The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.

1. Multi-Tier System of Supports (MTSS); The Kansas Framework for Response To Intervention(RtI) Newton Public Schools District (RtI) Team

2. 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 3 rd or 4 th grade to deliver intensive remediation, many students who struggled in the earlier grades will not catch up with peers.

3. “ 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.”

4. We’ve done, we’ve learned, let’s create… Here we go again…

5. 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.

6. Kansas Extension of RtI Ongoing monitoring of students’ performance Data-driven decisions leading to increasingly intensive services Use of a problem-solving process to customize for students Ongoing monitoring of students’ performance Data-driven decisions leading to increasingly intensive services What process is used? Any student with an academic or behavioral concern Struggling readers Students with suspected learning disabilities Who is targeted? To utilize a process and our resources to “figure out what it’s going to take” for the child to be successful. To eliminate inadequate instruction as the reason for reading problems What is the underlying purpose? Kansas RtI Federal RtI

7. Kansas Extension of RtI To guide instructional planning and resource coordination To guide instructional placement What is the data used for? Primarily the general education teacher or other personnel providing instructional interventions - viewed as a shared responsibility Primarily the general education teacher or other personnel providing instructional interventions Who is responsible for collecting the data? Data collected frequently on students’ performance Consideration of multiple sources of information (RIOT) Data collected frequently on students’ performance Possibly standardized test scores What information is typically used? Kansas RtI Federal RtI

8. Kansas MTSS Core Beliefs Every child learns & achieves to high standards Learning includes academic & social competencies Every 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

9. How to Achieve Core Beliefs Every child will be provided a rigorous & research–based curriculum Every child will be provided effective & relentless teaching Interventions will be provided at the earliest identification of need Policy will be based on evidence–based practice Every educator will continuously gain knowledge & develop expertise to build capacity & sustain effective practice

10. 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

11. 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.

12. A Shift in Thinking… Adapted from Dan Reschly, 2002 Intentional design/redesign of services & supports to match the instructional needs of students. Having programs & people available. System What help does each student need? Which student needs help? Student To… From…

14. 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.

15. 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.

16. 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.

17. 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.

18. 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)

19. 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)

20. Critical Features Few : Intense supports are individualized based upon targeted needs of individual students. Instruction : How students are taught is differentiated at all levels & all practices are research based. Empowering Culture : Key to sustainability, all stakeholders are actively involved in the school improvement process. Some : Supplemental supports are targeted to student needs & delivered in small groups. Curriculum : What is taught is research based, aligned to state standards & carefully sequenced for addressing critical skills to achieve important & meaningful outcomes for students. Professional Development : Training provides ongoing support through implementation & ensures fidelity. All : The core is provided to all students & designed for maximum success. Assessment : Technically sound screening, diagnostic, progress monitoring, & outcome data are the basis of instructional decisions. Leadership : Leaders not only provide information but also support stakeholders in the process. SERVICES PRACTICES SYSTEM

21. Behavior Academics Functional Behavior Anal. Behavior Plan CICO* Wright Group Tutoring Reading Mastery Read Naturally Soar to Success Behavior Charts Function of Behavior Mtg. Lunch Bunch Behavior Mapping CICO * Reading Recovery Lexia Wright Group Tutoring Reading Mastery Read Naturally Soar to Success ELL Pull - out Conscious/Effective Discipline Character Ed. Bucket Fillers Monthly Assembly Charts, social stories Proximity Sit disks Timers Phonemic Awareness Groups Small Groups Tutoring Guided Reading Guided Writing Peer Tutors ELL –push in, pull out Charts, social stories Proximity VPL Lexia ELL – push in Tier I Tier II Tier III Few Students Some Students All Students

22. References www.kansasmtss.org www.nasdse.org