Multi-Tier System of Supports (MTSS); The Kansas Framework for Response To Intervention(RtI)

Newton Public Schools

District (RtI) Team

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We Know The earlier school staff can assess students’

learning needs & identify difficulties, the quicker & less expensive the task is to remediate & keep students on track

The longer a student goes without assistance, the longer the remediation time & the more intense the services must be

There is emerging evidence that if we wait until 3rd or 4th grade to deliver intensive remediation, many students who struggled in the earlier grades will not catch up with peers.

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“The goal of MTSS is to provide an integrated systemic approach to meeting the needs of all students. This means using resources in the most effective & efficient way to enable every student to be successful. Most importantly, MTSS does not necessarily require “adding on” to what is already effective; instead, it involves reviewing current practices to identify those that yield evidence of effectiveness, addressing areas that are missing, & replacing ineffective or inefficient approaches with those that are supported by research & address an area of need.”

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We’ve done, we’ve learned, let’s create…

Here we go again…

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A Multi-Tiered System of Support:Why Consider Changing?

Many educators recognize that in order to expect different outcomes, something has to change…

With the bests of intentions, our system has not been as cohesive as we would desire.

Access to resources has often been a source of frustration.

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Kansas Extension of RtIFederal RtI Kansas RtI

What is the underlying purpose?

To eliminate inadequate instruction as the reason for reading problems

To utilize a process and our resources to “figure out what it’s going to take” for the child to be successful.

Who is targeted? Struggling readers

Students with suspected learning disabilities

Any student with an academic or behavioral concern

What process is used? Ongoing monitoring of students’ performance

Data-driven decisions leading to increasingly intensive services

Ongoing monitoring of students’ performance

Data-driven decisions leading to increasingly intensive services

Use of a problem-solving process to customize for students

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Kansas Extension of RtIFederal RtI Kansas RtI

What information is typically used?

Data collected frequently on students’ performance

Possibly standardized test scores

Data collected frequently on students’ performance

Consideration of multiple sources of information (RIOT)

Who is responsible for collecting the data?

Primarily the general education teacher or other personnel providing instructional interventions

Primarily the general education teacher or other personnel providing instructional interventions - viewed as a shared responsibility

What is the data used for?

To guide instructional placement

To guide instructional planning and resource coordination

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Kansas MTSS Core BeliefsEvery child learns & achieves to high

standardsLearning includes academic & social

competenciesEvery member of the education

community continues to grow, learn & reflect

Every leader at all levels is responsible for every student

Change is intentional, coherent & dynamic

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How to Achieve Core BeliefsEvery child will be provided a rigorous &

research–based curriculumEvery child will be provided effective &

relentless teaching Interventions will be provided at the

earliest identification of needPolicy will be based on evidence–based

practiceEvery educator will continuously gain

knowledge & develop expertise to build capacity & sustain effective practice

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How to Achieve Core Beliefs (cont.)

Resources will be intentionally designed & redesigned to match student needs

Every leader will be responsible for planning, implementing & evaluating

Academic & behavioral data will be used to inform instructional decisions

Educators, families & community members will be part of the fundamental practice of effective problem-solving & instructional decision making

An empowering culture creates collective responsibility for student success

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Not Another Initiative MTSS is not another new initiative or an

additional task required of schools. Rather, it is a framework to help schools create an effective & efficient educational system so that every student achieves.

MTSS is designed as a framework based on prevention, early intervention & support for all students. It is not tied to specific content or curriculum.

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A Shift in Thinking…

From… To…

Student Which student needs help?

What help does each student need?

System Having programs & people available.

Intentional design/redesign of services & supports to match the instructional needs of students.

Adapted from Dan Reschly, 2002

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Stay Up-to-Date at

www.kansasmtss.org

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The graphic of MTSS represents the multi-tier framework. The three arcs around the outside of the circle highlight the concepts of leadership, professional development & empowering culture that must be constantly tended to ensure that all work that takes place within they system is supported.

Leadership is an essential component to creating sustainable change within the system.

Professional Development around MTSS practices requires a carefully designed & executed plan.

Empowering Culture is the key to creating a system that is sustainable.

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In the center of the graphic is the triangle which represents the system & various levels or tiers of support available to meet each student’s needs. Surrounding the triangle are curriculum, instruction & assessment which interact to directly influence the system’s ability to understand & meet each student’s needs.

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At the center of the graphic is the triangle with the words ALL – SOME – FEW. This element of the graphic represents the multiple tiers of support that need to be available to meet the needs of all student within the system.

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ALL (CORE) forms the base of the triangle. This is the level of the system that is designed for all & is the basis of the educational experience for all students (curriculum, instruction and assessment) Whole group to small groups – (5 – 6 students) minimum 90 minutes.

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SOME (SUPPLEMENTAL) the center portion of the triangle represents the supplemental level of support that is provided to some students. The use of a problem-solving process to make data-based decisions regarding grouping & instruction to students is essential at this level. Small groups 3 – 5 students;

12 – 20 weeks; additional 30 – 40 minutes daily. (Total of 120 minutes per day)

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FEW (INTENSIVE) is the level at the top of the triangle & represents the most intensive & customized intervention that is available within a school. A strong core & effective supplemental support help to ensure the numbers of students being served at this level remains small to allow for the provision of sufficiently intensive support. 1 – 3 students; additional 60 minutes daily. (Total of 180 minutes per day)

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Critical FeaturesSYSTEM PRACTICES SERVICESLeadership: Leaders not only provide information but also support stakeholders in the process.

Assessment: Technically sound screening, diagnostic, progress monitoring, & outcome data are the basis of instructional decisions.

All: The core is provided to all students & designed for maximum success.

Professional Development: Training provides ongoing support through implementation & ensures fidelity.

Curriculum: What is taught is research based, aligned to state standards & carefully sequenced for addressing critical skills to achieve important & meaningful outcomes for students.

Some: Supplemental supports are targeted to student needs & delivered in small groups.

Empowering Culture: Key to sustainability, all stakeholders are actively involved in the school improvement process.

Instruction: How students are taught is differentiated at all levels & all practices are research based.

Few: Intense supports are individualized based upon targeted needs of individual students.

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Behavior AcademicsFunctionalBehavior Anal.Behavior PlanCICO*

Wright Group TutoringReading MasteryRead NaturallySoar to Success

Behavior Charts Function of Behavior Mtg. Lunch Bunch Behavior Mapping CICO *

Reading Recovery LexiaWright Group TutoringReading MasteryRead NaturallySoar to SuccessELL Pull - out

Conscious/EffectiveDisciplineCharacter Ed.Bucket FillersMonthly AssemblyCharts, social stories Proximity

Sit disks Timers

Phonemic Awareness Groups Small Groups Tutoring Guided ReadingGuided WritingPeer TutorsELL –push in, pull outCharts, social storiesProximityVPLLexia ELL – push in

Tier I

Tier II

Tier III

FewStudents

SomeStudents

AllStudents

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Referenceswww.kansasmtss.org www.nasdse.org