MULTI-TIERED SYSTEM OF
SUPPORT
Response to Intervention
Positive Behavior Intervention System Data Teams
CRITERIA FOR SUCCESS
Participants will be able to:
Have a working definition for MTSS
Identify the components of a three tier model Determine when to begin a PEP
Locate resources
Provide appropriate interventions to support students Use the TIPS model to provide success for all learners
MULTI-TIERED SYSTEM OF SUPPORT
NC MTSS is a multi-tiered framework which
promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all.
TIER I: CORE
5
Who: All students are in Tier I (Core)
What: Evidence-based programs and practices
demonstrated to produce good academic and behavior outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting
academic and behavior benchmarks in Core alone. What about subgroups?
TIER II: SUPPLEMENTAL
INSTRUCTION
Slide adapted from G. Batsche
Who: Students needing supplemental support in addition
to Core instruction
(approx. 20% of students)
What: Evidence-based programs and practices
demonstrated to improve academic and behavior performance in Core
Effectiveness: If at least 70-80% of students improve
academic and behavior performance (toward Core standards)
TIER III: INTENSIVE
INSTRUCTION
7
Who: Students needing Intensive support in addition to
Supplemental and Core instruction (approx. 5% of students)
What: Evidence-based programs and practices
demonstrated to improve academic and behavior performance
Effectiveness: Academic and behavior progress toward
performance in Core
PEP: WHO NEEDS IT AND
WHEN?
After a problem is identified, the team should problem solve without a personal education plan. The PEP
should begin when the team determines the child needs a personal plan to address his or her needs.
WCS MULTI-TIERED SYSTEM OF SUPPORT
Based on the Team Initiated Problem Solving (TIPS) model for problem solving
Based on a framework of problem solving for ALL students including those who have already been identified
Focused on total school improvement; putting all tiers together to meet the needs of all students
WCS RESOURCES
PROBLEM SOLVING MODEL
Identify the problem Develop Hypothesis Discuss and select solutions. Develop and Implement Action Plan Evaluate and revise the plan. TIPS Model: Steps to FollowPROBLEM SOLVING SORT
Team Initiated Problem Solving:
What it is and what it is not?
IDENTIFY THE PROBLEM
Math Fact Mastery Problem Solving Computation ELA Written Comprehension Accuracy Fluency Behavior • Focus • Impulsiveness • Anger Management • Self-ControlDEVELOP HYPOTHESIS
Determine cause and triage
Collect multiple means of data
Make an informed guess
INSTRUCTION: HOW?
Guiding Questions How was content delivered?
CURRICULUM: WHAT?
Guiding Questions
What programs have been implemented in this area?
ENVIRONMENT: WHERE?
Guiding Questions When do pullouts happen?
Were students in a small group?
Is their home environment contributing to the problem? *
LEARNER: WHO?
Guiding Questions
Why do you think the student does that?
What skills do you think the student lacks, that
other students the same age understand and use? What is keeping the student from learning these
skills?
PLAN AND TEST HYPOTHESIS
R
eviewI
nterviewO
bserveCASE STUDY: MARCUS
2nd grader
Lack of number sense Poor memory skills Gives up easily
Lack of focus Day dreamer
Supportive home environment
Enjoys working with a partner
Causes and Cures, p. 59
Weak vocabulary Poor math fluency
Skips problems, entire rows Cannot remember directions Poor self image
Likes to draw Plays piano
DATA FOR MARCUS
Assessment Data
He can identify the greater number only 40% of the time. He counts accurately about
60% of the time.
Makes most of his mistakes between the numbers of 11-20.
Conclusions
Encoding problem
Difficulty seeing patterns and relationships among symbols they represent
PRECISE PROBLEM STATEMENT
Report and discuss outcomes to the team Identify and record the precise problem
statement
Narrow the focus from step one using the results of RIOT
DISCUSS AND SELECT SOLUTIONS
Solution should be based on the precise problem statement which is developed around instruction, curriculum, learner and/or environment
Precise, clear statement must be set before plan implementation
DEVELOP AND IMPLEMENT AN ACTION PLAN
Identify interventions that are research-based/evidence based
Describe plan of action
(who, what, where, how often) Include specific goals (SMART)
INTERVENTIONS
ARE
A layer of support that builds upon CORE instruction
Research based Evidence based Systematic
Specific to student deficits
Plan of action for student growth
ARE NOT
Not isolated or pulled from CORE instruction
Small group instruction One on one instruction Preferential seating Modified assignments Randomly selected
SMART GOALS
S
pecificM
easurableA
ttainableR
easonableT
imely SAMPLE: Measurement Strategy: _______________________ Data Decision rules: If________________ thenPOSSIBLE AVAILABLE DATA AT FOUNDATIONAL CORE EOG EOC Universal Screening Benchmark Common Formative Assessments
Office Discipline Reports Attendance Reports
Survey Data
EVALUATE AND REVISE THE PLAN
Discuss student outcomes Review plan
POSSIBLE NEXT STEPS
Continue the plan
Choose a new intervention plan (same tier) Move to next tier
Involve other student service personnel
(counselor, psychologist, social worker, speech therapist, resource teacher, etc…)
CRITERIA FOR SUCCESS
Participants will be able to:
Have a working definition for MTSS
Identify the components of a three tier model Determine when to begin a PEP
Locate resources
Provide appropriate interventions to support students Use the TIPS model to provide success for all learners