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MTSS Teacher Academy: Enhancing Student Achievement Through Multi-Tiered System of Supports

Join experts in exploring MTSS, RtI, interventions, and state policies to enhance student outcomes. Learn problem-solving strategies and collaborative decision-making for effective instruction.

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MTSS Teacher Academy: Enhancing Student Achievement Through Multi-Tiered System of Supports

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  1. MTSSMulti-Tiered System of Supports Teacher Academy August 9-11, 2016 Intervention Specialists Reva Pree, Ed.S Lanette Kuhn, Ed.S

  2. Bell Ringer • On the chart paper posted on the wall, write what you know about each topic.

  3. Ground Rules • Every Challenge is Real and Unique • The Experts are in the room • We Absolutely can find the solution to any Problem • No Islands Allowed • Bottom Line: IMPROVE Achievement • Act Now to be Ready for Tomorrow

  4. Objectives for Today • Recall previous knowledge about TST, RtI, and interventions • Name the state policy basis for MTSS • Identify the timelines for Tier II and Tier III • Examine new forms • Compare and contrast MTSS and RtI

  5. Policy

  6. Why are we making a change? • State Board Policy • Accountability Standards

  7. State Board Policy Part 3: Chapter 41:Intervention • Previously known as State Board Policy 4300 • Revised September 2015 • Requires 3 Tiers of Instruction • Tier 1 – • Quality classroom instruction based on Curriculum Frameworks (every student) • Tier 2 – • Focused supplemental instruction (small group) • Tier 3 – • Intensive interventions specifically designed to meet the individual needs of students (one on one)

  8. State Board Policy Part 3: Chapter 41:Intervention • What has been added? • A dyslexia screener must be administered to all students during the spring of their kindergarten year and the fall of their first grade year. The screening must include the following components: • Phonological awareness and phonemic awareness • The ability to hear sounds • Sound symbol recognition • Knowing what sounds each letter makes • Alphabet knowledge • The ability to name letters, distinguish letter shapes, and identify letter sounds • Decoding skills • Translating written words into sounds and meanings of spoken words • Encoding skills • Spelling • Rapid naming (quickly naming objects, pictures, colors, or symbols (letters or digits)) aloud

  9. State Board Policy Part 3: Chapter 41:Intervention • What has been added? • All K-3rd grade students shall be administered a state-approved screener. • Within the first 30 days of school • Again at mid-year • Again at the end of the year • To identify any reading deficiencies • Students will be referred to the TST if any of the following events occur: • Grades 1-3: A student has failed one (1) grade; • Grades 4-12: A student has failed two (2) grades; • A student failed either of the preceding two (2) grades and has been suspended or expelled for more than twenty (20) days in the current school year; • A student scores at the minimal level on any part of the Grade 3 or Grade 7 Mississippi statewide accountability system; • A student is promoted from grade 3 to 4 under a good cause exemption of the Literacy Based Promotion Act.

  10. Accountability Standard 20.2 • The instructional management system includes a tiered instructional model in accordance with State Board of Education Policy 4300, including academic interventions, behavioral interventions, and Literacy-Based Promotion Act requirements.

  11. Multi-Tiered System of Supports

  12. What is MTSS? • MTSS is . . . • A framework for effective problem solving to improve student outcomes • For ALL students including those that are English learning and gifted • Flexible to meet the needs unique to districts and schools • Data informed and evidence based • Collaborative team-based decision making (TST) • A framework to make decisions about the need for further services • Incorporates TST, RtI, and PBIS • MTSS is NOT . . . • A single curriculum or program • Just for struggling students • A one size fits all prescription • Based on assumptions or anecdotal info • The responsibility of one person • A pre-referral process

  13. Data Based Problem Solving • Teams analyze all available information to plan supports and implement effective instructional strategies matched to student need. • Decisions made based on data are more likely to be effective and efficient • Focus changes from “what was taught” to “what was learned” • Ongoing data collection and thoughtful analysis to assess the quality of instruction, student performance, intervention practices, and efficient use of resources

  14. Data Based Problem Solving Stages • Problem Identification • Problem Analysis • Plan Implementation • Plan Evaluation

  15. Think, Pair, Share • Think (to yourself): How does MTSS change the way we are doing RtI? • Pair (with a partner): share your answers • Share (with the group): share your answers

  16. Timelines

  17. Timelines for TST Referrals • MSIS Intervention Screen Students and MKAS2 Failures • Refer within first 20 days of school • Initial TST Meetings within first 30 days of school • Overage Students • Refer to TST by September 16, 2016 • Conduct Initial TST Meetings by September 30, 2016 • Fall Universal Screening – Academic / Behavior / Dyslexia (1st grade) • Refer students scoring Minimal to TST by September 30, 2016 • Conduct Initial TST Meetings on students scoring Minimal by October 14, 2016 • Winter Universal Screening – Academic / Behavior • Refer students scoring Minimal to TST by February 22, 2017 • Conduct Initial TST Meetings on students scoring Minimal by March 8, 2017 • Spring Universal Screening – Academic / Behavior / Dyslexia (K) • Initial TST Meetings on students scoring Minimal on screeners – Make a list of these students for TST Referrals at the beginning of the next school year. Submit list by May 12, 2017.

  18. Teacher Responsibilities

  19. What are my responsibilities in Tier I? • Implement policy Part 3:Chapter 41 • Provide high-quality classroom instruction aligned to CCRS • Conduct academic and behavior universal screening 3 times a year • Identify students who have discrepancy from peers • Identify student deficits • Provide PBIS • Adapt instruction to meet the needs of students that require additional support • Administer formative and summative assessments • Differentiate instruction • Communicate regularly with administrators and families on student progress • Analyze all data sources to identify students in need of Tier II/Tier III interventions

  20. What are my responsibilities at Tier II? • Provide high-quality classroom instruction aligned to CCRS • Conduct hearing and vision screening • Complete student profile for students in need of Tier II intervention (Section 1A) • Provide small group interventions to eliminate gaps between present achievement and grade level expectations • Complete Supplemental Instruction intervention details (Section 2A) • Monitor student progress on target skills twice per month (Section 2B) • Communicate with school leaders and families on student progress (Appendix D) • Refer students to the TST for Tier III consideration if adequate progress is not made after 10 weeks (Section 3A)

  21. Requirementsfor Tier II Interventions • Start Tier II Interventions as soon as a student starts to fall behind his/her peers • Implement the intervention for 4 weeks • Progress monitor twice per month • Analyze the data; determine if a change in the intervention is needed • Implement the intervention for 4 more weeks • Progress monitor twice per month • Analyze the data; determine if student needs to move back to Tier I, stay at Tier II, or be referred to the TST

  22. What are my responsibilities at Tier III? • Provide high-quality classroom instruction aligned to CCRS • Provide intensive interventions designed for up to 16 weeks • Use progress monitoring information to: • Determine if students are making adequate progress • Identify students as soon as they begin to fall behind • Modify instruction early enough to ensure each student gains essential skills • Maintain communication with school leaders and families on student progress • Meet with TST to examine universal screening, progress monitoring and current data such as formative assessments, classroom assessments and benchmark data necessary to select intensive intervention(s)

  23. Requirementsfor Tier III Interventions • Refer MSIS Screen, Overage, and Universal Screeners (Minimal) Students • Implement the intervention as prescribed by the TST for 8 weeks • Progress monitor once each week • Meet with the TST to analyze the data • Implement the intervention as prescribed by the TST for 8 more weeks • Progress monitor once each week • Meet with the TST to analyze the data

  24. Forms

  25. Document Chart

  26. K-12 Student Profile

  27. Tier I High-QualityClassroomObservation

  28. Tier II Documentation

  29. Progress Monitoringand Evaluation forTier II Interventions

  30. Teacher SupportTeam Referraland Meeting

  31. Tier IIIDocumentation

  32. Progress Monitoringand Integrity Checkfor Tier III Interventions

  33. Parent NotificationLetter

  34. Questions?

  35. Contact Information • Reva Pree, EdS. • 662.822.7698 • rpree@gville.k12.ms.us • Lanette Kuhn, EdS. • 662.820.2357 • lkuhn@gville.k12.ms.us Office: Solomon Rm. 180

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