Overview of Multi-Tiered System of Supports (MTSS)

1. Overview of Multi-Tiered System of Supports (MTSS) Para Conference August 2017 Angela Christenson, Psy.D., NCSP and Kaitlin O’Shea, Ed.S.

2. Essential Outcomes • Purpose of Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS) • Key Components • Tiers • Building-Specific Supports

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7. Multi-Tiered Systems of Support (MTSS) • MTSS integrates assessment & intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. Schools use data • to identify students at risk for poor learning outcomes, • monitor student progress, • provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, • and identify students with learning disabilities or other disabilities.

8. MTSS 4 Essential Components of a MTSS framework: • Multi-level prevention system • Screening • Progress monitoring • Data-based decision-making

9. MTSS At all levels, attention should be on fidelity of implementation and evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

10. Component #1: Multi-Level Prevention System • The multi-level prevention system also referred to as the multi-tiered system of support (MTSS) includes three levels/tiers of intensity or prevention. • Primary prevention level includes high quality core instruction (also known as TIER 1). • Secondary level includes evidence-based intervention(s) of moderateintensity usually delivered in small groups (also known as TIER 2). • Tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention (also known as TIER 3).

11. Multi-Tiered Systems of Support • Think-Pair-Share! • How does MTSS look in your building? Can you think of examples of supports at each of the different tiers?

12. Component #2: Universal Screening • Screening is conducted to identify or predict students who may be at risk for poor learning outcomes and determine instructional support. • Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional diagnostic assessments and/or progress monitoring • At SCRED we use General Outcome Measures (GOMS) in reading and math (e.g., MAP, FAST, FASTbridge)

13. How to Interpret Colors 99 to 75% chance 74-26% chance 25 to 1% chance

14. How to Interpret Colors 99 to 75% chance Target score: the student with this score has a 75% chance of passing the MCA 74-26% chance 25 to 1% chance

15. How to Interpret Colors 99 to 75% chance 90% of the students with scores in the green will go on to pass the MCA Target score: the student with this score has a 75% chance of passing the MCA 74-26% chance 50% of students in yellow will pass 25 to 1% chance only 10% of students in red will pass

16. How to Interpret Colors 99 to 75% chance 90% of the students with scores in the green will go on to pass the MCA When figuring out the number or percentage of students who will pass: add 90% of green + 50% of yellow + 10% of red Target score: the student with this score has a 75% chance of passing the MCA 74-26% chance 50% of students in yellow will pass 25 to 1% chance only 10% of students in red will pass

17. How to Interpret Colors 99 to 75% chance Goal 80% of students scoring in green 15% of students in yellow 5% of students in red 90% of the students with scores in the green will go on to pass the MCA When figuring out the number or percentage of students who will pass: add 90% of green + 50% of yellow + 10% of red Target score: the student with this score has a 75% chance of passing the MCA 74-26% chance 50% of students in yellow will pass 25 to 1% chance only 10% of students in red will pass

18. Selecting Students for Intervention • Use multiple pieces of data • Limit to how many students you can serve • If number of students at-risk is large, then you have a core instruction issue. Need to address through core instruction. • Examine percentile data for possible special education - share with problem solving team

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20. Component #3: Progress Monitoring • Progress monitoring is used to: • Assess students’ academic performance, • Quantify a student rate of improvement or responsiveness to instruction, and • Evaluate the effectiveness of instruction. • At SCRED, we use Curriculum Based Measurements from AIMsweb and FAST (e.g., ORF, MCAP). • We progress monitor at-risk students to ensure instructional support is working.

21. How to Use and Interpret PM Data

22. Progress Monitoring Graphs • Reviewed frequently • Decisions: • student’s scores are at or above goal line: keep instructional plan • student’s scores are not at or above goal line: bring to team for consideration

23. Component #4: Data-Based Decision Making • Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. • Building level teams (GLTs, PSTs, and IEP Teams) use screening and progress monitoring data to make decisions • about instruction, • movement within the multi-tier/level prevention system, • and special education disability identification (in accordance with state law). • Data are also used for systems level analyses and program evaluation.

24. Overview of MTSS • What is RTI and what are the essential components that must be present?

25. Special Education • Think-Pair-Share! • How does Special Education fit within an MTSS Framework?

26. How Does It All Fit Together?

29. Multi-tiered Systems of Support • Think-Pair-Share! • How does your role as a paraprofessional fit within an MTSS Framework?

30. MTSS

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