Staff Introduction to Multi-Tiered Systems of Support

1. Putting the puzzle pieces together Staff Introduction to Multi-Tiered Systems of Support The contents of this PowerPoint were developed under a grant from the US Department of Education, #H323A100009.  However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

2. Objectives • What is MTSS? • Examine benefits/requirements of MTSS • Introduce components of MTSS • Explain what implementing MTSSwill involve • Provide opportunity for question/answer session to clarify perceptions/understandings of MTSS

3. What is MTSS? (Multi-Tiered Systems of Support)

4. Montana’s Definition ofMulti-Tiered Systems of Support (MTSS) MTSS is an integrated, multi-tiered system of instruction, assessment and intervention designed to meet the achievement and behavioral needs of ALLstudents. Braiding Initiatives: Academic (RtI) and Behavior (MBI)

6. Goals of MTSS

7. REAL Schools 2010-2012Cohort 1 Schools • Chief Joseph Middle School • Diane Cashell2011 • Brian Ayres 2012 • East Valley Middle School • Dan Rispens • West Elementary • Michelle Meredith • Broadwater School • Sue Sweeney • PaxsonElementary • Kelly Chumrau • Stevensville K-6 • Jackie Mavencamp

8. REAL Schools 2013-2015Cohort 2 Schools • Anderson Elementary Jeff Blessum/ Scott McDowell Bozeman • Bryant Elementary Nick Radley Helena • Capital High School Brett Zanto Helena • Ennis Elementary Brian Hilton Ennis • Garfield Elementary (K, 3-4) Matt Ventresca Lewistown • Highland Park (K-2) Matt Lewis Lewistown • Lewis and Clark(5-6) Michelle Trafton Lewistown • Morning Star Elementary Robin Arnold Bozeman • Sacajawea Middle School Gordon Grissom Bozeman • Whittier Elementary Darren Schlepp Bozeman • C.S. Porter Middle School Julie Robitaille Missoula

9. Moving from pilot schools to scale-up Through each cohort of schools, we refine our implementation efforts.

10. Benefits of MTSS Participation • Professional development opportunities • Resource materials to supplement training • MTSS State Consultant support • Opportunity to network, problem solve, & share effective strategies with other MTSS teams • Collaboration with regional consultants through training and on-site visits to help guide MTSS process • Enhanced outcomes for students

11. Requirements for Participation • Leadership team that includes principal & representative staff • Regular MTSS team meeting schedule • Identify an MTSS Internal Facilitator • Implement evidence-based practices with fidelity • Progress monitor student outcomes and fidelity of implementation • Attend all trainings with administrator present • Promote community/family collaboration

12. Minimize Initiative/Program/Plan/Intervention Overload Special Education Literacy Social Development Equity Mental Health Early Intervention BullyPrevention Positive Behavior Support Family Support Response to Intervention Title 1 Math

13. We Need One system that supports all learners

14. What does it take to implement something well? • Consider these questions: • Have you ever been involved in a project that was unsuccessful? • How much attention was paid to the critical features (differences that make this practice distinct) of the practice? • How much attention was paid to supporting the implementation of the practice? • Was the adopted practice part of the Continuous School Improvement process and plan? MDE

15. Essential Components of MTSS • Strong leadership • Collaborative teaming • On-going assessment and data-based decision-making • Multi-tiered evidence-based curriculum and instruction • Training and professional development • Community and family involvement • Fidelity of implementation

16. Collaborative Teaming & Strong Leadership

17. MTSS Team Structure Example Team Members: • Building Principal • Building or District Instructional Coaches (Reading, Math and Behavior) • Grade Level Teacher Representatives • *Building MTSS Facilitator (one of the above) Others to Consider: • School Counselor • Para-professional Representative • Parent/Community Liaison • School Psychologist • School/Community Mental Health Staff

18. On-Going Assessment & Data-Based Decision-Making

19. “Train & Hope”

20. TIPS II Team Initiated Problem Solving Model Identify Problem with Precision What is the problem? Who? What? Where? When? Why? How do we want the problem to change? What evidence do we need to show that we have achieved our goal? How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Are we solving the problem? Is desired goal being achieved? Has the problem been solved? Has desired goal been achieved? What should we do next? How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity

21. MTSS Evaluation Process

22. Multi-Tiered Evidence–Based Instruction & Curriculum

23. Why a multi-tiered integrated behavior and academic support model? • Both are critical for school success • Share critical feature of data-based decision making • Both utilize three tiered prevention model • Both incorporate a team approach at school level, grade level, and individual level • Models of integrated behavior and reading/math supports produce larger gains in skills than the math/reading-only model *(Stewart, Benner, Martella, & Marchand-Martella, 2007)

24. MTSS Academic+ Social Behavior

25. MTSS A Continuum of Support for All Few Some All

26. TIER 1: Core, Universal Academic and Behavior GOAL: 100% of students achieve at high levels Tier 1:Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier 1:Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier 1: Begins with clear goals:

27. Tier 1 Core Instruction All Students Receive: • District curriculum that is scientifically, research-based and aligned to Montana Core Standards • Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring • Differentiated instruction designed to meet the broad range of their needs

28. TIER 2:Supplemental, Targeted Tier 2 For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier 2Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).

29. Tier 2 Intervention Some Students Receive: In addition to the core instruction in the large group • Supplemental interventions in the small group inside the general education classroom or outside of the general education classroom • Interventions targeted to remediate a specific skill • Interventions implemented with integrity (e.g., monitoring number of minutes/day/per week, materials used, student progress, and implementer effectiveness)

30. TIER 3:Intensive, Individualized Tier 3 For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks Tier 3Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

31. Tier 3 Intervention Very Few Students Receive: In addition to the core instruction • Individualized Intervention Plan • Integrated instruction from all three tiers to strengthen the accumulated impact of the interventions and instruction • Interventions focused on narrowly defined skill areas identified from the results of frequent progress monitoring • Interventions implemented with integrity (e.g., monitoring number of minutes/day/per week, materials used, student progress, and implementer effectiveness)

32. Training & Professional Developmentin collaboration with MTSS Consultant

33. Community & Family Involvement

34. Fidelity of Implementation

35. Stages of Implementation Should we do it! Work to do it right! Work to do it better!

36. The Goal of RtI/MTSS is to Provide Coordinated Supports for All Students Universal Screening Progress Monitoring Research-Based Core Curriculum Improved Outcomes For All Children Educational Support Teams Fidelity and Integrity of Instruction and Intervention Graphic courtesy of Richard Reid, NERRC Tiered Levels of Intervention Data-Based Decision- Making Scientific Research- Based Interventions

37. Resources for More Information • Susan Bailey-Anderson: sbanderson@mt.gov • Julie Pribyl: pribylju@3rivers.net • Denise DesJarlais: denisedesjarlais3@gmail.com • Paula Schultz: paulas@bresnan.net • Shawna Rader-Kelly: shawna.rader@gmail.com • Sandy Elmore: elmores123@gmail.com • Sheila Lovato: saslovato@hotmail.com • Karen Goll: gollk@hsd3.org • Marla Dewhirst: marla.r.dewhirst@gmail.com