Topic
MTSS Definition
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Tier I
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Tier II
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Tier III
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Details
NC MTSS is a multi-tiered framework that
promotes school improvement through
engaging, research-based academic and
behavioral practices. NC MTSS employs a
systems approach using data-driven
problem solving to maximize growth for all.
Move from process for some students to
framework for all students
All students are part of MTSS, no longer can
a student “enter RtI”, it is about analyzing
how all students are responding to
instruction
Who: All students are in Tier I (Core)
What: Evidence-based programs and
practices demonstrated to produce good
academic and behavior outcomes for the
majority of students
Who: Students needing supplemental
support in addition to Core instruction
(approx. 20% of students)
What: Evidence-based programs and
practices demonstrated to improve
academic and behavior performance in Core
Who: Students needing Intensive support in
addition to Supplemental and Core
instruction
(approx. 5% of students)
What: Evidence-based programs and
practices demonstrated to improve
academic and behavior performance
Resources
NC DPI MTSS Wiki
Notes
Critical Component: Curriculum and Instruction
Topic
Essential
Elements
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Details
Academic and behavioral curricular
materials and instructional practices are
evidence-based
Academic and behavioral curricular
materials and instructional practices are
aligned with learner needs and standards
Curricula and instructional practices are
implemented with fidelity
Scheduling supports a Multi-Tiered System
of Support
Resources
Usable Interventions
Notes
Handout: Usable
Interventions
C & I Selection
Instructional Rounds
Oregon K-12 Literacy
Walkthroughs
Critical Component: Problem-Solving/Data-Based Decision Making
Topic
ProblemSolving
Teaming
Structures:
School building
team, Grade
level or
Department
teams
Details
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Establish Problem-Solving Teams- across
building, grade-level and/or departments
Establish common language and beliefs
Develop Self-Correcting Feedback Loop
2 PARTICIPANT NOTES
Resources
School Team Structures
Self Assessment
Notes
Topic
Stages of
Behavioral
Consultation
Model
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Examine Tier 1
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(Bergan &
Kratochwill, 1990)
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Identify and
Analyze Tier 1
Problem
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Plan Tier 1
Implementation:
Instruction
Curriculum
Environment
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Details
Problem Identification (Tier I, 2, and 3)
Problem Analysis
Plan Implementation
Problem Evaluation
Resources
RIOT by ICEL Matrix
Evaluate core instructional effects - at least
80% of all students are meeting academic
and behavior benchmarks in Core alone.
Evaluate core instructional effects for
vulnerable populations (subgroups)
Identify students in need of Tier 2
Inform core resource allocation decisions
If a grade-wide problem is detected, it must
be addressed prior to singling out
individual children for Tiers 2 and 3
intervention
When a grade-wide problem is detected,
the Data Team would look across classes,
grades, and/or entire school to accurately
identify the problem
Aligned with state standards
Facilitates explicit teaching
Coordinated instructional sequences
Grouping practices maximize student
engaged time
Instruction moves from scaffolding to
transfer and generalization
High integrity implementation leads to
positive student outcomes
<Canyons
Expectations>
Notes
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Evaluate Tier 1
Problem
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Master schedule supports the
implementation plan
Scheduling practices are responsive to
student need
When systemic problems are detected, data
should be collected monthly
Data sources should include both teacher
and student data
Adjustments are made to the
implementation plan when needed
Dissect Core Tools
Questions:
What tools does your school
use to look at core
effectiveness?
(Think about instruction,
curriculum and
environment).
What is working?
What is not working?
What tools might be
beneficial to address gaps as
you support your schools?
4 PARTICIPANT NOTES
Your Thinking:
Critical Component: Problem-Solving/Data-Based Decision Making (continued)
Topic
Examine Tier 2
and 3
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Identify and
Analyze Tier 2
and 3 Problem
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Plan Tier 2 and 3
Implementation:
Instruction
Curriculum
Environment
Learner
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Evaluate Tier 2
and 3 Problem
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Details
Evaluate long-term effects of interventions
for Tiers 2 & 3 - at least 70-80% of students
improve academic and behavior
performance (toward Core standards)
Most children who receive Tier 2 and 3
intervention should experience success
The percentage of students requiring Tier 2
and Tier 3 intervention over time should
decrease as evidenced across subsequent
screening occasions
More time needed for intervention.
More intensive and explicit instruction.
More customization of instruction.
Smaller group size.
Increased opportunities to respond.
Immediate corrective feedback.
More frequent progress monitoring and
decision making
The Grade Level/Department ProblemSolving Team will look to confirm that:
 The correct skills were progress
monitored at the correct level.
 Sufficient data have been collected to
make decisions according to the
established decision rules.
 The data were correctly graphed.
 Tier 2 and 3 instruction proves to be
effective for 70-80% of the group
Notes
Kovaleski Checklist
Give one-Get one
6 PARTICIPANT NOTES