All Staff Professional Development Presentation - August 2017

1. Orientation to MTSS
Compass Montessori - Golden Campus
August 2017

4. “[A]n intending Montessori teacher… must
keep her imagination alive… constantly
looking for a child who is not there… must
have the kind of faith that the child will
reveal himself through work.”
- The Absorbent Mind, p. 251

5. Thinking About our Thinking

6. Philosophical Desired State

7. Philosophical Desired State
(of the Adult Mind)

8. Philosophical Desired State
(of the Adult Mind)
Demonstrated Need

9. Philosophical Desired State
(of the Adult Mind)
Demonstrated Need
(of the Child)

10. Philosophical Desired State
(of the Adult Mind)
Demonstrated Need
(of the Child)
The
Child

11. Philosophical Desired State
(of the Adult Mind)
Demonstrated Need
(of the Child)
The
Child

12. Philosophical Desired State
(of the Adult Mind)
Demonstrated Need
(of the Child)
The
Child

13. Student-Centered Service

14. A New Perspective

15. “It is not sufficient to have merely a
theoretical knowledge of education… We
must be taught and we must be willing to
accept guidance if we wish to become
effective teachers.”
- The Secret of Childhood, p. 149

17. RTI Redux

18. RTI

19. RTI
● Response to Intervention
(RTI) is a process that
guides instruction for all
students.

20. RTI
● The RTI process is a multi-step
approach to providing services and
interventions to students who struggle
with learning at increasing levels of
intensity.

21. RTI
● The RTI process is a multi-step
approach to providing services and
interventions to students who struggle
with learning at increasing levels of
intensity.
● The progress students make at each
state of intervention is closely
monitored. Results of this monitoring
are used to make decisions about the
need for further research-based
instruction and/or intervention in
general education, special education,
or both.

22. RTI
● The RTI process has the potential to
limit the amount of academic or social
failure that any student experiences
and to increase the accuracy of
special education evaluations.
●

23. RTI
● The RTI process has the potential to
limit the amount of academic or social
failure that any student experiences
and to increase the accuracy of
special education evaluations.
● Its use could also reduce the number
of children who are mistakenly
identified as having learning
disabilities when their learning
problems are due to cultural or
socio-economic factors, or lack of
adequate instruction. (National Center
for Learning Disabilities, 2006)

24. RTI

25. RTI
● Core Instruction

26. RTI
● Targeted Intervention
● Core Instruction

27. RTI
● Intensive Intervention
● Targeted Intervention
● Core Instruction

28. RTI Tier 1: Core Instruction

29. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.

30. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.
● All students should receive this direct
instruction including GT, 504, SpED,
and English Language Learners (ELL).

31. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.
● All students should receive this direct
instruction including GT, 504, SpED,
and English Language Learners (ELL).
● It may meet the needs of
approximately 80-90% of the
students.

32. RTI
Tier 2: Targeted Intervention

33. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.

34. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.

35. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.
● Remember that Tier 2 interventions
are in addition to the core instruction.

36. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.
● Remember that Tier 2 interventions
are in addition to the core instruction.
● Tier 2 interventions may be
appropriate for of approximately
10-15% of your students.

37. RTI
Tier 3: Intensive Intervention

38. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.

39. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.

40. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.
● Tier 3 interventions may be
appropriate for of approximately 1-5%
of your students.

41. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.
● Tier 3 interventions may be
appropriate for of approximately 1-5%
of your students.
● These students receive a “all hands
on deck” approach to their needs.

42. RTI
RTi Works Best When...

43. RTI
RTi Works Best When...
● Interventions are truly seen as
coordinated layers, each reinforcing
the others so to deepen the student’s
experience and open multiple
pathways to learning.

44. RTI RTi Works Best When...
● Interventions are truly seen as
coordinated layers, each reinforcing
the others so to deepen the student’s
experience and open multiple
pathways to learning.

45. RTI: A Cautionary Tale... Tier 1: Core Instruction

46. RTI: A Cautionary Tale... Tier 1: Core Instruction
● Often, a lack of clarity about what
constituted “core” curricula meant
that our foundation was not a true
foundation for all students.

47. RTI: A Cautionary Tale... Tier 1: Core Instruction
● Often, a lack of clarity about what
constituted “core” curricula meant
that our foundation was not a true
foundation for all students.
● Inconsistent curricular expectations,
lack of consistent instructional
practices, and a lack of common
assessments often left students
sidelined.

48. RTI: A Cautionary Tale... Tier 2: Targeted Intervention

49. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.

50. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.
● Targeted instruction was often
delivered as “slower and louder”.

51. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.
● Targeted instruction was often
delivered as “slower and louder”.
● Often, the intervention became the
sole instruction for a child - rather
than a second dose, presented
differently.

52. RTI: A Cautionary Tale...
Tier 3: Intensive Intervention

53. RTI: A Cautionary Tale...
Tier 3: Intensive Intervention
● A default to “remediation and referral”
was a common response, leaving the
most needy students waiting for help.

54. RTI: A Cautionary Tale... On the National Stage

55. RTI: A Cautionary Tale... On the National Stage
RTI Practices

56. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility

57. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement

58. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth

59. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law

60. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law
● Every Student Succeeds Act (ESSA)
● IDEA 2004 /Disability Identification

61. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law
● Every Student Succeeds Act (ESSA)
● IDEA 2004 /Disability Identification

62. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:

63. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.

64. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.
● Implementation of an MTSS problem-solving framework, using
evidence-based practices for screening, prevention, and early support of
students’ emotional and academic needs.

65. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.
● Implementation of an MTSS problem-solving framework, using
evidence-based practices for screening, prevention, and early support of
students’ emotional and academic needs.
● The integration of an RTI process increases the chances that appropriate
services are being provided prior to formal referral and identification for
students in need.

66. RTI

67. RTI Evolves into Multi-Tiered System of Supports (MTSS)

68. Multi-Tiered
System of Supports
(MTSS)

69. MTSS

70. MTSS: What is it?

71. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...

72. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...
...through which we can of
highlight student needs, risks, and
opportunities - and then identify
the next steps to employ in service.

73. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...
...through which we can of
highlight student needs, risks, and
opportunities - and then identify
the next steps to employ in service.
*MTSS is not a pathway to SpED.

74. MTSS: What is it?
● Multi
● Tiered
● Systems
● Support

75. MTSS: What is it?
● Multi Varied
● Tiered
● Systems
● Support

76. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems
● Support

77. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems Organized
● Support

78. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems Organized
● Support Child-Centered

79. Adapted from the OSEP TA Center for PBIS
MTSS: What is it?

80. Academic
Continuum
Adapted from the OSEP TA Center for PBIS
MTSS: What is it?

81. Academic
Continuum
Adapted from the OSEP TA Center for PBIS
Behavior
Continuum
MTSS: What is it?

82. Academic
Continuum
Adapted from the OSEP TA Center for PBIS
Behavior
Continuum
MTSS: What is it?

83. Academic
Continuum
Adapted from the OSEP TA Center for PBIS
Behavior
Continuum
MTSS: What is it?

84. Adapted from the OSEP TA Center for PBIS
MTSS
Integrated
Continuum
MTSS: What is it?

85. MTSS in Practice

86. MTSS - In Practice

87. “Order and precision…
the keys to spontaneous work in school.”
- The Absorbent Mind, p. 166

88. MTSS - In Practice: Tier 1(Core Instruction)

89. MTSS - In Practice: Tier 1(Core Instruction)
ALL

90. MTSS - In Practice: Tier 1(Core Instruction)
Behavior
● All students, all
settings.
● Positive behavioral
expectations explicitly
taught and reinforced.
● Consistent approach to
discipline.
ALL

91. MTSS - In Practice: Tier 1(Core Instruction)
Behavior
● All students, all
settings.
● Positive behavioral
expectations explicitly
taught and reinforced.
● Consistent approach to
discipline.
Academics
● Consistent and proven
core curriculum and
instruction.
● Assessment system &
data-based decision-
making.
ALL

92. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME

93. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME
Behavior
● Supplemental,
target-based
interventions.
● Small group or
individual support.
● Frequent progress
monitoring to guide
intervention design.

94. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME
Behavior
● Supplemental,
target-based
interventions.
● Small group or
individual support.
● Frequent progress
monitoring to guide
intervention design.
Academics
● Supplemental targeted
skill interventions.
● Small groups.
● Frequent progress
monitoring to guide
intervention design.

95. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW

96. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW
Behavior
● Student-centered
planning.
● Customized
function-based
interventions
● Frequent progress
monitoring to guide
intervention design.

97. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW
Behavior
● Student-centered
planning.
● Customized
function-based
interventions
● Frequent progress
monitoring to guide
intervention design.
Academics
● More intense
supplemental targeted
skill interventions.
● Customized
interventions.
● Frequent progress
monitoring to guide
intervention design.

98. Student Support

99. ALL
SOME
FEW

100. Clarity on Supports
Accommodation vs Intervention vs Modification

101. Clarity on Supports
Accommodation:
• Changes made to instruction and/or assessment intended to help students
fully access the general education curriculum without changing the
instructional content. An accommodation eliminates obstacles that would
interfere with a student’s ability to perform or produce at the same standard
of performance expected of typical students. Accommodations do not
change or reduce the learning expectations in regard to the goal being
addressed or assessed.
• Tier 1: Core Instruction

102. Clarity on Supports
Accommodation:
• Changes made to instruction and/or assessment intended to help students
fully access the general education curriculum without changing the
instructional content. An accommodation eliminates obstacles that would
interfere with a student’s ability to perform or produce at the same standard
of performance expected of typical students. Accommodations do not
change or reduce the learning expectations in regard to the goal
being addressed or assessed.
• Tier 1: Core Instruction

103. Clarity on Supports
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area of
learning or behavior difficulty.
• Tier 2: Targeted Intervention

104. Clarity on Supports
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area
of learning or behavior difficulty.
• Tier 2: Targeted Intervention

105. Clarity on Supports
Modification:
• Alterations made to instruction and/or assessment that change, lower, or
reduce learning or assessment expectations. Modifications change or
reduce the learning expectations or state standard in regard to the goal
being addressed or assessed. The resulting student product is not equal to
the student product without modifications.
• Modifications are reserved for students that are not cognitively able to
meet the state standards.
• Tier 3: Intensive Intervention & SpED Services

106. Clarity on Supports
Modification:
• Alterations made to instruction and/or assessment that change, lower, or
reduce learning or assessment expectations. Modifications change or
reduce the learning expectations or state standard in regard to the goal
being addressed or assessed. The resulting student product is not equal to
the student product without modifications.
• Modifications are reserved for students that are not cognitively able
to meet the state standards.
• Tier 3: Intensive Intervention & SpED Services

107. Clarity on Supports: Our Focus?

108. Clarity on Supports: Our Focus?
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area
of learning or behavior difficulty.
• Tier 2: Targeted Intervention

109. Interventions

110. Tier 2 & Tier 3 Interventions:
110

111. Core Values & Practices
Tier 2 & Tier 3 Interventions:
111

112. Core Values & Practices
• Targeted to the Skill(s)
Tier 2 & Tier 3 Interventions:
112

113. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
Tier 2 & Tier 3 Interventions:
113

114. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
Tier 2 & Tier 3 Interventions:
114

115. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
Tier 2 & Tier 3 Interventions:
115

116. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
Tier 2 & Tier 3 Interventions:
116

117. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
• Fidelity to Duration and Frequency
Tier 2 & Tier 3 Interventions:
117

118. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
• Fidelity to Duration and Frequency
• Maximize Instructional Time
Tier 2 & Tier 3 Interventions:
118

119. Tier 2 & Tier 3 Interventions: How Do We Begin Them?
119

120. • Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
120

121. • Observe
• Identify the Root Cause
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
121

122. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
122

123. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
123

124. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
124

125. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
125

126. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
126

127. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
• Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
127

128. • Observe
• Identify the Root Cause?
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach...
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
128

129. Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
129

130. • Progress Monitor Every Two Weeks
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
130

131. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
131

132. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
132

133. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
133

134. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
134

135. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
135

136. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
• Diagnostics (targeted skill assessments, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
136

137. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
• Diagnostics (targeted skill assessments, etc.)
• Summative Assessments (SDLs, POLs, PARCC/CMAS)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
137

138. Building the Body of Evidence: Data Collection

139. Building the Body of Evidence: Data Collection
● Core Instruction:
○ Effect/Alignment

140. Building the Body of Evidence: Data Collection
● Targeted Intervention:
○ Effect/Alignment
○ Targeted Support
○ Duration/Frequency
○ Accommodations vs. Targeted
Intervention Support

141. Building the Body of Evidence
● Intensive Intervention:
○ Effect/Alignment
○ Targeted Support
○ Duration/Frequency
○ Consulting with SpED

142. Timeline & Levels of Support

143. Timeline & Levels of Support: First Semester
September October November DecemberAugust

144. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
August
Timeline & Levels of SupportTimeline & Levels of Support: First Semester

145. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
August
Fall MAP
Data Review
(9/22/2017)
Timeline & Levels of SupportTimeline & Levels of Support: First Semester

146. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
Tier 2: Targeted Intervention
(6-8 weeks)
August
Fall MAP
Data Review
(9/22/2017)
Timeline & Levels of SupportTimeline & Levels of Support: First Semester

147. Steps to Success
February March April MayJanuary
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester

148. Steps to Success
February March April May
Tier 2: Targeted Intervention
January
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester

149. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester

150. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of Support
Winter MAP Data Review (2/16/2018)
Timeline & Levels of Support: Second Semester

151. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of Support
Winter MAP Data Review (2/16/2018)
SpED Assessment & Evaluation
Timeline & Levels of Support: Second Semester

152. MTSS Protocol & Action Steps

153. “[C]larity comes from order.”
- The Absorbent Mind, p. 165

154. MTSS Protocol & Action Steps
TIER 1:
• Observe Evidence of a Suspected Need
• Document (“record-keep”) Evidence of the Need & Possible Root Cause(s)
• Design & Implement Accommodation Strategies
• Document Reception to Accommodation Strategies

155. MTSS Protocol & Action Steps
TIER 2:
Part One -
• Observe & Document Repeated Attempts at Accommodating Student
Need
• Consult with Previous Guides & Review Student’s Cumulative Files
• Fill out the “MTSS Body of Evidence Overview” form
• Open a Need in the JeffCo’s School Online Assessment Reporting System
SOARS
• Consult, as needed, with appropriate members of our SpED team.

156. MTSS Protocol & Action Steps
TIER 2:
Part Two -
• Address the MTSS Body of Evidence Overview form in your SGT:
• Discuss Accommodation(s) Attempted
• Brainstorm and Design Intervention(s) to Employ
• Continually Revisit the Student/Need in your SGT bi-weekly
• Schedule a Meeting with the Student’s Family
• Program Director will Bring the Concern and MTSS Body of Evidence
Overview form to the Monthly PD Meeting

157. MTSS Protocol & Action Steps
TIER 3:
• Complete all of the Tier 1 and 2 Action Steps
• Consult with the SpED team about the Referral & Identification process
(*Note: If the answer to any of the following four questions is “Yes”, it is very
unlikely that a student will be eligible for SpEd services:
1. Is the student’s lack of progress due to Lack of Instruction?
2. Is the student’s lack of progress due to Cultural Concerns?
3. Is the student’s lack of progress due to Socio-Economic Factors?
4. Is the student’s lack of progress due to Limited English Proficiency?)

158. MTSS: It’s What we Do

159. We are scientists, anthropologists and ethnographers...

160. ...with the individual skill sets and collective genius to get the job done.

161. MONTESSORI

162. MONTESSORI

163. MONTESSORI

164. MONTESSORI

165. MTSS

167. MTSS Resources

168. Web Resources
Colorado Department of Education: MTSS
Intervention Central
JeffCo / Bridge to Curriculum
JeffCo / Student Services
JeffCo / Student Engagement Office
JeffCo / Community & Family Connections
JeffCo / Student Discipline Office
Positive Behavior Interventions & Supports (PBIS)

169. Article & Intervention Library

170. Selected Sources
- Illyce Kaarto, DCS Montessori, Special Education in a Montessori School,
4/29/17
- Amy Allen, Assistant Director Jeffco Special Education, and Kevin Caroll,
SpED Through the Lens of the Principal, 6/6/17
- Rachel Gurian,M.Ed, CLCS Consultant, MTSS 1.0, 6/19-20/17

171. Additional Slides
(if needed)

172. RTI
● RTI is the practice of providing
high-quality instruction and
interventions matched to student
needs, monitoring progress frequently
to make decisions about changes in
instruction or goals and applying
student response data to important
educational decisions. (National
Association of State Directors of
Special Education, 2008)

173. RTI
Six Key Elements of RTI

174. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior

175. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction

176. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support

177. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus

178. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus
● Continuous Progress Monitoring
During Interventions

179. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus
● Continuous Progress Monitoring
During Interventions
● Teaching with Fidelity and Effective
Duration

180. MONTESSORI
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