Multi-Tiered System of Support
Data Teams and TIPS Processes
Objectives


Participants will understand the MTSS process
including the steps utilized to review universal
screening and progress monitoring data
Participants will be able use the problem-solving
process to support student needs
MTSS Processes
Current Processes
How do you currently:
determine those students who need interventions
and progress monitoring,
determine those students who are supported by a
PEP,
complete the PEP paperwork (include the form
used), and
complete Individual student problem solving (who is
on the team, how often does it meet, etc.)?
Goals of MTSS



Being prevention oriented: knowing who needs
support as early as possible each year and putting
those supports in place
Implementing evidence-based interventions for all
students and tailoring interventions based on
student’s needs
Using progress monitoring data to know when to
make a change in instruction
Universal screening or progress monitoring data indicates student
is at risk for developing difficulties and may need additional
supports
Data team meets to determine specific areas of need for
groups of students and intervention to support student
Structuring Team Meetings:
Using Student Data
Data Team Meeting
Focuses on all students
Includes academic, behavior, and socialemotional indicators
Determines needs of individual students
looking at needs of small groups
IPS Team meeting
Focuses on students not making progress
with current interventions or those who
need immediate support
Includes academic, behavior, and socialemotional indicators
Determines specific needs of individual
students through the TIPS problem
solving model
EC PLC
Focuses on students not
making progress with
current interventions
Includes academic and
social-emotional indicators
Determines specific needs of
individual students through the
TIPS problem-solving model
Considers possible
student referrals
May include the IEP
team
Intervention is implemented. Strategic or progress monitoring
is completed by the interventionist. Parent letter is sent home
and signed.
Data is reviewed after 6 to 10 weeks of intervention
implementation
If…
Then…
Data points are consistently below the
goal line
Consider implementing the intervention
with more intensity
Data points are consistently above the
goal line
Consider increasing the student’s goal
Student’s trend and goal lines are
aligned
Continue with the intervention until goal
is reached
Student’s trend line is below the goal
Consider either changing the
intervention or the intensity of the
intervention
Data is reviewed after 6 to 10 weeks of intervention
implementation
Communicate with Parents
Send home parent letter if changes have been made
Student Reaches Goal
Data indicates student needs additional support and
individual problem solving is necessary
Individual Problem Solving Team (IPS Team)
Process
Data Team Meeting
Interventions
Data Team Meeting
IPST
Process
Decision
TIPS Processes
IPS Teams
Purpose
To problem solve and determine next steps for students in need of
additional support (Tier 3)
Focus Areas
Problem Solving Model (IPS Team)
• Students needing additional support who are not responding to
Tier 2 interventions
• Students with an IEP who demonstrate an additional need - IEP
team may determine additional data is needed and requests
information from IPS Team through problem-solving process
• All areas: behavior, socio-emotional, academic, health, etc.
Facilitator
IPS Team Facilitator
Who
Fluid Teams
(determined by student needs)
Frequency
Dependent upon need, standing dates
How does this happen?
IPS Team Calendar
September Tasks

Identify core IPS Team members

Enter team member names in Google Doc

Identify meeting days, times, etc. and add to master
calendar

Complete Site-Based Data Accessibility Worksheet

Identify Content Specialists
How does this happen?
IPS Team Process
Meeting Preparation
Meeting Preparation

Schedule IPS Team meeting with key people
Core IPS Team members
 Staff members who work with student
 Content specialists


Submit Form O to school nurse

Send home Parent Notification and Parent Input forms

Review completed parent questionnaire

Have student’s teacher complete Teacher Input Form
Step 1
Roles and Responsibilities
Be sure that at the table you have:
 Facilitator
 Data Analyst
 Minute Taker
 Staff members who work with student
 Content specialists
Process
Ella’s
situation
Discuss
situation in
mock
meeting
Capture
meeting in
writing
Review
sample
Ella’s Situation
General Information




Fifth Grade Student
Passed her hearing and vision screenings
Parent Notification form sent
Parent Input Form sent
Ella’s Situation
Current Data
Data Source
Third Grade
Fourth Grade
Fifth Grade
Math EOG Percentile
20
12
8
Reading EOG Percentile
38
37
45
Discovery Education Math (Operations,
Base Ten, Fractions, Measurement and
Data, Geometry)
Level 2
Level 2
Level 2
Discovery Education Reading
Level 2 Reading Level 1
Comp
Reading Comp
Level 2
Reading Comp
Discipline
Referral for
Insubordination
No referrals
No referrals
Attendance
3 absences,
4 tardies
2 absences,
1 tardy
4 absences,
0 tardies
Discuss Situation





Based on the information shared, what is the overall
problem/concern for this student?
What questions do you have about Ella? What do
you want to know more about?
How might you obtain the information/data?
Who would be responsible for obtaining that
information/data?
When will the information/data be obtained?
Capture Meeting

Review pages 1 and 2 of the IPS Team Meeting
Form and note the sections for capturing:
Question and Conversation
Section of Form
Based on the information shared, what is
the overall problem/concern for this
student?
State problem/concern for this student
based upon current data
What questions do you have about Ella?
What do you want to know more about?
How might you obtain the
information/data?
Who would be responsible for obtaining
that information/data?
When will the information/data be
obtained?
Table below:
Identify additional information/data
needed to further define the
problem/concern
Review Sample
Review pages 1-3 of the sample.
Discuss:
 In what ways do these pages capture the
conversation you had about Ella?
 How does this information guide your next steps to
support the student?
 What do you notice about the specificity of the
information?
Step 2
Ella’s Situation:
Information Gathering Plan: Report Out
Review pages 4 and 5 of the Sample to analyze the
results of a variety of additional data sources
regarding Ella’s needs
(Table: Who shared and what were the results?)
Discuss Situation
Based on the information shared, answer the following
questions with your team:
 Who
is having the problem? Are there others who are
commonly associated with the problem?
 What is the problem?
 When is the problem occurring?
 Where is the problem occurring?
 Why is the problem occurring?
Then, write a precise problem statement using this
information to capture the primary concerns for Ella.
Discuss Situation
Once you have written the precise problem statement, discuss
the answers to the following:
 What interventions will be put in place that you think will
have the desired outcome?
 Who will implement the interventions?
 When will the intervention be put in place?
 What is the goal of the intervention? When will the team
meet again to determine if the intervention is effective?
 How will fidelity be determined?
 What data will measure intervention effectiveness? How
often will data be gathered? Who will review and report
the data?
Capture Meeting
Review pages 3 and 4 of the IPS Team Meeting Form
and note the sections for capturing:
 Precise problem statement
 Documentation of interventions
 Who
 When
 Goal
and Timeline
 Fidelity
 Effectivess
Review Sample
Review pages 6-8 of the sample.
Discuss:
 In what ways do these pages capture the
conversation you had about Ella?
 How does this information guide your next steps to
support the student?
 What do you notice about the specificity of the
information?
Step 3
Ella’s Situation:
Monitor Impact of Solution and Compare Against Goal
Solution Action (Intervention)
Results
Model Drawing, 3 times per week
Partial Fidelity of Implementation
Improved but not to Goal
Dreambox for additional 90 minutes each
week
Partial Fidelity of Implementation
Improved but not to Goal
Teacher attention signal
Implemented with Fidelity
Improved but not to goal
Affirmative to Corrective feedback in core Implemented with Fidelity
Improved but not to goal
Discuss Situation: Use this information and the Decision Making Tree to
determine the next steps for Ella and the team.
Capture Meeting

Review pages 6 of the IPS Team Meeting Form and
note the sections for capturing the information about
fidelity shared at the meeting.
Review Sample
Review pages 10-12 of the sample.
Discuss:
 In what ways do these pages capture the
conversation you had about Ella?
 How does this information guide your next steps to
support the student?
 What do you notice about the specificity of the
information?
IPS Team Purpose
Step 1
Step 2
Step 3
Turn to someone next to you and explain the purpose of each one of the
steps of the IPS Team meeting.
Questions, Comments, or Concerns
Next Steps
Audience
Date
Purpose
MTSS Coaches
September 24
Overview of MTSS
Elementary Assistant
Principals
October 7
Review data team meeting
with PM data
Lead Teachers
October 17
Initial Training
Elementary Assistant
Principals
November 6
Check-in on data teams
and IPST processes