MTSS Module 1.1 HMS

1. MTSS Module 1.1 HMS Cohort 5

2. Module 1.1 Objectives • Establish common language and understanding around MTSS core support. • Reflect on the role of MTSS Problem-Solving Teams. • Examine the beliefs survey. • Work with school to establish a “compelling why.”

3. What does NC say about MTSS? NC MTSS is a multi-tieredframework which promotes school improvement through engaging, research-based academicsandbehavioralpractices.

4. What does NC say about MTSS? MTSS is a total school improvement framework that focuses onacademicandbehavioral practicesto maximizegrowth for all.

5. How did NC get to MTSS? MTSS Focus is on academics, behavior, and social/emotional aspects. RTI Focus on academics in isolation PBIS Focus on behavior in isolation.

6. 6 Critical Components of MTSS

7. Component 1 - Leadership Leadership does the following: • Provides communication regarding the MTSS process. • Engages staff in PD for planning and implementation. • Communicates a vision and mission. • Ensures accessibility of data for problem solving.

8. Component 2- Capacity and Infrastructure • Ongoing PD and Coaching • Scheduling for planning and implementation • Processes and procedures in place for data-based problem solving.

9. Component 3- Communication and Collaboration MTSS requires ongoing communication and collaboration for successful implementation. Feedback Consensus Involvement of stakeholders Families, Communities, and other Stakeholders Building infrastructure

10. Component 4- Data-Based Problem Solving Four Step Problem-Solving Approach • Defining goals and objectives to attain • Identify possible reasons goals are not being attained • Develop a plan for implementing evidence-based strategies to attain goals • Evaluate plan for effectiveness.

11. Component 5- Three-Tiered Instruction/Intervention Model

12. Focus on.allstudents What is Core? This means putting practices into place . that improvebehavior and . academic outcomes for the. majority of kids. Core is the “pulse of the building”. • Tier 1

13. Effective Core Ineffective Core If more than 20% of students receive these supports, we end up problem solving lots and lots of individual students when something is actually ineffective with core instruction. 80% of students meet and/or exceed state/locally developed standards with Core (Tier I) instruction alone • 5% • 15% vs • 80%

15. Component 6- Data Evaluation Student Data School staff needs to understand and have access to data sources for assessment. School staff make educational decisions using data. Fidelity Data School leadership examines current practices and makes changes for improvement of MTSS implementation.

16. MTSS is a shift in focus from some student improvement to a framework for TOTAL school improvement.

17. Belief Survey Results What does our school believe and how do we grow in our process implementation?

18. I believe that all subgroups can reach proficiency with current standards.

19. 2. Tier 1 or Core instruction should be effective enough to result in 80% of students achieving benchmarks in reading with Tier 1 alone.

20. 3. Tier One or Core Instruction should be effective enough to result in at least 80% of students achieving benchmarks in math with Tier one alone.

21. 4. Universal instruction in behavioral expectations and social skills is the responsibility of public schools.

22. 5. The primary function of Tier Two or Supplemental Instruction/Intervention is to ensure students achieve grade level benchmarks.

23. 6. The primary function of Tier Three or in Intensive Instruction/Intervention is to ensure students are growing toward achieving grade level benchmarks.

24. 7. The majority of students with Specific Learning Disabilities can achieve grade level benchmarks in reading.

25. 8. The majority of students with Specific Learning Disabilities can achieve grade level benchmarks in Math.

26. 9. The majority of students with behavioral problems can achieve grade level benchmarks in Reading and Math.

27. 10. Additional staff support would enable regular education teachers to implement more differentiated instruction to meet the needs of all students.

28. 11. Prevention and early intervention results in fewer referrals to Special Education.

29. 12. Some students currently identified as having a Specific Learning Disability do not have a true disability but rather did not receive instruction and intervention of adequate intensity to close the gap in their skill levels.

30. 13. Additional time and resources should be allocated first to students not reaching benchmarks.

31. 14. Graphing student data makes it easier for educators to make decisions about student performance and needed interventions.

32. 15. A student’s family should be involved in problem solving.

33. 16. When students do not respond to instruction and/or intervention, the following should be examined: a) the intervention was implemented with fidelity, b) the intervention was delivered with sufficient intensity, and c) a different intervention is needed.

34. 17. When students do not respond to instruction and/or intervention, teams should insure that the problem was thoroughly analyzed through diagnostic assessments/processes to find the root cause of the skill gaps.

35. Compelling Why Why do we do what we do? How do we get others to believe in what we do? Simon Sinek TED Talk

36. Collaborate and come up with a visual representation of the definition of MTSS - Core Support. Pick one person to present in each suit.