MTSS Current Issues OSEP Project Directors Conference August

Administrative Multi-tiered Integrated Educational Family & Community Inclusive Policy Leadership System of Support Framework

1. DEFINITION ALL Children - ONE System Continuum of Interventions/Supports • Based on RESEARCH

2. CORE INSTRUCTION ALL Children - ONE System Continuum of Interventions/Supports >5% + Tier

L swiftschools. org UD TIERED INSTRUCTION that is based on principals of Universal Design

d ate swiftschools. org i ent (including Specially Designed Instruction) fer Dif TIERED INSTRUCTION

d ate egr swiftschools. org Int TIERED INSTRUCTION that integrates supports for both academic

2. DATA USE ALL Children - ONE System Continuum of Interventions/Supports • Universal Screening

3. CAPACITY ALL Children - ONE System Continuum of Interventions/Supports MTSS Components Instruction/Interventions Data

SWIFT-FIT Domain Score Changes: Partner Schools in 5 States 100% 90% 81% 74% 70%

SWIFT-FIT MTSS Core Features 100% 90% 80% 70% 60% 50% 40% 39% 40% 48%

SWIFT-FIT Academic MTSS Score Changes: Partner Schools in 5 States 100% 90% 80% 70%

SWIFT Fidelity Integrity Assessment (SWIFT-FIA) 3. 1 Our School has a school-wide system to

Collaborate Use data to make instructional decisions Build effective Tier 1 instruction Build Tier

All Students One System Continuum of Support

SWIFT Center produced the data for this presentation under U. S. Department of Education,

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MTSS: Current Issues OSEP Project Director’s Conference August 1, 2016 Carol Quirk

Administrative Multi-tiered Integrated Educational Family & Community Inclusive Policy Leadership System of Support Framework Engagement Structure & Practice Strong & Engaged Site Leadership Inclusive Academic Instruction Fully Integrated Organizational Structure Trusting Family Partnerships Strong LEA/School Relationship Strong Educator Support System Inclusive Behavior Instruction Strong & Positive School Culture Trusting Community Partnerships LEA Policy Framework swiftschools. org

1. DEFINITION ALL Children - ONE System Continuum of Interventions/Supports • Based on RESEARCH • Selected for students using performance DATA • MATCHED to targeted skill(s) • Regularly monitored (more often for students receiving tiered interventions) • ADJUSTED based on progress • Implemented with FIDELITY (measured) • In addition to core curriculum swiftschools. org

2. CORE INSTRUCTION ALL Children - ONE System Continuum of Interventions/Supports >5% + Tier 3 >15% + Tier 2 85% Tier 1 only Too many students receiving advanced tier interventions swiftschools. org = need to improve Tier 1

L swiftschools. org UD TIERED INSTRUCTION that is based on principals of Universal Design for Learning

d ate swiftschools. org i ent (including Specially Designed Instruction) fer Dif TIERED INSTRUCTION that is Differentiated Based on Student Need

d ate egr swiftschools. org Int TIERED INSTRUCTION that integrates supports for both academic & behavioral Needs

2. DATA USE ALL Children - ONE System Continuum of Interventions/Supports • Universal Screening Fall / Winter / Spring • Formative Assessment • Data-review for planning • • • Progress monitoring • • • Differentiated instruction/behavior supports Match to tiered interventions Every 2 – 4 weeks Tier 2 Weekly Tier 3 Fidelity of Implementation • Walk through/checklist swiftschools. org

3. CAPACITY ALL Children - ONE System Continuum of Interventions/Supports MTSS Components Instruction/Interventions Data Use for Decisions Adapted from: Heineman & Sugai, PBIS Leadership Forum, Oct. 2015 INDIVIDUAL Knowledge Skills Experience ORGANIZATIONAL TECHNICAL Vision/Leadership Staff Training/Coaching Data Systems Policy Resources Guidance swiftschools. org

SWIFT-FIT Domain Score Changes: Partner Schools in 5 States 100% 90% 81% 74% 70% 67% 60% 50% 66% 68% 63% 56% 50% 49% 40% 36% 30% 44% 42% 38% 56% 55% 47% 41% 44% 27% 20% 10% 0% Administrative Leadership Multi-tiered System of Integrated Education Family and Community Inclusive Policy Support Framework Engagement Structure & Practice SY 1314_Fall (N=59) SY 1415_Fall (N=60) SY 1415_Spr (N=64) SY 1516_Spr (N=64)

SWIFT-FIT MTSS Core Features 100% 90% 80% 70% 60% 50% 40% 39% 40% 48% 43% 39% 40% 29% 20% 10% 0% Academic MTSS SY 1314_Fall (N=59) SY 1415_Fall (N=60) Behavior MTSS SY 1415_Spr (N=64) SY 1516_Spr (N=64)

SWIFT-FIT Academic MTSS Score Changes: Partner Schools in 5 States 100% 90% 80% 70% 60% 50% 40% 30% 54% 50% 39% 37% 41% 40% 31% 29% 57% 46% 32% 20% 10% 0% MTSS_reading SY 1314_Fall (N=59) MTSS_Math SY 1415_Fall (N=60) SY 1415_Spr (N=64) Other. Aca. MTSS SY 1516_Spr (N=64) 61%

SWIFT Fidelity Integrity Assessment (SWIFT-FIA) 3. 1 Our School has a school-wide system to promote academic success for all students, and responds with additional support for students who do not demonstrate success. Main idea: An appropriate and effective Multi-tiered System of Support (MTSS) for Reading and Math is essential to prevent academic failure and provide opportunities for all students to receive an equitable education

Collaborate Use data to make instructional decisions Build effective Tier 1 instruction Build Tier 2 and 3 interventions in response to student performance swiftschools. org

All Students One System Continuum of Support

SWIFT Center produced the data for this presentation under U. S. Department of Education, Office of Special Education Programs Grant No. H 326 Y 120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U. S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. Please cite as: Quirk, C. MTSS current issues. Presented at the OSEP Project Directors Meeting. Washington DC. August, 2016.