Topic MTSS Definition Tier I Tier II Tier III 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 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 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 Examine Tier 1 (Bergan & Kratochwill, 1990) Identify and Analyze Tier 1 Problem • • • • Plan Tier 1 Implementation: Instruction Curriculum Environment • • • • • • 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 • • Evaluate Tier 1 Problem • • • 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 • Identify and Analyze Tier 2 and 3 Problem Plan Tier 2 and 3 Implementation: Instruction Curriculum Environment Learner Evaluate Tier 2 and 3 Problem 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