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Multi-Tier System of Supports (MTSS); The Kansas Framework for Response To Intervention(RtI)  Newton Public Schools  District (RtI) Team
We Know ,[object Object],[object Object],[object Object]
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A Multi-Tiered System of Support: Why Consider Changing? ,[object Object],[object Object],[object Object]
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
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
Kansas MTSS Core Beliefs ,[object Object],[object Object],[object Object],[object Object],[object Object]
How to Achieve Core Beliefs ,[object Object],[object Object],[object Object],[object Object],[object Object]
How to Achieve Core Beliefs  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
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.
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…
 
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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.
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.
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.
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)
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)
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
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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],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
References ,[object Object],[object Object]

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Mtss Powerpoint

  • 1. Multi-Tier System of Supports (MTSS); The Kansas Framework for Response To Intervention(RtI) Newton Public Schools District (RtI) Team
  • 2.
  • 3.
  • 4.
  • 5.
  • 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.
  • 9.
  • 10.
  • 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…
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  • 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
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