MTSS: TIERS OF INSTRUCTION AND

INTERVENTION AT ATLANTIS ELEMENTARY

Janet StephensonBrevard Public Schools

MTSS Trainer

Big Ideas of MTSS Multi-Tiered System of Support

► Being proactive► Early intervention for those

who need it► High quality instruction using

best practices in Tier 1► Data-based decision making► Identifying the level of

services needed by which students

► Problem Solving Method► More than just about

eligibility

3

Florida SLD Criteria for Eligibilityafter July 10, 2010

Underachievement in:

Oral expressionListening comprehension

Written expressionBasic reading skills

Reading fluency skillsReading comprehension

Mathematics CalculationMathematics problem-solving

RTI:Resource intensive

or insufficient response to

scientific, research-based intervention

Conditions 1 and 2 not primarily the result of:

Visual, hearing or motor disabilityIntellectual disability

Emotional/Behavioral disabilityCultural factors

Irregular attendanceEnvironmental or economic disadvantage

Classroom behaviorLimited English proficiency

Condition 1 Condition 2 Condition 3

+ +

How Will We Respond When

Students Don’t Learn?

Work as a team…

How Far Have We Come? Emerging Developing Established

Improving Core InstructionIntervention Design

Progress MonitoringData-Based Decision Making

Special Education

General Education

Sea of Ineligibility

Who are our students who struggle?

RTI WILL WORK IF IT IS IMPLEMENTED AS A SCHOOL

AND STUDENT IMPROVEMENT INITIATIVE.

IT WILL NOT WORK WHEN IMPLEMENTED ONLY TO DETERMINE ELIGIBILITY.

MTSSONE SYSTEM SUPPORTING IT ALL

WHAT HAPPENED TO RTI?

Problem Solving?

Define the ProblemWhat Do We Want Students to KNOW and Be Able to

DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About

It?

EvaluateDid It WORK?

(Response to Intervention –RtI)

RtI… The 5 Step Process Another Way of Saying It…

1. Find ‘em (assessment)2. Do Something with ‘em

(interventions)3. Watch ‘em (progress monitoring)4. Make informed decisions (data-

based)5. Change .. if necessary

(instructional modification)12

What are the components of MTSS?

Speaking the LINGO!1. Tiers of Intervention: Students who do not respond to high-quality

classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.

2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.

3. Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

Multi-tier System of Supports (MTSS):Response to Instruction/Intervention (RtI)

An Overview of Data-based Problem-solving within a Multi-tier System of Supports in Florida’s Public Schools

14

Intensive, Individualized Supports•Intensive interventions based on individual student needs•Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled•Progress monitoring occurs most often to ensure maximum acceleration of student progress•If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving

Targeted, Supplemental Supports•Interventions are based on data revealing that students need more than core, universal instruction•Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate•Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working•If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving

Core, Universal Supports•Research-based, high-quality, general education instruction and support•Screening and benchmark assessments for all students•Assessments occur for all students •Data collection continues to inform instruction•If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving

– Core instruction – differentiated, high quality

– Identify at risk students (FIND ‘EM)• FAIR, observation, FCAT, formative assessments

– Interventions, progress monitoring

– Teacher Data Teams that can make collaborative decisions

• Problem Solving method• Is what we are doing working? Is there a better way?

Getting Started

WHAT DOESTIER 1 LOOK LIKE?

Traditional Instruction vs.

Standards-Based InstructionTraditional Classroom Standards-Based

Classroom• Whole class instruction

dominates• Student differences are acted

upon when problematic• Mastery of facts is focus of

learning• Coverage of texts and curriculum

drives instruction• Lesson topic is selected from

curriculum and/or text• Single option assignments are

the norm

• Assessment is most common at the end of learning to see “who got it”

• A single form of assessment is often used

• Teachers administers tests then moves on to curriculum

• Many instructional strategies are used

• Students differences are studied as a basis for planning

• Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning

• Student readiness, interest, and learning profile shape instruction

• Lesson topic is selected based on state standards

• Multi-option assignments are frequently used

• Assessment is ongoing to understand how to make instruction more responsive to learner

• Students are assessed in multiple ways

• Teachers assess and reteach based on student mastery level

INSTRUCTION

ASSESSMENT

INSTRUCTION

ASSESSMENT

WHAT DOES PROBLEM SOLVING

LOOK LIKE AT TIER 1?

Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

Student Name

Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Student 1 72 A/1 B/1 A/0 D/1 C/1 A/0 C/0 A/0 A/1 D/1 C/1 B/0 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1Student 2 72 C/0 B/1 C/1 D/1 B/0 C/1 B/0 B/1 A/1 D/1 C/1 D/1 D/0 A/1 A/0 A/1 C/0 D/0 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 3 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 4 72 A/1 B/1 C/1 D/1 C/1 D/0 D/1 B/1 A/1 D/1 C/1 A/0 C/0 A/1 B/1 A/1 C/0 B/1 D/1 C/1 C/0 A/0 B/1 A/1 A/0Student 5 84 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 C/0 D/0 D/1Student 6 40 B/0 B/1 A/0 D/1 B/0 A/0 C/0 D/0 A/1 D/1 D/0 A/0 C/0 A/1 C/0 B/0 C/0 B/1 D/1 A/0 A/1 B/0 B/1 A/1 A/0

Student 7 100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 8 64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1Student 9 96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0

Student 10 80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 11 68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1

Student 12 88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1

Student 13 88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 14 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1

Student 15 72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1

Student 16 92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 17 56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1

Student 18 80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0Correct Responses 16 18 10 17 14 10 12 14 18 18 16 15 5 18 7 13 12 17 17 15 12 13 14 15 14Incorrect Responses 2 0 8 1 4 8 6 4 0 0 2 3 13 0 11 5 6 1 1 3 6 5 4 3 4

Correct Response Percentage 89%

100% 56% 94% 78% 56% 67% 78%

100%

100% 89% 83% 28%

100% 39% 72% 67% 94% 94% 83% 67% 72% 78% 83% 78%

A 89% 28% 6% 33% 6% 17%100% 6% 11% 28%

100% 28% 72% 6% 11% 67% 17% 6% 83% 11%

B 6%100% 11% 22% 11% 78% 6% 22% 39% 22% 67% 94% 6% 6% 11% 78% 6%

C 6% 56% 78% 56% 17% 89% 33% 6% 6% 28% 83% 28% 11% 6%

D 6% 94% 11% 67% 6% 100% 6% 83% 17% 28% 6% 94% 6% 72% 6% 17% 78%

1. What are some areas

of concern?

2. How would your instructional action plan be impacted by this assessment?

3. What skills would an

instructor address in the Universal, Core Instruction(Tier 1) ?

4. How would an instructor group students using this data?

How Do We Find Them?• Who is not meeting grade level

expectations?– FAIR– DRLA– KINDERGARTEN LITERACY SCREENER– MATH ASSESSMENTS– RUNNING RECORDS– ATTENDANCE

WE HAVE FOUND THEM!TIER 2: DESIGNING INTERVENTIONS

DOING SOMETHING WITH ‘EM

WHAT DO WE DO FOR STRUGGLING LEARNERS?

Diagnostic Assessments

•PSI – Phonics Screener•PASI – Phonological Awareness•DAR – Diagnostic Assessment of Reading

• ORF – Oral Reading Fluency >Error Pattern Analysis

•Math – Easy CBM Probes

• The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

Purpose of Diagnostic Assessments

THERE IS NO AMOUNT OF INTERVENTION THAT CAN

SUBSTITUTE QUALITY INSTRUCTION.

Progress Monitoring Data : Is What We Are Doing Working?

Progress monitoring data• Determine response to interventions using

PASI PSI ORF FAIR - OPM

26

Let’s Get This Baby Off the Ground!

HOW DO WE DIFFERENTIATE

BETWEEN THE TIERS?

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2

• Data focuses on grade level/subject area/behavior

• Effective instructional strategies for large group/small group

• Differentiate Instruction focuses on diverse learners – skill/ability/interest groups

• Should result in approximately 80% of students achieving proficiency

• School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

Student Name

Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Student 1 72 A/1 B/1 A/0 D/1 C/1 A/0 C/0 A/0 A/1 D/1 C/1 B/0 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1Student 2 72 C/0 B/1 C/1 D/1 B/0 C/1 B/0 B/1 A/1 D/1 C/1 D/1 D/0 A/1 A/0 A/1 C/0 D/0 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 3 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 4 72 A/1 B/1 C/1 D/1 C/1 D/0 D/1 B/1 A/1 D/1 C/1 A/0 C/0 A/1 B/1 A/1 C/0 B/1 D/1 C/1 C/0 A/0 B/1 A/1 A/0Student 5 84 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 C/0 D/0 D/1Student 6 40 B/0 B/1 A/0 D/1 B/0 A/0 C/0 D/0 A/1 D/1 D/0 A/0 C/0 A/1 C/0 B/0 C/0 B/1 D/1 A/0 A/1 B/0 B/1 A/1 A/0

Student 7 100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 8 64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1Student 9 96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0

Student 10 80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 11 68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1

Student 12 88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1

Student 13 88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 14 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1

Student 15 72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1

Student 16 92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 17 56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1

Student 18 80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0Correct Responses 16 18 10 17 14 10 12 14 18 18 16 15 5 18 7 13 12 17 17 15 12 13 14 15 14Incorrect Responses 2 0 8 1 4 8 6 4 0 0 2 3 13 0 11 5 6 1 1 3 6 5 4 3 4

Correct Response Percentage 89%

100% 56% 94% 78% 56% 67% 78%

100%

100% 89% 83% 28%

100% 39% 72% 67% 94% 94% 83% 67% 72% 78% 83% 78%

A 89% 28% 6% 33% 6% 17%100% 6% 11% 28%

100% 28% 72% 6% 11% 67% 17% 6% 83% 11%

B 6%100% 11% 22% 11% 78% 6% 22% 39% 22% 67% 94% 6% 6% 11% 78% 6%

C 6% 56% 78% 56% 17% 89% 33% 6% 6% 28% 83% 28% 11% 6%

D 6% 94% 11% 67% 6% 100% 6% 83% 17% 28% 6% 94% 6% 72% 6% 17% 78%

1. What are some areas

of concern?

2. How would your instructional action plan be impacted by this assessment?

3. What skills would an

instructor address in the Universal, Core Instruction(Tier 1) ?

4. How would an instructor group students using this data?

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1

Tier

2

• Focused on a skill that is a barrier• Data is used to identify groups for

academic/behavior needs• Problem solving is used to develop

interventions• Intervention is additional minutes of

supplemental instruction• Instruction provided in Tier 2 must be

integrated with Tier 1 content and performance expectations

• Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Tier 2

HIGH QUALITY

INSTRUCTION

Tier 3 – Most Intense• More instructional time• Smaller instructional groups• More precisely targeted at the appropriate

level• Clearer and more detailed explanations• More systematic instructional sequences• More extensive opportunities for practice• More opportunities for feedback

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team (IPST)

TEACHER DATA TEAMS

None of us is as smart as all of us!!!

Ken Blanchard

Highlights• Started with expectations for the meeting• Focused on data and identifying why

students are struggling• Problem-solving as a team• Made a plan to progress monitor

student(s) exiting intervention• All staff who work with the students are at

the table and participating

The Work►Discussing ACADEMIC & BEHAVIOR NEEDS

of students.►Problem Solving & Developing

intervention plans►Looking at Data-Are students being

successful? ►Solving the problems that we identify at

Tiers 1, 2, and 3?

Welcome!

40

Behavior: What do I do?

Great Behavior Resource

How to Find Behavior Site…

• MTSS Web Site – Resource Links – Polk County Behavior

Or

• Google: : Polk Elementary PBS

– Core instruction – differentiated, high quality

– Identify at risk students (FIND ‘EM)• FAIR, observation, FCAT, formative assessments

– Interventions, progress monitoring, using DATA

– Teacher Data Teams that can make collaborative decisions

• Problem Solving method• Is what we are doing working? Is there a better way?

Getting Started