Supporting All Students in a Multi-Tiered System of Supports

Vermont Family Network WebinarJune 1, 2016

Meagan Roy, CSSU Director of Student Support Services

Greg Marino, Williston School District Principal

“Success rests on a systemic approach that

unifies general and special education in

deliberate, intentional, ongoing collaboration

to improve outcomes for all students”

- VT MTSS Field Guide (p7)

• Understand what a Multi-Tiered System of Supports

(MTSS) is, and how it supports all learners to be successful

in school

• Explore the experience of a student and family in a

successful MTSS

What is MTSS?

MTSS is a coherent continuum of evidence based, system-wide practices that support

• a rapid response to academic and behavioral challenges,

• frequent data-based monitoring

• instructional decision-making

in order for each Vermont student to achieve high standards. (Vermont Agency of Education)

The Pyramid Model

Universal/Core Instruction • All students• Preventive & proactive• Differentiated

Targeted/Supplemental Interventions• Some students (at-risk)• Assessment-based• Rapid response• Differentiated

Intensive, Individual Interventions• Individual (Few) Students• Assessment-based• High Intensity• Differentiated

The Integrated Model

Vermont’s MTSS Guiding Principles

• Developed by consensus of the VT Statewide

Steering Committee on RtII

• Build on and extend earlier work regarding RtI

posted on the VTDOE website

• Designed to lay the foundation for all other

work that schools do with MTSS

The 5 Components of VT MTSS

1. A Systemic and Comprehensive Approach

2. Effective Collaboration

3. High-quality Instruction & Intervention

4. Balanced & Comprehensive Assessment

System

5. Expertise (well- designed Professional

Learning)

COMPONENT # 1: A SYSTEMIC, COMPREHENSIVE APPROACH

Several decades of research has demonstrated

that school improvement and change in

instructional practice can only be truly effective

and sustainable when they occur within a

systemic and comprehensive framework.

COMPONENT # 2: EFFECTIVE COLLABORATION

◆ A collaborative culture is a distinguishing feature of effective schools, and a necessary condition for a successful multi-tiered system.

◆ Educators within a collaborative culture:◆ share mission and vision◆ accept collective responsibility for student learning◆ value the interchange of ideas with colleagues◆ hold high expectations for all◆ engage in collaborative activities

COMPONENT # 3: HIGH QUALITY INSTRUCTION & INTERVENTION

Key attributes:

✓ provided by knowledgeable teachers

✓ informed by research evidence & responsive to student-teacher interactions

✓ differentiated, based on instructionally relevant assessment

✓ provides both explicit instruction and opportunities to learn self regulation during child-directed learning

✓ responsive to learning needs of diverse students

COMPONENT # 4: COMPREHENSIVE & BALANCED ASSESSMENT SYSTEM

✓ Assessment is central in effective MTSS-RtII.

✓ Well-designed balanced assessment system includes tools and

processes that are effective to address various assessment

purposes.

✓ Purposes of Assessment: 1. Planning, supporting, monitoring and verifying learning

2. Investigating the cause of learning difficulties

COMPONENT # 5: EXPERTISE (WELL-DESIGNED PROFESSIONAL LEARNING)

✓ School-wide collaborative professional learning is a

critical factor in increasing student achievement

(Learning Forward, 2011).

✓ Job embedded models have the best chance of

improving and sustaining professional practice.

The Integrated Model

Questions? Comments? Thoughts?

✓ What questions do you have about these components?

✓ Have you experienced these in your child’s school system?

Outcome #2:

The Student Experience...

✓ What does a student experience in a multi-tiered

system of supports?

Instruct

Assess

Provide Feedback

Adjust

Reflect

Elements of MTSS

Early Identification of Students who are struggling

Expected Results Achieved?

Expected Results Achieved?

Adjustments to Classroom Instruction

TargetedInterventions (Tier II)

Enga

ges

Pare

nts

/ Fa

mili

es

Progress Monitoring

If not, then

decision point

here. (EST)

Instruct

AssessAdjust

Reflect

Progress Monitoring

If not, then

decision point

here. (EST)

“Success rests on a systemic approach that

unifies general and special education in

deliberate, intentional, ongoing collaboration

to improve outcomes for all students”

- VT MTSS Field Guide (p7)

Final Questions? Comments? Thoughts?

Resources

✓ Link to Field Guide

✓ VT MTSS Guiding Principles Handout