Overview of MultiTiered System of Supports MTSS Para

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

Essential Outcomes ● Purpose of Response to Intervention (RTI)/Multi‐Tiered System of Supports (MTSS) ● Key Components ● Tiers ○ Building‐Specific Supports 2

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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. 7

MTSS 4 Essential Components of a MTSS framework: 1. 2. 3. 4. Multi‐level prevention system Screening Progress monitoring Data‐based decision‐making 8

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. 9

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 moderate intensity 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). 10

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? 11

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, FASTbridge) 12

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

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

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

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

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

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 18

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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. 20

How to Use and Interpret PM Data 21

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 22

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. 23

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

Special Education ●Think‐Pair‐Share! ○ How does Special Education fit within an MTSS Framework? 25

How Does It All Fit Together? 26

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

MTSS 30

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