Creating an EffectiveMulti-Tiered System of Support(s): Response to Intervention At The

School LevelJefferson County Public Schools

2015-2016

Defining the Multi-Tiered System of Supports

The MTSS in a school is the framework used to support the academic and behavioral needs of its students. It is EVERYTHING schools do with regard to instruction.

All supports are:• Evidence-based• Monitored for

effectiveness• Monitored for

fidelity of implementation

Kentucky System of Interventions

Response to Intervention Model

WAITING TO FAIL

Multi-Tiered System of Supports

WAITING TO FAIL

Success with the MTSS is possible when:

we recognize that ALL kids are a part of the MTSS framework—no more identifying only struggling students as “RtI” kids; and

we realize that a multi-tiered system of supports is NOT the “road to Exceptional Child Education”.

The MTSS Supports ALL Students Tier I academic and

behavioral instruction is provided to ALL students.

Tiers II and III at the top of the diamond focus on supports for students struggling in academic areas or with behavior.

Tiers II and III at the bottom of the diamond focus on supports for accelerated learners (Primary Talent Pool, Advance Program and Gifted and Talented).

Terms You Will See Throughout The Presentation and What They MeanTerm Definition

MTSS Team the team responsible for the implementation of a school’s Multi-Tiered System of Supports (RtI Team, ILT or any other team created for this purpose). Your school does not need to change the name of your team or make a new team—MTSS Team is a general term used to describe a group with this purpose in a school.

behavior anything a student does (reading fluently, hitting another student, etc.). This presentation will often separate academic behavior from what we usually think of as behavior in the classroom. However, sometimes the word behavior will be used on it’s own, and it will refer to all behavior, academic or otherwise.

QUICK CHECK #1

Take 5 minutes to complete the True/False check for Tiers I, II and

III.No one needs to see your responses. This is simply to help you identify your personal misconceptions about academic instruction at each tier. Answers

will be provided at the end of discussion about each tier.

Tier I: Core Instruction

is the instruction that ALL students receive EVERY DAY regardless of tier, ECE status, or proficiency with the English language;

is focused on Common Core Academic Standards for Reading, Writing and Mathematics and the school-wide behavior curriculum/program;

is differentiated based on student needs and learning styles;

is provided through the implementation of evidence-based delivery models and/or programs that are focused on standards for academics and consistent expectations for behavior that are proven to be effective;

is monitored for effectiveness through progress monitoring data collected on daily or weekly formative assessments and district benchmark assessments (proficiencies) for academics;

is monitored regularly for fidelity of implementation;

is sufficient to insure success for 80% of students in the school (ideally).

Create a systematic process that ensures every child receives the additional time and support needed to learn at high levels

Multi-tiered Systems and Supports

Grounded in Tier I

QUICK CHECK: ANSWERS FOR TIER I

TRUE: Research shows (Fuchs & Fuchs, Mattos & Weber) that when presented with high-quality, evidence based instruction (implemented with fidelity) daily, 80% of the students in a school will achieve proficiency.

TRUE: Tier I instruction is for ALL students—including those in self-contained ECE classrooms or ELL students who speak little to no English are required to receive grade-level instruction.

TRUE: This is necessary to determine the effectiveness of a program or delivery model being implemented as well as to guide instruction and determine next-steps for student learning in the regular classroom.

FALSE: All differentiation in Tier I core instruction is simply differentiation. For example, Guided Reading is provided on students instructional levels (may or may not be on grade level), but is focused on grade-level standard requirements, not foundational skills (in intermediate grades). All intervention is differentiation, all differentiation is not intervention. If it happens during core instructional time, it is NOT intervention.

TRUE: The effectiveness of a program or delivery model cannot be determined unless all guidelines and recommendations are followed. Research and data that are positive and show a high level of effectiveness linked to a specific program will not apply to your school unless fidelity is achieved.

Before discussing Tiers II and III: Who is qualified to provide intervention and support?

A person who is qualified is someone who is officially recognized as being trained to perform a particular job.

Qualified Not-Qualified

• Certified staff• ECE teachers• GCC• Reading Specialist• Interventionist • Classified staff trained in the

delivery/implementation of an evidence-based program or strategy

• Classified staff NOT trained in the delivery/implementation of an evidence-based program or strategy

• Volunteers NOT trained in the delivery/implementation of an evidence-based program or strategy

• A computer.

Tier II: Targeted/Supplemental Instruction for Struggling Learners is provided to students that the Universal Screener has determined are

slightly at risk (ideally no more than 15% of the students in a school) for an academic area or pro-social/externalizing or internalizing behavior;

is focused on academic standard and/or foundational or behavioral skill the diagnostic and/or benchmark assessments have identified as a deficit;

is recommended to be provided 3-4 days a week for 30 minutes in groups of no more than 6 students;

is provided by the classroom teacher (can be provided by outside sources if available);

is provided through the implementation of evidence-based strategies or programs;

is monitored regularly for effectiveness through analysis of progress monitoring data;

is monitored regularly for fidelity of implementation.

Two Ways To Identify Tier II Students

Pathway 1 Identified by a normed universal

screener given to all students in a school (up to one year behind same age peers)

Given diagnostic assessment to determine the focus of the intervention to be provided

Progress monitored with appropriate method of measurement frequently enough to determine effectiveness of intervention and if the student needs an intensified (Tier III intervention)

Pathway 2 Identified by data from

formative assessments, benchmark assessments, etc. that shows the student is not proficient with a particular grade-level standard

Given supplemental instruction (on that standard) until student proves proficiency with standard on exit slip or other formative assessment tool

Tier II: Targeted Instruction for Accelerated Learners (Primary Talent Pool and Advance Program)

is provided to those students who are performing above grade level

K-3 Talent Pool students are not identified through formal assessment, but through at least three other academic indicators (list can be found in MTSS Guidebook—release date TBD)

Advance Program students (grades 4-5) must score in the 7th stanine on the Cognitive Abilities Test (CogAt)

Advance Program students (middle and high school-up to 10th grade) who are successful in the elementary or middle AP and score in the appropriate stanine of the CogAt or WISC assessment, must have a teacher evaluation and transcript of academic performance that indicates previous success

is differentiated and developmentally appropriate, focused on student interest and ability and can be provided by the classroom teacher or certified staff outside of the classroom

QUICK CHECK:ANSWERS FOR TIER II

TRUE: In fact, any student scoring below grade level (Tier II or III) should be given a diagnostic assessment to determine the area of deficit for which they will receive intervention services. Benchmark assessments at grades 3-12 are important in determining the specific standard(s) with which a student is struggling.

FALSE: Tier II for accelerated learners includes those students identified for Primary Talent Pool and Advance Program.

FALSE: This is a common misconception. One of the benefits of the MTSS is that we don’t’ have to wait for students to fail. If the Universal Screener determines that a student is high-risk, or more than 1 year behind same-age peers in an academic area or behaviorally, that student should immediately be given a diagnostic assessment to determine specific need and placed in Tier III. There is no need to waste time in a targeted intervention when it is known that the student is in need of intensive instruction. A student who is not making adequate progress in Tier II after a pre-determined (by the school’s RtI/MTSS/ILT Team) number of weeks should be considered for Tier III services.

TRUE: The classroom teacher is responsible for Tier II intervention and instruction—though, if a school has the resources, this can be provided by certified staff outside of the classroom.

TRUE: Differentiation that occurs during core instruction, is simply differentiation. Differentiated instruction that occurs outside of core instruction is intervention. All students are required to receive Tier I differentiated instruction. Those students identified as Tier II by the Universal Screener are then to receive Tier II instruction as well.

Tier III: Intensive Intervention for Struggling Learners

is provided to students that the Universal Screener has determined are more than 1 year behind their same age peers in the acquisition of foundational skills in the areas of Reading, Writing and Mathematics; or those students that the Universal Screener for behavior has determined are at high risk(ideally no more than 5-10% of the students in a school);

is focused on a foundational skill the diagnostic assessment has identified as a deficit;

is recommended to be provided daily for 45 minutes to an hour in groups of no more than 3 students;

is provided by qualified staff outside of the classroom;

is provided through the implementation of evidence-based strategies or programs;

is monitored regularly for effectiveness through analysis of progress monitoring data;

is monitored regularly for fidelity of implementation.

Tier III: Intensive Instruction for Accelerated Learners (Gifted and Talented) is provided to those students in grades 4-12 who are more than one grade level above in one or

more areas of ability as determined by their score on the CogAt (9th stanine)—areas include: General intellectual aptitude

Specific academic aptitude

Creative or divergent thinking (accelerated learner Tier III behavior)

Psychosocial or leadership skills (accelerated learner Tier III behavior)

Or skills in the visual or performing arts

is required to be provided in TWO ways (there is no single-service option for Tier III, Gifted and Talented students)—these include:

Various acceleration options;

Advanced placement and honors courses;

Collaborative teaching and consultation services; special counseling services;

Differentiated study experiences for individuals and cluster groups in the regular classroom;

Distance learning;

Enrichment services during the school day (not extracurricular);

Independent study;

Mentorships;

Resource services delivered in a pull-out classroom or other appropriate instructional setting;

Seminars;

travel study options;

Special schools or self-contained classrooms, grades 4-12 only;

QUICK CHECK #1: ANSWERS FOR TIER IIITRUE & FALSE: If a student is being provided with a highly intensive, evidence-based and effective

intervention (e.g., Reading Recovery, reading demonstration sight) that is implemented with fidelity and with the frequency and duration recommended by research, there is no need for the student to receive Tier II intervention, as well. However, it is important to keep in mind that more time + high quality instruction = learning. The more time a student spends working with a certified instructor on their skill deficit, the more progress they will make.

FALSE: Tier III for accelerated learners are those students who are identified as Gifted and Talented.

FALSE: The team a school has identified to aid the implementation of the MTSS determines the frequency with which progress monitoring occurs at any tier. However, progress should be monitored more frequently at Tier III than at Tier II. Also, the more frequently progress is monitored, the sooner decisions can be made about a student’s progress and the effectiveness of the intervention.

FALSE: It is not possible for the classroom teacher to provide his/her Tier III students with Tier I core instruction daily, Tier II instruction 3-4 days a week for 30 minutes AND Tier III instruction daily for 45 minutes to an hour. This takes teacher focus off of the class and lessens the amount of time that can be spent on grade-level standards each day. Also, planning for targeted and intensive intervention is time-intensive and requires a great deal of forethought, not to mention the data collection necessary. There must be help from certified staff outside of the regular classroom in providing this intervention (specialists, coaches, resource teachers, ECE teachers, Speech-Language Pathologists, etc.).

TRUE: It is especially important that the program or strategy implemented for Tier III intervention be evidence-based and well-researched. Should a Tier III student require referral for ECE services, the progress monitoring data collected will not be accepted if the program or strategy used does not meet requirements. Also, fidelity to the program or strategy must be proven in order for the data to be accepted in a referral situation.

QUICK CHECK #2: Friendly Talking Probe About Assessment

Read the following conversation and jot down the name of the person you agree with and make a quick bulleted list of the reasons you agree.

Mr. Cortez: I don’t know about your schools, ladies, but mine is using the district proficiency assessments as diagnostics this year. They tell us exactly which standards our students struggle with, and we will have what we need to know how to plan our core and our interventions.

Mrs. Harrison: My school is going to consider the district proficiency assessments as benchmarks tests. They tell us who is proficient with Common Core standards. We’ll use other assessments as screeners as diagnostics.

Ms. Blankenship: We’re using the district proficiency assessments as screeners. They help us identify who’s working on grade level and who isn’t. From there, we’ll record observation notes and look at the work the struggling students do in class and plan interventions accordingly.

Assessment in the MTSS

Universal Screener

identifies students above level, on level and most at risk for failure in all academic areas and behaviorally—answers the question, “Who is Tier II or Tier III?”

given to all students three times a year (Fall, Winter and Spring)

gives a number for a score (quantitative)

administered and scored relatively quickly

focused on foundational skills (in all academic areas)

used proactively in grades K-12

Is used to create a school’s pyramid for academic areas and for behavior (both struggling and accelerated)

Diagnostic Assessment

pinpoints specific foundational skills with which students will need additional instruction and support

administered to all students identified by the Universal Screener as Tier II or Tier III

results are anecdotal—in narrative form (qualitative)

most relevant to grades K-3

intended to measure all foundational skills in an academic area (there is no diagnostic assessment for behavior)

used reactively when results from Universal Screener are available

Assessment in the MTSS (continued)

Benchmark Assessment identifies students who are

proficient with grade-level standards, and those who are not

administered periodically throughout the school year (more frequently than a Universal Screener—every grading period is acceptable)

is focused on grade-level standards (not foundational skills)

used to inform Tier I instruction and differentiation

Progress Monitoring Assessment used to quantify, analyze,

condense and summarize patterns of student performance and evaluate the effectiveness of the instruction being delivered at any tier and to make instructional decisions

occurs in all tiers continuously (increased frequency in Tiers II and III)

is focused specifically on what is being taught (grade-level standards in Tier I, and more targeted and/or foundational skills in Tiers II and III)

Quick Check #3: Answer and Toss

Read the following scenario and take a minute to write what you feel is the next step for this particular school on a scratch sheet of paper. No name at the top. Wad it up, and wait for the go ahead to toss it across the room. Pick one up that lands near you, and go to the corner of the room with the description that most closely matches the response on the paper you picked up. Talk to the others in corner about what your “found answer” says, and whether or not you agree. Come back together to hear the most effective next step:

Mt. Could B. Anywhere Elementary with a student population of 800 has a pyramid that shows Tier I is only effective for 57% of its students. Tier II for struggling learners is servicing 22% and Tier III for struggling learners is servicing 21% of the students. There is a large number of students referred for ECE services each year, but the students referred rarely qualify. What is the first step toward improvement at Mt. Anywhere?

For any pyramid that is not healthy you must start with…

What does a focus on Tier I instruction look like?

implementation of Universal Screeners

use of diagnostic assessment data in the early primary grades and benchmark assessment data in the intermediate and upper grades to determine the standards and the foundational skills (foundational skills are the focus of standards in K-2) with which students struggle the most school-wide or at each grade level—universal screening and school-wide behavior data collected for this purpose, as well.

professional development on delivery of instruction in these areas/on these topics or skills

clear expectations and direction from administration about instructional materials, time spent on Tier I instruction, assessment and progress monitoring

research is done to insure that all assessments, programs, delivery models and teaching strategies used are evidence-based and proven to be effective

school-wide plan and tool developed/implemented for regular fidelity checks to monitor the use of Tier I programs or delivery models in classrooms

importance placed on time for teachers to work with their PLCs to plan and design common formative assessments, analyze student work and assessment data, plan vertically, create common assessments and study progressions in order to build capacity and strengthen knowledge of standards

real effort is made to NOT INTERRUPT CORE INSTRUCTION. Calls to classrooms during core instructional periods are limited as are intercom interruptions or assemblies

Tier I instruction for improvement. When Tier I instruction improves, the number of students serviced at Tiers II and III starts to shrink. The focus of a school with a middle or top-heavy pyramid MUST be it’s Tier I core instruction.

“Schools must try to teach “right” the first time. No MTSS can compensate for

poor initial instruction.”

Buffum, Mattos & Weber (2009)

TAKE A BREAK!See you in ___________

Intervention Defined

Systematic and appropriately intensive assistance provided for a student who is at risk for or is already underperforming as compared to appropriate grade- or age-level standards

Systematic—there is a plan (in writing) for delivering instruction and monitoring progress

Appropriately intensive—frequency and duration of intervention matches student need, as does the intervention itself

A student who is at risk—any student identified as below grade level by the Universal Screener, as well as students who are at risk for losing interest or motivation due to their accelerated abilities

Compared to grade-level standards—cannot be proficient with grade level standards because of a foundational skill(s) deficit

Interventions Can be…

PROGRAMS

Focused on a specific skill deficit determined by a diagnostic assessment

Evidenced-based and proven to work when implemented with fidelity

Provided by qualified person

LEARNING STRATEGIES Evidence-based and proven to work when implemented with fidelity

Must be implemented with fidelity specific to the strategy being used (not all strategies require the same intensity and/or duration)

Effective Interventions are always…

Research Based Systematic Directive Timely Administered by trained professionals Targeted

What Intervention Is And What It Isn’t

Is

instruction outside of and in addition to core instruction

focused specifically on a student’s need

provided by a qualified and effective teacher

evidence-based and provided with fidelity to program, delivery model and/or Student Intervention Plan

Is Not

differentiation during core instruction

a blanket program given to all students identified as Tier II or Tier III in an area (academic or behavioral)

thrown together or minute

a computer program.

Plans for Individual Student Intervention: Academic and Behavior Support Plans

A support plan is prescribed for any student identified for Tier II or Tier III because they are a struggling or accelerated learner.

An support plan is highly individualized and created with the use of screening and diagnostic assessment data as well as teacher observation.

An support plan is used to insure fidelity of implementation of instruction as well as assessment (progress monitoring).

A support plan is shown to parents/guardians so that they are aware of the steps being taken to insure their child’s success.

Parts of an Academic Support Plan (ASP) student and teacher names and grade

date of the MTSS Team meeting when the plan was created

planned dates for future meetings to discuss progress and next steps

names of the members present for the creation of the plan

area of concern (reading, writing, or math)

Hypothesis Statement (what the problem is and why it is occurring)

Measureable (and reasonable) Student Growth Goal (states the skill to be taught)

name of the person providing the intervention and the name of who takes over in their absence

program, delivery model or strategy used to teach the skill

the method of measurement used to determine growth and the tool for collecting data (space for narrative to explain graph)

the frequency and duration of the intervention and of progress monitoring

where the intervention will take place

who will complete the fidelity checks of instruction and progress monitoring and dates when these checks will occur

documentation of parent contact

space for reflection on student performance as a result of intervention

Parts of a Behavior Support Plan (BSP) student and teacher names and grade

date of the MTSS Team meeting when the plan was created

planned dates for future meetings to discuss progress and next steps

names of the members present for the creation of the plan

Hypothetical Function Statement (what the behavior is and the function/reason for the behavior)

measureable (and reasonable) Student Growth Goal (states the skill/replacement behavior to be taught)

name of the person providing the intervention and the name of who takes over in their absence

program, delivery model or strategy used to teach the skill

the method of measurement used to determine growth and the tool for collecting data (space for narrative to explain graph)

the frequency and duration of the intervention and of progress monitoring

where the intervention will take place

who will complete the fidelity checks of instruction and progress monitoring and dates when these checks will occur

documentation of parent contact

space for reflection student performance as a result of intervention

Purpose of Progress Monitoring

We progress monitor so that we may know if a student is making progress toward an

academic or behavioral goal.

Methods of Measurement

The correct method of measurement must be chosen when administering progress monitoring assessments. Consider the following scenario:

Lola’s diagnostic assessment for reading indicates that she is struggling with comprehending what she reads. The interventionist works diligently with her four days a week for 45 minutes. They practice retelling and other comprehension strategies. Every week the interventionist gives Lola a grade-level fluency probe to check her progress.

What is wrong here? What should be done to fix it? Turn and talk for one minute.

Four Methods of MeasurementCurriculum-Based

MeasuresDirect

MeasuresIndirect Measures Authentic Measures

Standardized, brief and timed probes composed of academic skills taken from general curriculum

Direct observation of performance and repeated recordings of student response

Use of scoring criteria to review student performance

Measures student performance on tasks and in situations that resemble real-life

Used to measure: • reading fluency• math computation• math reasoning• writing fluency• spelling

Used to measure:• observable behaviors• reading fluency

Used to measure:• reading

comprehension• writing composition• word problem-solving

Used to measure:• language, social,

writing, speaking and listening skills

• concrete math concepts

• reading comprehension

Examples:• Oral Reading Fluency

Probes• Math computation

probes• Math concepts and

application probes• Writing probes• Marie Clay

Observation Survey

Examples:• Frequency

count/event recording• Duration recording• Scatterplot• Behavior log• Interval recording• Latency recording• ABC Analysis• Anecdotal recordings

Examples:• Rubric• Goal attainment

scaling• Checklist• Interviews• Student self-

monitoring• Scoring guide• Permanent product• Teacher-made test

Examples:• Portfolio• Annotation• Work samples• Student

interview/conference• Oral interview

Progress Monitoring: Do’s and Don’tsDO’S Make sure that your method of

measurement matches the skill you are targeting in the intervention.

Make sure you are prepared with probes to monitor student progress on grade level and at the instructional level.

Make sure you monitor frequently enough be able to make adjustments to instruction.

Make sure the tool you use to record progress is easy to understand.

DON’TS Don’t use a method of

measurement that doesn’t match the targeted intervention skill.

Don’t monitor too infrequently to know if the intervention is effective for the student.

Don’t monitor out of alignment with the frequency determined in the student’s ASP or BSP.

Don’t vary the level of the probe each time it is given—stick with the same grade or instructional level throughout intervention.

When Effectiveness of An Academic Intervention Can Be Determined

If progress is monitored the effectiveness may

daily, as part of instruction, be determined within two weeks.

twice a week, be determined within a month.

weekly, be determined within nine weeks.

every two weeks, be determined within eighteen weeks.

every nine weeks, NOT be determined, even after a year.

The frequency with which progress is monitored determines when the MTSS Team can decide if an intervention is effective and what changes, if any, should be made.

adapted from KDE

TAKE A BREAK!See you in ___________

Sorting Activity:What Is The Graph Telling You?

Open your envelop and place the contents on the table.

STEP ONE:

Sort the graphs into two categories:

1. graphs that show work to increase a behavior and

2. graphs that show work to decrease a behavior

STEP TWO:

Sort these beneath the sort categories that state the step that should be taken to benefit the student as a result of that graph’s information.

Decision Rules: Schools Have Autonomy

The following questions are answered at the school level:

What assessments, programs and strategies will we implement?

How will we monitor our interventions?

What will determine student placement in Tier II targeted intervention?

What will determine instructional decisions made for students currently receiving Tier II targeted intervention?

What will determine student placement in Tier III intensive intervention?

What will determine instructional decisions made for students currently receiving Tier III intensive intervention?

What will determine the need for ECE referral?

Fidelity: It’s key.

Fidelity is the extent to which an intervention’s core components have been implemented as planned. Fidelity provides data to show if the intervention or assessment is providing the desired results/data and provides guidance on how to improve implementation. Fidelity at the student level: assessment and

intervention are carried out as planned and monitored through teacher observation and logs

Fidelity at the systems level: components implemented consistently. A rubric is used to examine team meetings, logs and other records.

All About the Fidelity Check

non-evaluative completed by the teacher him/herself, Principal, AP,

coach, another teacher, etc.—certified staff member with knowledge of the intervention program, delivery model or strategy being implemented

carried out on a regular basis to ensure high-quality instruction and implementation of assessment is happening everywhere in the school at all tiers

creates accountability of all parties involved in instruction at any tier

Sample “Look-For’s” From A Fidelity Check Sheet

Research/Evidence-Based Interventions At

All Tiers

Rank the extent to which the teacher implements (#scale) with comments:

Understood by the teacher

Consistent implementation

Used for the purpose for which it was created

Differentiation to meet the needs of all students

Recommended steps and procedures are followed

Supplemental materials use for struggling learners

Implemented in a positive manner that allows for student-teacher interaction

Progress Monitoring At All Tiers

Rank the extent to which the teacher implements (# scale) with comments:

Understood by the teacher/interventionist

Consistent implementation—monitored with frequency and for the duration outlined in the Student Intervention Plan

Method of Measurement named in Student Intervention Plan used to pull data

Progress monitoring tool listed in Student Intervention Plan used to record data

Recommended steps and procedures for data collection are followed

Materials identified in Student Intervention Plan are being used as intended

Interventionist’s records and data collected are easy to decipher and/or read

Thank you! Thank you!Please take a moment to reflect on what you’ve heard

today, and complete the survey. All comments are welcome and will be used to plan and design district-

wide PD.