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Multi-tiered System of Supports:
Establishing a Common Language, Common
Understanding
Summit on School Climate and Culture
August 8th 2016
Judy Elliott, Ph.D.
Former Chief Academic Officer Los Angeles Unified School District
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Ø Maintain a strong sense of leadership Ø Establish a common language, common
understanding for MTSS Ø Integrate the work of academics and behavior Ø Reflect on alignment and coherency of current work
streams across the School, Depts, Grade Levels etc. Ø Have courageous conversations
Even if you are on the right track,
you’ll get run over if you stay in the same
place
Anonymous
There are no quick fixes. Dedication, hard work and checking your ego at the door....works!
There is a need for General, Special, and Gifted Education, but not as it currently exists.
Too much time has been spent admiring problems.
The best place to address diverse learning needs is in the instructional process.
Fundamental Assumptions
No student is worthless. Even the worst student is a good example of what’s not working.
Two basic questions…
Are you happy with your data? Is every classroom one you would put your own flesh and blood?
Do We Have A Common Language Common Understanding of
MTSS?
Academics Behavior
MTSS
Universal Design for Learning
Multi-Tiered System of Supports • Evidenced-based model of schooling – uses data-based problem-solving – integrates academic and behavioral instruction and
intervention • Integrated instruction and intervention – delivered to students in varying intensities (multiple tiers)
based on student need • Decision-making is “need-driven” – seeks to ensure that district resources reach the appropriate
students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency
Critical Components of MTSS
Data Evalua)on
Problem Solving Process
Mul)ple Tiers of Instruc)on & Interven)on
Leadership
Capacity Building
Infrastructure
Communica)on & Collabora)on
MTSS is a framework to ensure successful educa5on outcomes for ALL students by using a data-‐based problem solving process to provide, and evaluate the effec5veness of mul5ple 5ers of integrated academic, behavior, and social-‐emo5onal instruc5on/interven5on supports matched to student need in alignment with educa5onal standards.
MTSS is not about another new “initiative”
MTSS is about integrating what we know works!
Was Then… Assume the
problem resides within the student Is Now…
Assume first that the problem is with the
instructional environment
The MTSS paradigm shift …
Paradigm Culture Shift
• Eligibility focus – Diagnose and Place – Get label
• Outcome focus – Problem-Solving – Response to Instruction
& Intervention – Get help
It's a Frame, Not a Box
Critical Elements of an MTSS Model
• School-based Leadership Team (SBLT) • Problem-Solving • Multi-Tiered System of Supports • Data Matrix (PM, Formative, Diagnostic, High
Stakes/EOCs) • Schedules to Support Multi-Tier System • Instructional/Intervention Fidelity • Student/Parent Engagement
Academic Engaged Time • Academic Engaged Time (AET) is the best predictor of
student achievement – 330 minutes in a day, 1650 in a week and 56,700 in a
year – This is the “currency” of instruction/intervention – Its what we have to spend on students – How we use it determines student outcomes.
• Most students who are behind will respond positively to additional core instruction. – Schools have more staff qualified to deliver core
instruction than specialized instruction. – Issue is how to schedule in such a way as to provide
more exposure to core.
Mind the Gap… • Managing the gap between student current
level of performance and rate of growth toward expectation is what MTSS is all about.
• The two critical pieces of information we need about students are: – How big is the gap?
– How much time do we have to close it?
• The answers to these questions define and drive our instructional work.
Rate of Growth Ø Where is the student/s now? Ø Where is the student/s supposed to be? Ø How much time do we have to get there? Ø Is that time realistic?
– Rate of growth is the best measure of student response to instruction and intervention
– Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction
– Rate of Growth is the best measure of effectiveness of instruction and the most fair measure.
Over the Rainbow High School Goal and Aim Line for ODRs:
• Current Level: 7615 per year
• Desired Level: 2000 per year
• Timeline: 2 years
• Rate/Year: 7615-2000= 5615 5615/2= 2807/year
Over the Rainbow High School
7615
5414
2000
0 1000 2000 3000 4000 5000 6000 7000 8000
2008-2009 2009-2010 Goal
ODR Progress and Goal
ODRs
More than 2100 Hours (351 Days) of Instructional Time Recouped during 2009-2010 School Year
School is moving in a good direction toward 2010-2011 Goal
Aim Line and Trend Line Data
0
1000
2000
3000
4000
5000
6000
7000
8000
YEAR 1 YEAR 2 YEAR 3
DESIRED
ACTUAL
Data-Based Determination of Expectations English 9
• Current- 34 Students Failing • Benchmark Level- 0 Failing • Date- 9 weeks • Calculate- – Difference between current and benchmark level- 34 – Divide by # Weeks- 9 – Result: # of student increased passing - 4 per week
0
5
10
15
20
25
30
35
40
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
Students Passing Per Week Star0ng with 0/34 Total/English
Students/wk
Comparing Elementary to Middle- and High-School Application of MTSS
• SAME critical components should be present K-12
• Implementation of the critical components will look different at the middle-and high-school levels.
• The differences are influenced by the organization of the level, type and focus of curriculum, logistics of scheduling at the middle- and high-school levels.
Comparing Elementary to Middle- and High-School Application of MTSS
Same • Problem-Solving Process • School-Based Leadership
Teams • Data Days to Evaluate
“Health and Wellness” • Data Matrix • Multi-Tiered System • Fidelity
Different • Consensus • Monitor Skills & Content • Types of data • Schedule Development • Integration of the Tiers • Student Involvement • Fidelity
Every system is perfectly aligned
for the results it gets.
A Shift in Thinking The central question is not:
“What about the students is causing the performance discrepancy?”
but rather...
“What about the interaction of the curriculum, instruction, learners and
learning environment should be altered so that the students will learn?”
Ken Howell
TIER I: Core, Universal Academic and Behavior (ALL)
28
GOAL: 100% of students achieve at high levels
Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.
Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.
Tier I: Begins with clear goals: 1. What exactly do we expect all students to learn ? 2. How will we know if and when they’ve learned it? 3. How will we respond when some students don’t learn? 4. How will we respond when some students have already learned?
Questions 1 and 2 help us ensure a guaranteed and viable core
curriculum
Tier 1 Data Analysis-Building Level: • What percent of students receiving only Tier 1
are proficient? • What percent of student receiving only Tier 1 are
not proficient? • What percent of students have increased in
proficiency? • What do these questions this look like across
disaggregated student groups (e.g., proficient/not proficient, improvement)?
• Which students should receive intensified services?
Student Achievement Student Performance
• Academic Skills – Goal setting tied to state/district standards – State Standards – Developmental Standards (Early Ed – concepts)
• Academic Behaviors-Student Engagement – Behaviors associated with successful completion of the
academic skills – On-task, listening, following-directions, ignoring
distractions, self-monitoring, goal setting, content of private speech
• Inter-/Intra-Personal Behaviors – Behaviors that support social skills – Social/emotional development
TIER II: Supplemental, Targeted (SOME)
31
Tier II For approx. 20% of students
Core +
Supplemental
…to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). 1. Where are the students performing now? 2. Where do we want them to be? 3. How long do we have to get them there? 4. How much do they have to grow per year/monthly to get there? 5. What resources will move them at that rate?
Critical Issues Tier 2
• Purpose and expectation of Tier 2 services should be explicit and understood by providers: – Increase performance of students relative to Tier 1
standards – Link curriculum content and strategies with Tier 1 – Assess against Tier 1 expectations – 70% of students receiving Tier 2 should attain
proficiency.
Tier 1 Data Analysis-Building Level: • What percent of students receiving Core plus Tier
2 are proficient? • What percent of student receiving Tier 2 are not
proficient? • What percent of students have increased in
proficiency? • What do these questions this look like across
disaggregated student groups (e.g., proficient/not proficient, improvement)?
• Which students should receive intensified services?
TIER III: Intensive, Individualized (FEW)
34
Tier III For Approx 5% of Students
Core
+ Supplemental
+ Intensive Individual Instruction
…to achieve benchmarks
1. Where is the student performing now? 2. Where do we want him to be? 3. How long do we have to get him there? 4. What supports have been received? 5. What resources will move student at that rate?
Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.
Tier 3 Critical Issues
• Purpose and expectations must be defined clearly and understood by providers
• Collaboration becomes critical • Frequent communication between providers is
essential • Integration of curriculum a greater challenge
Characteristics of Intensive Interventions:
Tier 3
- More instructional time
More powerful instruction involves:
- Smaller instructional groups
- Clearer and more detailed explanations - More systematic instructional sequences - More extensive opportunities for guided practice - More opportunities for error correction and feedback
- More precisely targeted at right level
Resources
Skills
Tier 1 Data Analysis-Building Level:
• What percent of students receiving Tier 3 are proficient? What percent of student receiving Tier 3 are not proficient?
• What percent of students have increased in proficiency?
• What do these questions this look like across disaggregated student groups (e.g., proficient/not proficient, improvement)?
• Which students should receive intensified services?
38
MTSS & the Problem-Solving Process Academic and Behavior Systems
Tier 3: Intensive, Individualized Interventions &
Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in
addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.
Tier 2: Targeted, Supplemental Interventions &
Supports. More targeted instruction/intervention and
supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports.
General academic and behavior instruction and support provided to all students in all settings.
Problem-Solving is the Engine That Drives Instruction and
Intervention
It is the MOST Critical Skill A Leader Can Possess
Problem Solving Process: Levels of Implementation
Level of Implementa0on Problem Solving Team Example
Student Individual Teacher and/or Teacher Teams
Student is con)nually absent from class
Classroom Individual Teacher and/or Teacher Teams
A large number of students in one classroom failed the unit test
Grade/Department Level
Teacher Teams and/or Instruc)onal Leadership Team
A majority of students in grade 9 Algebra did not perform well on the mid-‐year assessment
School Level Instruc)onal Leadership Team
Low overall percentage of students mee)ng growth targets
District Level District Senior Leadership Team
Increase in expulsions across schools
40
Evaluate Did it work? • Response to Instruction & Intervention
Problem Analysis Why is the goal not being attained? • Validating Problem • Identify Variables that contribute to Problem • Hypotheses/Data Collection
Define the Problem. Identify the goal • What do we want students to know, understand,
and be able to do ?
Implement Plan What are we going to do about it? • Implement as Intended • Progress Monitor • Modify as Necessary
Problem Solving Process
Steps in the Problem-Solving Process 1. Define the Problem (What is the Goal?) • Determine the gap or difference
between the expectation and what is actually occurring in terms of student performance or behavior
2. Problem Analysis (Why is it occurring)? • Hypothesize possible root causes • Analyze supplemental data to
support or refute each hypothesis
• Validate whether your hypothesis is true based on the additional data
3. Implement Plan (What can be done to solve it?) • Select the intervention(s) or strategies
that will address the problem • Develop and implement the plan with
fidelity
4. Evaluate (Did it work?) • Collect and use school-wide, small
group, and individual student data to determine if the plan is working to address the problem
• Progress monitor and modify, if necessary
• Evaluate the response: good, questionable, poor 42
MTSS Implementation
• Organized by a Plan
• Driven by Professional Development • Supported by Coaching and Technical
Assistance • Informed by Data
The Big Bang Theory of MTSS
1. Decide what is important for students to know.
2. Teach what is important for students to know.
3. Keep track of how students are showing what they know.
4. Make changes according to the data and results you collect!
Tools
Developed by Florida Problem Solving and Response to Intervention Project
– Beliefs Survey – Perception of Practices Survey – Perception of Skills – Self Assessment of MTSS (SAM): • www.floridarti.usf.edu • Technical Manual
What Does It Look Like? District Level
• Committed to an MTSS Way of Work
• District Policies and Procedures Support Implementation of an MTSS Model
• Implementation, Monitoring Team Identified • Accountable Officer(s) for Implementation Integrity and
Support
What Does It Look Like? District Level
• District-Level Infrastructure – Data Systems – PD and Technical Assistance Support – Community Engagement
• Integration of District Organizational Units – Curriculum, Instruction, and Assessment – Special Education – Remedial Education – EL – Student Supports
What Does It Look Like? School Level
• Decisions made using a data-based, problem-solving process
• All problem-solving considers academic and behavior (student engagement) together
• A school-based team is responsible for monitoring student performance to determine overall “health” of the school environment
• Parents are engaged in the problem-solving and instruction/intervention process
What Does It Look Like? School Level
• Student engagement is a primary priority • Lesson Study (Tier Integration /Planning) is the
focus for effective instruction • Early Warning Systems are in place to ensure a
focus on prevention • Strong leadership exists at all levels • The school (Principal) is held accountable for high
quality implementation of MTSS as well as student outcomes
