revise all tiers of instruction. The four-step PS process includes a structured format that is used when analyzing possible reasons for lack of student academic or behavioral progress in order to plan and deliver interventions. Utilizing a structured PS approach when exploring, defining, and prioritizing concerns helps the team make efficient use of time and increase the probability that the appropriate interventions are selected.

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Step 1: Problem Identification -What is the Problem?

The problem should be stated in objective, measurable, terms using direct measures of academic performance or behavior. The definition of the problem must focus on teachable skills (i.e. phoneme blending, letter/sound correspondence, etc.) that can be measured and changed through the process of research-based instruction/intervention. The goal is for students to meet benchmarks (goal setting); consequently a problem exists when students are not attaining benchmarks. The first step in PS is to determine if there is a difference between the students’ current level of performance and the expected level of performance. Expectations can be developed based on local norms, normative standards, criterion-based measures, peer performance, instructional standards, developmental standards, district or state assessments and/or teacher expectations. It is also important to consider whether the identified problem exists for only one student, a

small group of students, or a large group of students since this knowledge will lead to different

types of interventions. For large group problems, changes in overall curriculum or instruction at

the universal level may be necessary and problem solving (PS) is then conducted on a larger

scale. If a problem is present for only one or very few students, then individual and/or small

group problem-solving will occur.

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Key Domains of Learning

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Instruction

Instruction is how the curriculum is taught and can vary in many different ways including: level of instruction, rate of instruction, and presentation of instruction

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Curriculum Curriculum refers to what is taught. Curriculum would include scope, sequencing, pacing, materials, rigor, format, relevance

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Environment

The environment is where the instruction takes place. Variables in the environment include classroom expectations, beliefs/attitudes, peers, school culture, facilities, class size, attendance/tardies, management

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Learner

The learner is who is being taught. This is the last domain that is considered and is only addressed when the curriculum and instruction are found to appropriate and the environment accommodating. Variables include motivation prerequisite skills, organization/study habits, abilities, impairments, and history of instruction.

Step 2: Analyzing the Problem - Why is the problem occurring? (Hypothesis generation and

validation)

The goal of problem analysis is to answer the question, “Why is this problem occurring?” During

this step, relevant information about the problem is gathered as to why the student(s) are not

attaining benchmarks. One tool that can assist in sampling information from a broad range of

sources and to investigate all likely explanations for academic or behavioral problems is the

ICEL/RIOT matrix. This matrix helps schools to work efficiently and quickly to decide what

relevant information to collect on academic performance and behavior—and also how to

organize that information to identify probable reasons why the student groups are not

experiencing academic or behavioral success.

Step 3: Intervention Design and Implementation -What are we going to do about it?

Intervention Design A good intervention plan:

• explicitly defines the skills to be taught • focuses on measurable objectives • identifies who will complete various tasks, when they will be completed and how • describes a plan for measuring and monitoring the fidelity and effectiveness of instructional efforts • reflects resources available.

Potential Sources of Information

R Review of historical records and products

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Interview of key stakeholders

O Observe performance in real time functional settings

T Test student through careful

use of appropriately matched

measurement technologies

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Data Collection Another fundamental component of the plan is data collection. The data gathered should

reflect how a student or a group of students is responding to the prescribed intervention. The

PS team must determine what ongoing data collection will occur, what measures will be used

and how data will be analyzed and disseminated. Data review timelines must also be

established.

Step 4: Response to Intervention/Monitoring Progress - Is the plan working?

Aligned Inquiry

PLC Crucial Questions 4 Step Problem Solving

1 What do we want each student to

learn? Problem Idnetification/Goal

Identification

2 How will we know when each student

has learned it Problem Analysis

3 How will we respond when a student

experiences difficulty in learning? Intervention Design

4 How will we respond when studnets

have already learned it? Response to intervention

Why Problem Solve?

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Federal and state legislation mandates that schools intervene early with students when problems first occur. State Board Rule 6A-6.0331 (1), Florida Administrative Code for addressing the student’s academic and/or behavior skill deficit(s)

Rule 6A-6.0331(1) (e), F.A.C., requires that schools implement evidence-based interventions to address the identified area(s) of concern in the general education environment. These interventions must be developed through a problem-solving process that uses student performance data to identify and analyze the area(s) of concern, select and implement interventions, and monitor the effectiveness of the interventions. The intensity and instructional focus of the interventions should match student need, and interventions must be implemented as designed and long enough for the interventions to have the expected effect. Ongoing progress monitoring must be conducted and used to evaluate the student’s progress and to revise the interventions when the interventions do not result in sufficient improvement. Therefore, in accordance with Rule 6A-6.0331(1) (e), F.A.C., taking responsibility for providing effective interventions that result in positive student response through general education resources is required.

These regulations require educators to ensure that targeted research-based interventions are provided for students who are struggling in the general education environment. Problem solving is a research-based process that seeks to ensure that individual, class-wide, and school-wide problems are addressed systematically and that important educational decisions are made based on data that are frequently collected. The goal of problem solving is to develop positive solutions for ALL children.

Early Warning Systems: What is required of schools?

Accountability was established for middle schools with SB 850 and subsequently for elementary with HB 7069. This Bill requires schools develop of an “early warning system” (EWS) to identify students who are at-risk of not meeting grade level standards or not graduating. Although not legislatively required, best practice would suggest that EWS should be used to monitor the performance of high school students as well. These systems must include, at a minimum, the following indicators:

Attendance below 90%; One or more suspensions, in school or out of school; Course failure in English language arts or mathematics; and Level 1 score on the statewide, standardized assessments in English language arts

or mathematics.

The school’s problem solving team must convene to determine appropriate intervention strategies for students exhibiting two or more of the warning indicators. The school MUST provide students’ parents with the opportunity to participate in the team process by providing

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a minimum of 10 days’ written notice of the meeting, indicating the purpose, time and location.

It is expected that ALL schools utilize an early warning system to identify students who are in need of early intervention and to address barriers to student success.

Roles and Responsibilities for the Problem Solving Team (PST)

Accountability for positive student outcomes is the shared responsibility of all school personnel.

There are specific roles that must be filled in order for the PST to function effectively. The

people assigned to fulfill these roles may vary by school site, depending upon the expertise and

availability of personnel.

All

Ensures the problem-solving model is followed during meetings

Supports the fidelity of the problem solving process

Monitors fidelity of intervention implementation

Interprets and analyzes universal peer and subgroup comparative data

Identifies strategies, materials and resources for interventions

Reviews intervention log

Administrator

Assumes responsibility for allocation of resources

Monitors staff support/climate, including class coverage for teachers attending

meetings

Addresses issues related to core instruction with the teacher

Ensures that appropriate data is provided by the referring teacher prior to the meetings

Schedules PST meetings

Notifies PST members of dates, times, and locations of meetings

Manages and reviews required paperwork to determine next steps

Ensures documentation of all relevant information during meetings

Sets agendas and manages the pacing of the meetings

Keeps the meetings goal-oriented by following agenda

Attempts to elicit appropriate level of consensus during the process

If needed, collaborates with teacher(s) to complete needed documentation prior to PST

meeting

Facilitator (this role usually filled by the school Guidance Counselor)

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Ensures that appropriate data is provided by the referring teacher prior to the meetings

Schedules PST meetings

Notifies PST members of dates, times, and locations of meetings

Manages and reviews required paperwork to determine next steps

Ensures documentation of all relevant information during meetings

Sets agendas and manages the pacing of the meetings

Keeps the meetings goal-oriented by following agenda

Attempts to elicit appropriate level of consensus during the process

If needed, collaborates with teacher(s) to complete needed documentation prior to PST

meeting

Teacher

Obtains paperwork from guidance office

Conducts conference with student’s parent (at least once) prior to requesting a PST

meeting

Reviews student cumulative file prior to PST meeting

Completes PST forms (paperwork) including graphic displays of data

Implements interventions with fidelity

Collaborates in the collection and review of baseline and ongoing progress monitoring

data to determine effectiveness of strategies implemented

Provides student’s present level(s) of skill performance in observable, measurable terms

to the PST

Provides expected level of skill performance, as well as class average performance of

skill to the PST

Agrees to share responsibility in the implementation of the intervention plan

Collaborates with the team to problem-solve solutions

School Psychologist (at Tier 3)

Provides guidance in data collection, development of interventions, decision-making,

and interpretation of progress monitoring

Assists in determining strategies and resources for intervention(s)

Contributes expertise in evaluating outcomes, data collection, and data analysis

Assists in monitoring implementation of interventions, procedural compliance, and

overview of student progress

If necessary, observes student in the learning environment prior to PST meetings to help

identify appropriate intervention strategies, and to identify barriers to learning or

intervention

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Engages in ongoing consultation regarding implementation issues, as well as individual

student needs

Assists in the completion of Functional Behavior Assessments and Behavior Intervention

Plans

Invited Specialist(s) (Literacy Coach, Math Coach, SLP, IPS Coach, Interventionist, ESOL/ELL, OT,

PT, Mental Health Personnel)

Attends PS Team meetings as necessitated by the problem or target area

Shares expertise in specific areas of student’s concern

Collaborates with team to problem-solve solutions

Contributes information regarding instructional methodologies, strategies and

curriculum

Assists in developing interventions from their area of expertise

Provides support/training/modeling for interventions to the classroom teacher or

intervention specialist

If necessary, observes student in the learning environment prior to PST meetings to help

identify appropriate intervention strategies, and to identify barriers to learning or

intervention

Parent or Legal Guardian

Shares perspective on child’s development, health history and other relevant

information.

Shares interventions implemented in the home environment, academic history

Shares student’s concerns and perceptions

Collaborates with school personnel to problem-solve and identify solutions

Response to Intervention

Intervention Evaluation

The PS process is not complete without evaluating the effectiveness of the intervention. The

goal on this final stage is to answer the question: “Is the intervention working?” by reviewing

the data collected for individuals or groups. There are three possible outcomes: positive,

questionable and poor.

Positive Response

Gap is closing.

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Point at which target student(s) will “come in range” of target can be extrapolated—

even if this is long range.

Potential Actions

Continue intervention with current goal.

Continue intervention with goal increased.

Gradually fade intervention to determine if student(s) have acquired functional

independence.

Questionable Response

Rate at which gap is widening slows considerably, but gap is still widening.

Gap stops widening, but closure does not occur.

Potential Actions

Determine if the intervention was implemented as intended.

o If no—employ strategies to increase implementation integrity.

o If yes—increase intensity of current intervention for a short period of time and

assess impact. If rate improves, continue. If rate does not improve, return to

problem solving.

Poor Response

Gap continues to widen with no change in rate.

Potential Actions

Determine if intervention was implemented as intended.

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o If no—employ strategies to increase implementation integrity.

o If yes—

o Is intervention aligned with the verified hypothesis? (Intervention Design)

o Are there other hypotheses to consider? (Problem Analysis)

o Was the problem identified correctly? (Problem Identification)

Progress Monitoring Within a Multi-Tiered System of Supports, progress monitoring is used to assess student

progress or performance with regard to behavior and academics. At Tier 1, this is facilitated

through the use of universal screeners at specifically scheduled times of the year, including, but

not limited to, baseline, mid-year, and end-of year. At Tier 2 and Tier 3, progress monitoring is

used to assess student progress or performance in those areas in which a learning gap was

identified through Tier 1 data analysis. These progress monitoring measures serve to quantify a

student rate of improvement, or responsiveness to instruction, and to assist in the evaluation of

the effectiveness of instruction and interventions currently in place. When planning for

progress monitoring, attention should focus on fidelity of implementation and the selection of

evidence-based strategies, interventions, and resources. There should also be specific steps

taken to ensure cultural and linguistic responsiveness, as well as the recognition of student

strengths.

NOTE: The period of time an intervention is required to be implemented is described in the

literature as “reasonable and realistic”, and is left up to the school based problem-solving team

to determine. Florida State Board Rule 6A-6.0331 (1) (e), FAC states: “Interventions shall be

implemented as designed and for a reasonable period of time and with a level of intensity that

matches the student’s needs.” Ultimately, the student’s response to intervention will

determine the length of time that he/she will be exposed to the intervention.

Certain factors should be taken into consideration when attempting to determine a reasonable

period of time for a particular student’s intervention plan and progress monitoring checkpoints:

How far below expectations the student is performing (the further below expectations the

student is performing, the longer it will take him/her to close the gap with peers)

The particular skill to be learned (some skills naturally take longer to learn than others)

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The intensity of the instruction needed

The point in the school year at which the interventions are first implemented (interventions may

need to continue into the next school year before benchmarks can be expected to be achieved)

Student factors such as health, motivation, attendance, and/or family issues that may impact

performance

Why are graphic representations of a students’ RtI required? Data demonstrating rate of progress and levels of performance in comparison with multiple subgroups are used to monitor student progress throughout a student’s education, in both general and special education. Graphic representations are a means of effectively presenting raw data to parents, students, and education professionals involved in problem identification, analysis, and intervention planning and they convey the degree to which a child responds to the interventions being provided. Fewer conflicts arise when all parties are able to fully understand the data regarding the school’s implementation of interventions and the student’s responses to these interventions over time. When the school makes instructional adjustments based on their child’s response to the interventions, parents are reassured that the school is taking active responsibility for meeting the student’s needs. How frequently should a student’s progress be monitored? Data collection should match the intensity of the instruction that is being provided. In general, students receiving intensive, individual interventions (commonly described as tier 3 interventions) should be monitored weekly until enough data points are gathered to obtain a reliable trend line. In contrast, groups of students receiving targeted interventions (commonly described as tier 2 interventions) may be monitored biweekly or even monthly. Behavioral Supports Universal (Tier 1) Support Universal (Tier 1) behavioral methods that are scientifically and researched based must be implemented. Common behavioral issues will be identified, and school wide interventions will be developed. These will include the core programs. A Positive Behavioral Intervention and Supports program (PBIS) must be in place.

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Universal interventions/supports must be in place and implemented with documented fidelity and classroom walkthroughs by administration and PBIS Team before proceeding to supplemental interventions/supports. The Classroom Assistance Tool (see website) may be a tool used to determine the fidelity of classroom PBIS. Classroom teachers have the flexibility to design specific classroom management strategies that are responsive to their students’ cultures and fit with their own personal style of teaching. Those strategies should be aligned to the five categories that research has linked to positive student outcomes: (below or click here)

1. Maximize structure in the classroom with predictable routines and a safe, orderly environment

2. Teach, monitor, and reinforce expectations and rules that are aligned to the school-wide expectations

3. Actively engage students by providing culturally responsive instruction that includes high rates of opportunities to respond

4. Use a continuum of culturally responsive strategies to acknowledge appropriate behavior

5. Use a continuum of culturally responsive strategies to respond to inappropriate behavior

Before implementing Supplemental (Tier 2) interventions/supports, the progress monitoring data may include the ABC Data Collection Form (#550B), time on task observations, FOCUS & RtI/B data: to include major and minor documentation along with all classroom intervention progress monitoring data demonstrate the effectiveness or lack of positive responses to classroom interventions.

This information will be used throughout the progress-monitoring period. Supplemental (Tier 2) Support

Tier 2 supports build on the lessons provided at Tier 1, and may prevent the need for more

intensive interventions. Tier 2 supports are provided to small groups of students with similar

needs, offering more time and/or detailed instruction on the core curriculum. The types of

interventions offered at this level will vary according to the needs of each school’s student

body, but all have certain things in common:

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There is a clear connection between the skills taught in the interventions and the school-wide expectations. This helps students and staff apply those lessons in non-intervention settings

Tier 2 interventions require little time of classroom teachers and are easy to sustain Variations within each intervention are limited The interventions have a good chance of working (e.g., they are “evidence-based”

interventions that are matched to the student’s need)

http://flpbis.cbcs.usf.edu/tiers/tier2.html

The designated MTSS team member will consult with the support team members as needed throughout the implementation of this supplemental intervention. Intensive (Tier 3) Support

Tier 3 supports continue to build on the lessons and supports provided at Tiers 1 and 2,

becoming more individualized and more intensive until teams can identify what is needed for

a student to be successful. Tier 3 supports are based on the underlying reasons for a student’s

behavior (their FBA) and should include strategies to:

Prevent problem behavior

Teach the student an acceptable replacement behavior reward the student’s use of the replacement behavior

Minimize the payoff for problem behavior

http://flpbis.cbcs.usf.edu/tiers/tier3.html

The designated MTSS team member will provide the student’s teacher with the Functional Assessment Checklist for Teacher and Staff (Form #498).

An observation of the student will be conducted by a designated MTSS team member. The observation will be documented on the Observation Form (#324A).

The PS Team will meet with the teacher and/or the parent and student to review all data and information obtained to this point. The PS Team will then determine the specific target skill(s) of concern, they hypothesized reason(s) for the behavior, specific goals, a step-by-step intervention plan, and progress monitoring that will be used (see four step problem solving). The Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan (BIP) will be completed.

Intensive interventions will be delivered as prescribed in the BIP. Progress monitoring on the tools designated in the plan will include the ABC Data Collection Form (#550B). This form will be used anytime the targeted behavior occurs during the progress monitoring period. Other

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data may also be collected on the target behavior (e.g. frequency data, duration data, interval data, etc.).

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Appendices

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MTSS INITIAL CHECKLIST - Elementary

Student Name: ID:

Teacher Name: Date:

School: Grade:

Type of Concern(s):

*Early Warning Indicators

BEHAVIOR

# of Referrals

1 or more suspensions in or out of school

*Attendance (Below 90%)

Referral to Behavior Team

Noted Change in Behavior

Other:

Person Responsible

Forms/Data Date Completed

Teacher Provide data regarding concern

Teacher Conferences with the parent and reviews all concerns, documenting the conference on form #114. Provides a copy of the MTSS Parent Brochure.

Teacher Completes cumulative folder review and documents results on district form #89

Teacher Obtains a copy of the most recent report card/grade report and places in the yellow folder

Teacher Secures a copy of attendance data from FOCUS and places it with MTSS documentation

Teacher Secures a copy of discipline data from RtI:B/FOCUS and places it with MTSS documentation

Teacher Secures a copy of most recent State Assessment scores from FOCUS and places it with MTSS documentation

Teacher Reviews contents of the yellow folder with Guidance Office/MTSS facilitator for completeness

________ Guidance Office Signature Teacher Signature

ACADEMIC

*Reading/FSA Reading Level:

*Writing

*Math/FSA Math Level

Other:

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MTSS INITIAL CHECKLIST – Secondary

Student Name: ID:

Teacher Name: Date:

School: Grade:

Type of Concern(s): ACADEMIC

*Reading/FSA Reading Level:

*Writing

*Math/FSA Math Level

Other:

*Early Warning Indicators

BEHAVIOR

# of Referrals

1 or more suspensions in or out of school

*Attendance (Below 90%)

Referral to Behavior Team

Noted Change in Behavior

Other:

Person Responsible Forms/Data Date Completed

Referring Party Provide data regarding concern and conferences with the parent and reviews all concerns, documenting the conference on form #114.

Guidance Counselor/ Intervention Staff

Completes cumulative folder review and documents results on district form #89

Guidance Counselor/ Intervention Staff

Sends Teacher Input Survey to all of students teachers.

Guidance Counselor/ Intervention Staff

Sends a printed invitation to the initial meeting and provides a copy of the MTSS Parent Brochure

Guidance Counselor/ Intervention Staff

Obtains a copy of the most recent report card/grade report and places in the yellow folder.

Guidance Counselor/ Intervention Staff

Secures a copy of attendance data from FOCUS and places it with MTSS documentation

Guidance Counselor/ Intervention Staff

Secures a copy of discipline data from RtI:B/FOCUS and places it with MTSS documentation

Guidance Counselor/ Intervention Staff

Secures a copy of most recent State Assessment scores from FOCUS and places it with MTSS documentation

Guidance Counselor/ Intervention Staff

Reviews contents of the packet for completeness

Guidance Office Signature Teacher Signature

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(Tier 2 Parent Letter Print on School Letterhead)

Date:

Dear Parents/Guardians of:

The Problem Solving Team at (SCHOOL NAME) has identified your child as needing additional support above

what would is typically provided in his/her core classes. Your child’s teacher or other school team member

should have contacted you regarding your child’s needs and intervention. The purpose of this system of

support is to develop and monitor the interventions/strategies designed to help your child and others with

similar needs.

The State’s has provided a video for parents to learn more about the process the Multi-Tiered System of

Support (MTSS) process at http://www.florida-rti.org/parentResources/videos.htm .

The team values your input in regards to your child’s success in school. If you have any questions, please

contact your child’s teacher, guidance counselor or administrator.

Sincerely,

Multi-Tiered System of Support Team at (School’s Name)

(Tier 3 Parent Letter Print on School Letterhead)

Date:

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Dear Parents/Guardians of:

The Problem Solving Multi-Tiered System of Support Team (MTSS) would like to invite you to a meeting

on_______________________________________ at _________________.

This meeting has been scheduled to discuss the progress your child is making in school. During this time we

will be review your child’s performance and develop interventions/strategies that we can put in place to help

him/her.

If you have not already viewed the Multi-Tiered System of Support (MTSS) video, please arrive 15 minutes

early. You can locate the MTSS/Response to Intervention video at http://player.vimeo.com/video/49760122

The team values your input in regards to your child’s success in school. If you have any questions, please

contact your child’s teacher.

Sincerely,

Multi-Tiered System of Support Team at

---------------------------------------------------------------------------------------------------------------------------------------

Please detach this bottom portion and return to your child’s school or

call _______________________________ at ___________________________ to confirm your attendance.

Student Name: __________________________ Date/Time of Meeting: __________________

Please confirm your attendance or not by checking one of the boxes below:

I will be able to attend.

I will not be able to attend. Please advise me of the results.

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PARENT INVOLVEMENT

Opportunities for parents to be involved in the process to address the student’s areas of concern must be

made available. In addition, there must be discussion with the parent of the student’s response to

intervention, supporting data and potential adjustment to the intervention and of anticipated future action to

address the student’s learning and/or behavioral areas of concern. Documentation of parental involvement

and communication must be maintained.

This communication may occur though parent participation in PS/MTSS team meeting, parent-teacher

conferences, telephone calls, email messages, notes home, or any other mode of communication. Rule 6A-

6.0331(1)(a),F.A.C.

EVENTS HOW TO INVOLVE PARENTS

Start of school year for all student

May send notice home to all parents referencing process in place to address needs of all students: could include conferences, additional specialized staff sensory screening activities, etc., so parents know this system exists and do not think it automatically means an ESE referral when students experience difficulties.

MTSS Tier 1 data collection Math and Reading Assessment, Progress Reports, Curriculum –based Assessments, FSA Reports, Universal Screeners (reliable and valid test results)

Notify parents though written notice or document; provide contact information if parents have questions or need clarification.

MTSS Tier 1 & Tier 2 Individual student issues addressed

Conduct Parent-Teacher Conference

MTSS Tier 2 Problem Solving Team meets to address problems of identified students, establish hypothesis and initiate adequate progress monitoring

Invite parents to attend the meetings (Parent-School Partnership Meeting Invitation), solicit input in a formal manner; if parent is unable to attend send MTSS Feedback to parent

MTSS Tier 2 Documentation of Progress

Graph of indicating progress in intervention

Review hypothesis

Continue to send home reports, data reviews by the team; involve parents in the intervention design process (Parents should know how the instruction differs from core and differentiated instruction available to all students.)

MTSS Tier 3 Team meetings to review progress and make instructional decisions

Continue to monitor progress

Provide more intensive intervention

Intervention meeting needs

Return to previous Tier of support

Intervention not meeting needs

Invite parents to participate in meetings and if in attendance, parent will receive copies of the data used by teams. If parent is not in attendance, then provide a summary of the meeting in writing.

Case Review Decisions that result consideration of more intense services

Conduct a meeting with obtaining parent consent for individual evaluation

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ONLINE RESOURCES

MTSS Procedures:

Video for parents http://player.vimeo.com/video/49760122

Florida Multi-Tiered System of Supports/Problem Solving Model Project www.floridaMTSS.usf.edu

National Research Center on Learning Disabilities: www.nrcld.org

The National Center on Multi-Tiered System of Supports: www.MTSS4success.org

State Website for MTSS: http://www.florida-MTSS.org/index.htm

Intervention Strategies

Intervention Central: www.interventioncentral.org

Reading Rockets: www.readingrockets.org/

Center for Early Literacy Learning: www.earlyliteracylearning.org

Consortium on Reading Excellence: www.corelearn.com

Phonological and Phonemic Awareness

http://www.readingrockets.org/helping/target/phonologicalphonemic

Phonics

www.readingrockets.org/teaching/reading101/phonics?gclid=CMG27J6ykpwCFRVtswodRCSuzA

Fluency

http://www.readingrockets.org/reading-topics/fluency

Vocabulary

www.educationoasis.com/curriculum/Reading/Resources_reading/ISvocabulary.htm

Comprehension

http://www.readingrockets.org/search?cx=004997827699593338140%3Anptllrzhp78&cof=FORID%3A

11&ie=UTF-8&as_q=comprehension+strategies

Reading (all areas)

www.fcrr.org/Curriculum/studentCenterActivities.htm

www.fcrr.org/Curriculum/studentCenterActivities23.htm

www.fcrr.org/Curriculum/studentCenterActivities45.htm

5

Math

http://centerforinstruction.org

www.msu.edu/course/cep/886/Math/pg6.htm

www.MTSStools.com/Mathematics

www.wizig.com/tutorial/562-A-Response-to-Intervention-MTSS-Model-for-Math

Behavior

www.usu.edu/teachall/text/behavior/LRBI.htm

www.interventioncentral.org

http://challengingbehavior.cbcs.usf.edu/index.html

www.redandgreenchoices.com

www.ldonline.org/indepth/behavior

www.ldonline.org/indepth/classroom

www.state.ky.us/agencies/behave/bi/bi.html

http://flpbs.fmhi.usf.edu

Progress Monitoring for Academics

Easy CBM: https://easycbm.com/

Intervention Central: www.interventioncentral.org

What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/

National Center on Intensive Intervention: http://www.intensiveintervention.org

Assessing Fidelity of Interventions

Intervention Observation Checklists, PST meeting checklists, Critical Components Checklists:

http://www.floridarti.usf.edu/resources/program_evaluation/ta_manual_revised2012/index.html

Benchmarks of Quality, Benchmarks of Advanced Tiers, Walkthroughs:

http://flpbs.fmhi.usf.edu/ProceduresTools.cfm