MTSS at Oak Park MTSS Trainers: Janet Stephenson

Melissa LongSchool Psychologist: Griselle Zeno

Overview Instruction at Tier 1, 2 and 3 Intervention Process & Design Fidelity of the Intervention Data Team Meetings

Agenda

Essential Question: How does the MTSS process help students?

Outcome: 1. To understand that MTSS is the school effort for

improving student achievement.2. To understand differences in Tier 1,2 and 3

instruction. 3. To know the process of meetings and paperwork

expectations at Oak Park.4. To understand the importance of fidelity and direct

instruction.

Essential Question and Outcome

Overview of MTSS

New Way of Thinking

From: “What’s wrong with this child?”

To: “What supports does this child need to be successful?”

InstructionCurriculumEnvironmentLearner

Tiered Model of School Supports &

The Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports.

Tier 2: Targeted, Supplemental

Interventions & Supports.

Tier 1: Core, Universal Instruction & Supports.

Problem Analysis: Why is it occurring?

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team

In order to implement MTSS, you need a few pieces of infrastructure:

–Capacity to Problem-Solve–Capacity to Collect Data, and Make Sense of it–Capacity to deliver instruction at different intensities (Tiered-levels of services)–Capacity to Display Data Over Time

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Don’t Jump Yet…

What Should Instruction Look Like at

Tier 1, 2 and 3?

What is the Focus of Tier 1 ? Academic

High quality instruction and classroom management

Universal Screening to determine each student’s level of proficiency

Differentiated instruction is used and student’s progress monitored

Differentiation occurs in small, teacher-led flexible groups during the 90 min block

What is the Focus of Tier 1?

Behavior High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask?

◦ Do 80-90% of students in the school respond positively to the school-wide discipline plan?

◦ Does the behavior level of the target student differ significantly from that of the peer group?

Activity: Tier 1 Instruction , Tier 2 and Tier 3 Instruction

Tier 1 Tier 2

Tier 3

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

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 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

What do they have in common?

Tier 1 Tier 2HIGH QUALITY

INSTRUCTION

Tier 3

Remember: TIERS are the level of support students need in order to be successful.

Intervention Design Must Target the missing skill(s) Include Explicit instruction Within a supported learning environment

Purposeful Well-planned Based on data Focused on alterable variables within the

Instruction, Curriculum, Environment

Daily consistency – no cancellations Teaching the same skill for the entire

intervention cycle. Same teacher is teaching the group for the

entire intervention cycle. Progress monitoring regularly Instruction is direct Instruction is scaffolded (I Do, We Do, You Do) Progress monitoring tool matches the

intervention

Fidelity of the Intervention

Data Team Meetings

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team

Teacher Data MeetingsPurpose

Student AchievementCollaborate to problem solve and plan interventions both at Tier 1 and Tier 2 level

Monitor student progressLearn from each other

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Data Team Meetings

Be able to “tell the story” Intervention Log(s) – (Form 7)

◦ Know when interventions started, began, changed.

◦ Include ongoing progress monitoring data – matched to intervention.

◦ Include data for all kids that were in the intervention group.

Parent Conference Info – (Form 2) Cume Folder/Cume Folder Review – (Form 1) Other formative/diagnostic assessments

Examples of what to bring to Data Team Meetings and IPST

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Hoping you all stay afloat and know we are here to support you!

Janet ext. 448 Melissa ext. 358