Multi-Tiered Systems of Support Overview

1. Putting the puzzle pieces together Multi-Tiered Systems of Support Overview 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. Montana’s Definition ofMulti-tiered System of Support (MTSS) Integrated multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all students.

3. Multi-Tiered System of Supports (MTSS) • a system of prevention, early intervention, and tiered support • ensures all students, including both struggling and advanced learners, are achieving to high academic and behavioral standards • individual student progress is monitored and results are used to make decision about further instruction and intervention

4. Recognitions • Susan Bailey-Anderson, Comprehensive System of Personal Development (CSPD) Coordinator/State Personal Development Grant (SPDG) Director • MTSS Consultants • MTSS National Trainers • Project REAL MTSS School Administrators • Project REAL MTSS School Facilitators

5. REAL Schools 2011-2015 Chief Joseph Middle School Diane Cashell/Brian Ayres Bozeman East Valley Middle School Dan Rispens East Helena West Elementary (“11-”13) Michelle Meredith Great Falls Broadwater School Sue Sweeney Helena Paxson Elementary Kelly Chumrau Missoula Stevensville K-6 Jackie Mavencamp Stevensville *Administrators are willing to share their learnings, processes and documents with your school

6. 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 Elem Matthew VentrescaLewistown • 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 *Administrators are willing to share their learnings, processes and documents with your school

7. MTSS Consultants Assigned to Schools • Julie Pribyl: pribylju@3rivers.net • Denise DesJarlais: denisedesjarlais3@gmail.com • Paula Schultz: paulas@bresnan.net • Shawna Radar-Kelly: shawna.rader@gmail.com • Sandy Elmore: elmores123@gmail.com • Sheila Lovato: saslovato@hotmail.com • Karen Goll: gollk@hsd3.org *MTSS Consultants above are willing to share their learnings, processes, and documents with your school through the application process.

8. Identified Problem Statements from Montana RtI/MBI Process before MTSS • There is overlap in the content of reading, math, and behavioral trainings. • Multiple initiatives fail to present an integrated professional development approach.

9. Cycle of Academic and Behavioral Failure: Aggressive Response Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student (McIntosh, 2008)

10. Why an integrated behavior and academic support model? • Both are critical for school success • Share critical features of quality classroom instructional strategies, universal screening, progress monitoring, and data-based decision making • Both utilize a tiered prevention model • Both incorporate a team approach at school level, grade level, and individual level • Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model *(Stewart, Benner, Martella, & Marchand-Martella, 2007)

11. What Elements MUST be Present to Have an Integrated MTSS Model? • Academic skills and behaviors are identified for all students (Skill Integration) • The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration) • The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration) • The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

12. What Are the Evidence-Based Characteristics of Effective Schools • Characteristics • Strong Leadership • Positive Belief and Teacher Dedication • Data Utilization and Analysis • Effective Scheduling • Professional Development • Scientifically-Based Intervention Programs • Parent Involvement (Crawford and Torgeson, 2006) • (

13. MTSS Academic+ Social Behavior

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

15. 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:

16. 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

17. 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).

18. 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)

19. 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.

20. 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)

21. Developing the MTSS Process

22. Braiding Through the Stages of Implementation

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

24. Exploration: Stage 1 - Overview and Commitment • Administrative support • Staff consensus • Montana Content Standards for all • Commitment of resources

25. Principal’s Role in Leading Implementation of MTSS • Models Problem-Solving Process • Expectation for Data-Based Decision Making • Scheduling “Data Days” • Schedule driven by student needs • Instructional/Intervention Support • Intervention “Sufficiency” • Communicating Student Outcomes • Celebrating and Communicating Success

26. Implementation Features • Staff Consensus • Data-Based Decision Making Process • Coaching/Consultation • Problem-Solving Process • Data Collection and Management • Instruction/Intervention Development, Support and Evaluation • Intervention Fidelity • Staff Training • Effective Interpersonal Skills

27. Alignment and Fidelity to Montana Common Core Standards (MCCS) • Montana Content Standards • CRT Science Assessment/Smarter Balanced Assessment aligned with MCCS • High Quality Instruction for all students with fidelity to the prescribed protocol for instruction

28. Commitment of Resources • MTSS Leadership Team • MTSS Internal Facilitator • Professional development for staff in MTSS • Scheduled collaboration time

29. Implementation Stage 2: Structural Supports Working on systems for success: • Action plan • Leadership Team • Universal screening • Progress monitoring • Data management systems • Classroom problem solving

30. 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

31. MTSS Evaluation Process

32. Modified from 6 Components of RtI²– Assessment/Progress Monitoring Colorado Department of Education www.cde.state.co.us/RtI/AssessMonitor.htm

33. Possible Ways to use Current School Assessments

34. Data Management and Problem Solving Process • Demonstrate knowledge and confidence in interpretation and use of data with fluency in a complete problem solving model • Collect, analyze and action plan regularly on data • Student outcome • Fidelity of implementation • Program quality

35. Improving Decision-Making From PROBLEM PROBLEM SOLVING TO SOLUTION TIPS II Training Manual (2013) www.uoecs.org

36. Implementation Stage 3:Standards Based Curriculum and Practices Across Tiers • Curriculum alignment • Data determination and progress monitoring • Instructional strategies for all students • Fidelity of instruction and interventions • Family engagement and involvement

37. Training in the MTSS Process • Conduct a needs assessment using the MTSS Essential Components Implementation Rubric • Develop professional development and technical assistance plan in collaboration with MTSS Consultant

38. Community & Family Involvement

39. MTSS Endorses Montana’s Family Engagement Opportunities • More Information about Parent Teacher Home Visit Project (PTHVP) can be found on their website at: http://www.pthvp.org/ • More Information about Academic Parent Teacher Team(APTT) can be found on the West Ed website at: http://www.wested.org/service/academic-parent-teacher-teams-aptt-family-engagement-in-education/

40. Continuum of impact on student achievement for family engagement strategies (the way they are typically done) Lower impact Higher impact Parent help on administrative tasks Goal-setting talks Celebrations Parent training events Weekly data-sharing folders Parent resource rooms Regular, personalized communication Fundraisers Back to school night Home visits Family support services Parent-teacher conferences Positive phone calls home Modeling of learning support strategies Potlucks Generic school newsletters Performances and showcases Interactive homework Classroom observations Parent help on learning projects

41. Implementation Stage 4: Fully Operational Systems of Support • Interventions relate to primary/universal • Culturally responsive • Linguistically responsive • Student outcomes reflect upward momentum

42. Sustainability Stage 5: Expansion of MTSS • Critical features are codified and embedded in policy and procedures • Data Monitoring of Student Outcomes and Fidelity of Interventions • Continued building of staff qualifications and professional development • Modified Policies and Procedures to reflect school improvement from MTSS.

43. Sustainability • Sustainability is dependent on organizational structures, policy, leadership, professional development and practices continuing to align with and vigorously support the way of work

44. The Goal of 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

45. Next Steps to MTSS Implementation • Access the MTSS Essential Components Implementation Rubric and Worksheet • Complete the Rubric using the guides in the Worksheet • Contact one of the MTSS Consultants for application and training • Complete the MTSS Application • Begin your Journey to Montana MTSS

46. 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 Radar-Kelly: shawna.rader@gmail.com • Sheila Lovato: saslovato@hotmail.com • Sandy Elmore: elmores123@gmail.com • Karen Goll: gollk@hsd3.org