What Does It Take to
Implement MTSS?
Finding Professional Development
Resources to Support Implementation
October 28, 2015
Connected Educator Month
 Thank you for participating in the multi-tiered system of
support (MTSS) strand as part of Connected Educator
Month 2015! #ce15
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Intro video on MTSS from Drs. Lynn Fuchs and Joe Jenkins
Ask the Expert video on integrating academic and behavioral support
#pbischat Using Data to Strengthen the Tiers
#pbischat Integrating Academic & Behavioral Supports
Promises to Keep: http://ceedar.education.ufl.edu/portfolio/promisesto-keep/
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Presenters
Sarah V. Arden, Ph.D.—Researcher and
NCII Technical Assistance Liaison at
American Institutes for Research (AIR)
Kimberly Skow—Program Coordinator at the
IRIS Center Peabody College Vanderbilt
University
Judith Littman—Senior Researcher at AIR,
CEEDAR Center Staff Member
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Today’s Presentation
 Overview of professional development
 Spotlight on IRIS Center resources
 Spotlight on CEEDAR Center course enhancement
modules
 Spotlight on NCII DBI modules
 Spotlight on Center on RTI modules
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What Is Professional Development?
Professional development refers to skills and knowledge
attained for both personal and career development.
Professional development encompasses all types of
facilitated learning opportunities. It has been described as
intensive and collaborative, and generally includes an
evaluative stage.
Source: Speck & Knipe, 2005
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Examples of Professional
Development
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Training
Consultation
Coaching
Communities of practice
Lesson study
Technical assistance
Reflective supervision
Other support for educator learning
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What Does the Most Effective
Professional Development Look Like?
 For effective implementation, research indicates that
dissemination of information and training alone rarely lead
to effective and sustainable implementation.
 A need exists for professional development that is
dynamic, interactive, and responsive to the state’s,
district’s, or school’s needs.
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Impact of Professional Development
OUTCOMES
Percentage of Participants Who…
TRAINING
COMPONENTS
Demonstrated
Knowledge of Skill
Demonstrated
Skill
Used Skill in the
Classroom
Theory and
Discussion
10%
5%
0%
PLUS Demonstration
in Training
30%
20%
0%
PLUS Practice &
Feedback in Training
60%
60%
5%
PLUS Coaching in
Classroom
95%
95%
95%
Source: Joyce & Showers, 2002
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Why Is Professional Development
Important for MTSS/RTI?
A considerable amount of professional development needs
to be provided in the beginning stages of establishing RTI
systems to build capacity. It is important to offer continuing,
job-embedded professional development that addresses
areas essential to effective implementation of RTI and
improved student outcomes.
Source: National Research Center on Learning Disabilities, 2007; Kratochwill, Volpiansky, Clements, Ball, 2007.
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Where Do We Find Resources to Support
MTSS Professional Development?
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IRIS Center
The IRIS Center is funded through a cooperative agreement U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002.
The contents of this presentation do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the
Federal Government. Project Officers, Sarah Allen and Tracie Dickson.
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What Is IRIS?
• National center—funded by the U.S. Department of Education’s
Office of Special Education Programs
• Resource for educators—personnel preparation and professional
development
• Website—provides collections of free instructional materials and
resources about evidence-based practices for all students,
particularly those with disabilities ages birth to 21
• Technical assistance (TA)—offer training and dissemination
activities for college faculty, professional development providers, and
independent learners
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What Does IRIS Provide?
An Array of Resources for Adult Learning
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Modules
Case studies
Activities
Information briefs
Interviews
Video vignettes
Glossary
Evidence-based practice annotations
Professional development hours certificate
Note: Some resources are available in Spanish.
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What Does IRIS Provide?
Resources to Support College
Instruction and Professional
Development Activities
• Wraparound concept maps
• Sample syllabi
• Sample professional development
activities
• Alignment to standards
• Coursework planning forms
• IRIS resource answer keys
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IRIS Modules
The IRIS Center’s modules are:
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Grounded in adult learning research theory
Able to translate research to practice
Data-driven and informed by research
Proven effective by research
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IRIS Modules
STAR Legacy Cycle
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Module Components
• Challenge: A realistic scenario relevant to education professionals
• Initial Thoughts: Questions that allow students to explore and consider
what they currently know about the scenario presented in the Challenge
• Perspectives & Resources: Nuggets of information (e.g., text, movies,
audio interviews, activities) that allow students to actively engage in learning
the module’s main content
• Wrap Up: A summary of the information presented in the previous
components
• Assessment: An evaluation tool that offers students the opportunity to
apply what they know and to evaluate what topics they need to study further
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Modules Related to MTSS
RTI Module Series
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RTI (Part 1): An Overview
RTI (Part 2): Assessment
RTI (Part 3): Reading Instruction
RTI (Part 4): Putting It All Together
RTI (Part 5): A Closer Look at Tier 3
RTI: Considerations for School Leaders
RTI: Mathematics
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Data-Based Individualization Modules
Intensive Intervention (Part 1):
Using Data-Based Individualization (DBI)
to Intensify Instruction
• Overviews—intensive intervention and DBI
• Methods—intensifying and individualizing instruction
• Step-by-step summary—a child progressing through
the five steps of the DBI process
• Practice opportunities—making instructional
adaptations
• Expert interviews—Rebecca Zumeta Edmonds,
Sarah Arden, Sharon Vaughn, Steve Goodman,
and Chris Riley-Tillman
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Data-Based Individualization Modules
Intensive Intervention (Part 2):
Collecting and Analyzing Data for Data-Based
Individualization (DBI)
• Overviews—intensive intervention and DBI
• Procedures—collecting and evaluating progress
monitoring and diagnostic assessment data
• Step-by-step summary—a child progressing through
the five steps of the DBI process
• Practice opportunities—analyzing data and making
data-based instructional decisions
• Expert interviews—Rebecca Zumeta Edmonds,
Sarah Arden, and Devin Kearns
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Contact Us
Resources / Website
Training / Technical Assistance
IRIS@VU
IRIS@CGU
Phone: (800) 831-6134
Phone: (866) 626-4747
Email: iris@vanderbilt.edu
Email: iris@cgu.edu
Website
http://iris.peabody.vanderbilt.edu/ or http://www.iriscenter.com
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Collaboration for Effective Educator
Development, Accountability, and Reform
(CEEDAR) Center
U.S. Department of
Education,
H325A120003
Objectives
Participants will:
– Understand the purpose and focus of
the Course Enhancements Models
(CEMs).
– Understand how the CEMs can be
helpful in preparing students with
disabilities to achieve national
standards and career readiness.
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Course Enhancement
Modules
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What Are CEMs?
CEMs are designed to provide
teachers and leaders with support
materials to prepare students with
disabilities and those who struggle
to meet college- and career-ready
standards.
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What Are CEMs?
Each CEM is developed by a team
of content experts and vetted
through a peer-review process.
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Each CEM Includes…
Facilitator’s guide
Anchor slide presentation
Speaker notes
Sample assessment activities
Multimedia
Course and professional
development outlines
References
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CEM Topics
Available
 Disciplinary Literacy
 Behavior
Management
 Reading
 Mathematics
 UDL
Under Construction
 Writing
 Severe Disabilities
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Who Is the
Intended
Audience?
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Teacher and leader candidates within preservice
programs at the undergraduate or graduate levels or
district teachers and leaders who desire additional
professional learning opportunities
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Why Use
CEMs?
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CEMs Are….
Based on evidence-based practices
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CEMs Are….
Aligned With Multi-Tiered Systems of
Supports (MTSS)
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Additional Benefits
Informed by national standards
Include engaged adult learning,
multimedia, and case studies
Flexible in the way they can be
used
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How Are CEMs
Organized?
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Facilitator’s Guide
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Interactive Learning
Activities
Videos
Case Studies
Data Analysis
Handouts
Small- and Large-Group
Discussions
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Tiered Organization
Evidence-Based Interventions
Anchor Presentation Structure
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Where Are
CEMs
Located?
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CEEDAR Website
CEMs are located at the following
website:
http://ceedar.education.ufl.edu/cems
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Testimony From the Field
“The behavior CEM is relevant for preand inservice teachers, engaging for
both audiences and encourages active
participation.”
“This [behavior] CEM is ready for
teachers to really begin implementing
what they are learning. The resources
such as handouts are great. This
resource has the potential to be used to
improve practice and outcomes.”
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Testimony From the Field
“Districts and schools could greatly
improve PD delivery by using this
[behavior] CEM!”
“Part 4 of the UDL CEM is very
appropriate for courses for preservice
teachers in that it provides some
excellent examples of UDL and offers
some appropriate practice activities for
the preservice teachers who have not
yet been a classroom teacher.”
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Disclaimer
This content was produced under U.S. Department of
Education, Office of Special Education Programs, Award
No. H325A120003. Bonnie Jones and David Guardino serve
as the project officers. The views expressed herein do not
necessarily represent the positions or polices of the U.S.
Department of Education. No official endorsement by the
U.S. Department of Education of any product, commodity,
service, or enterprise mentioned in this website is intended
or should be inferred.
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National Center on Intensive
Intervention:
DBI Training Series
What Is Intensive Intervention?
Intensive intervention is designed to address severe and
persistent learning or behavior difficulties. Intensive
interventions should be:
 Driven by data
 Characterized by increased intensity (e.g., smaller group,
expanded time) and individualization of academic
instruction or behavioral supports
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About NCII
NCII’s mission is to build
district and school capacity to
support implementation of
data-based individualization
(DBI) in reading,
mathematics, and behavior for
students with severe and
persistent learning and
behavioral needs.
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What Is DBI?
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DBI Training
Series
 Designed to support
district or school teams
involved in initial
planning or
implementation of DBI
as a framework for
providing intensive
intervention in
academics and
http://www.intensiveintervention.org/
behavior.
content/dbi-training-series
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What Are the DBI Training Modules?
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What Are the DBI Modules?
PPT slides with
speaker notes
Embedded handouts
and activities
Coaching guides to
support implementation
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Available
DBI Modules
Getting Ready to Implement
Intensive Intervention:
Infrastructure for Data-Based
Individualization
Introduction to Data-Based
Individualization (DBI):
Considerations for
Implementation in Academics
and Behavior
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Available
DBI Modules
Secondary
Interventions: Setting
the Foundation for
Intensive Support
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Available
DBI Modules
Using Academic
Progress Monitoring
for Individualized
Instructional Planning
Monitoring Student
Progress for
Behavioral
Interventions
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Available
DBI Modules
Informal Academic
Diagnostic
Assessment: Using
Data to Guide
Intensive Instruction
Using FBA for
Diagnostic Assessment
in Behavior
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Available
DBI Modules
Designing and Delivering
Intervention for Students
with Severe and Persistent
Academic Needs
Designing and Delivering
Intensive Intervention in
Behavior
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Webinars
 Expand upon or mirror content shared in the
DBI Training Modules
 Webinars are 1 to 1.5 hours
 Includes recording, slide presentations, and
frequently asked questions
 http://www.intensiveintervention.org/resourc
es/webinars
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Ask the Expert Videos
 Short videos
(2–8 minutes)
addressing key
questions
 Can be
embedded within
trainings and
professional
development
http://www.intensiveintervention.org/resources/ask-the-expert
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Center on RTI
Implementer Series and Other Available
Training Modules
Center on Response to Intervention
http://www.rti4success.org/
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RTI Implementer Series
 The RTI Implementer
Series is intended to
provide foundational
knowledge about the
essential components of
RTI and to build an
understanding about the
importance of RTI
implementation.
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RTI Implementer Series
 RTI Implementer Series
Training Modules
 RTI Implementer Series
Self-Paced Modules
• Intended to be delivered by
trained, knowledgeable
professionals
• Provide overview of the
• Based on content from the
training modules
• Intended for individuals or
teams to learn at their own
pace
essential components of RTI
• Focus on applying knowledge
and analyzing school and
district data
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RTI Implementer Series Training
Modules
 Screening
 Progress
Monitoring
 Multi-Level
Prevention
System
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RTI Implementer Series Training
Modules Include
 Slide presentation with
speaker notes
 Training manual
• Overview of content covered in
training
• Handouts and activities included
throughout training
• Glossary of terms
• FAQs
• Related research
• Related websites
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Facilitator’s Guide
 Supports all training
modules
 Review of module structure
 Delivery suggestions
 Connection to ongoing
professional development
 Training checklist
 Sample evaluation
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Self-Paced Learning Modules
Introduction
Screening
Progress
Monitoring
Multi-level
Prevention System
Defining the
Essential
Components
What Is RTI?
What Is
Screening?
What Is
Progress
Monitoring?
What Is a MultiLevel Prevention
System?
Assessment
and DataBased
Decision
Making
Understanding
Types of
Assessment
Within an RTI
Framework
Using
Screening
Data for
Decision
Making
Using Progress IDEA and MultiMonitoring
Level Prevention
Data for
System
Decision
Making
Establishing
Processes
Implementing RTI
Establishing a
Screening
Process
Selecting EvidenceBased Practices
http://www.rti4success.org/rti-implementer-series-selfpaced-learning-modules
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Self-Paced Learning Modules
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Self-Paced Learning Modules
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Additional Training Modules
http://www.rti4success.org/resources/training-modules
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Questions
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References
 Joyce, B., & Showers, B. (2002). Student achievement through staff
development (3rd ed.). Alexandria, VA: ASCD.
 Kratochwill, T. R., Volpiansky, P., Clements, M., Ball, C. (2007).
Professional development in implementing and sustaining multitier
prevention modules: implications for response to intervention, School
Psychology Review, 36(4), 618-631.
 National Research Center on Learning Disabilities. (2007).
Professional development and collaboration within the RTI process.
 Speck, M., & Knipe, C. (2005). Why can't we get it right? Designing
high-quality professional development for standards-based schools
(2nd ed.). Thousand Oaks, CA: Corwin Press.
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National Center on Intensive
Intervention
This presentation was produced under the U.S. Department
of Education, Office of Special Education Programs, Award
No. H326Q110005. Celia Rosenquist serves as the project
officer.
The views expressed herein do not necessarily represent the
positions or policies of the U.S. Department of Education. No
official endorsement by the U.S. Department of Education of
any product, commodity, service or enterprise mentioned in
this presentation is intended or should be inferred.
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National Center on Intensive Intervention
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
www.intensiveintervention.org
ncii@air.org
@TheNCII
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