1. Multi-Tiered Systems of Support (MTSS)
NJCLD Meeting
June 15, 2015
Dr. George M. Batsche
Professor and Director
Institute for School Reform
University of South Florida

2. Discussion Points Today
What is MTSS, really?
Why is Tier 1 so important?
What is its relationship between MTSS and students with disabilities?
Why is integrating Academic, Behavior and UDL components SO important in an MTSS system of schooling?
Lesson Study: Integrating Academic, Behavior and UDL Components into Instruction.
What is on the horizon?

3. “Change is hard because people overestimate the value of what they have and under-estimate the value of what they may gain by giving that up”
Belasco & Stayer, Flight of the Buffalo: Soaring to Excellence, Learning to Let Employees Lead, 1994

4. What is MTSS, Really?

5. Response to Intervention
RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.
(Batsche, et al., 2005)
Problem-solving is the process that is used to develop effective instruction/interventions.

6. MTSS
A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.
“Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

7. Critical Components of MTSS
Multiple Tiers of Instruction & Intervention
Problem Solving Process
Leadership
Data Evaluation
Capacity Building Infrastructure
Communication & Collaboration
There are key components that form the foundation of the MTSS framework. These are…. (read list). Each will be briefly discussed in the following slides.
MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

8. Function of MTSS What is MTSS? What is MTSS not?
An overall integrated system of service delivery
A special education approach
Effective for all students including those who are at risk for school failure as well as students with disabilities
An eligibility system – a way of reducing the number of students placed into special education
An excellent opportunity to more effectively align IDEA and NCLB principles and practices with standards drive instruction
Not limited to students with learning disabilities
A process designed to maximize student achievement
A way to avoid special education placement
Focused on outcomes
A hoop to jump through to ensure special education placement
About student progress
About labeling

9. Levels of Implementation and Analysis
Student
Classroom
Grade
Subject Area
Building
District

10. Multi-tier model of service delivery
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration
Multi-tier model of service delivery
Standards Based Instruction
Assessments to inform instruction
Enables efficient use of school resources
Evidence-based programs and practice
Focus on integration & alignment with core (Academic & Behavior)
Frequency & intensity of instruct/intervention match to student need
The Mult-tiered model of service delivery is based upon a three tiered structure of support where by students receive support based on their needs. Tier One (the lowest level) is directed at all students while tiers two and three are directed towards groups and individuals who require additional or supplemental support. This three-tiered model will be described in more detail later in the presentation.

11. + = Three Tiered Model of Student Supports
How would you summarize this graph? + = .

14. + + Tier 2 For approx. 20% of students Tier 1 Core Supplemental
…to pass benchmark assessments.
Tier 2 Effective if approx % of students in group improve performance
(i.e., gap is closing)
Tier 1
GOAL: 100% of students pass benchmark assessments
Tier 1 effective if approx. 80% are meeting benchmark assessments with only access to Core.
Tier 3
For Approx 5% of Students
Tier 1 Core +
Supplemental
Intensive Individual Instruction
…to pass benchmark assessments.
Tier 3 Effective if there is progress (i.e., gap closing).
Set Up (Before first Click): This slide is a new way of presenting the pyramid that folks have seen before but with emphasis on the Tiers as a description of our school’s resources. We add or stack services increasingly as student data warrants. The philosophy is that ALL students are Tier 1 Students. Our goal – always – is that 100% of students will pass the benchmark assessments. What students need to pass the assessments however, will be different.
(No need to spend a lot of time on this…just an emphasis on tiers as that are integrated and streamlined to support students needs. Just setting a context for where Tier 2 fits. Want to make sure folks who still perceive Tier 2 as a separate set of services understand that it is not. I’m open to not using this if folks feel it is highly redundant.) 14

15. Problem Solving Process
Identify the Goal
What Do We Want Students to Know, Understand and Be Able to Do? (KUD) CCSS
Did It Work?
Response to Intervention (RtI)
Problem Analysis
WHY are they not doing it?
Identify Variables that Contribute to the Lack of Desired Outcomes
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary

16. Family and Community Engagement

17. Why is Tier 1 So Important?

18. MTSS
A method to deliver educational services to students, based on their needs, with the appropriate intensity to accelerate performance
A method to allocate resources in such a say as to ensure return on investment (ROI) (students receive appropriate resources to be successful)
A method to budget accurately.

19. A High Tide Floats All Boats
Students receiving special education services did best in schools where all children performed well. (Heller, Holtzman and Messick, 1982)
Recently, we looked at the same issue in Florida and the data were the same as in 1982!

20. Student Performance and Resource Allocation
If students are not successful in Tier 1 (Core Instruction), then additional supports (Tier 2, 3, SDI) are needed.
In most schools, 80% of the resources (staff, space, busing, materials, etc) are allocated to Tier 1 (Core)

21. District Example

22. Student Performance and Resource Allocation
If only 40% of students in Tier 1 are proficient and 80% of the resources exist in Tier 1
Then…..
20% of the resources are expected to “fix” 60% of the students.
This will not work no matter how effective supplemental, intensive and SDI might be.

23. So…….
We must work to ensure that Tier 1 (Core instruction) is appropriate and effective in order to best support the success of students with disabilities.
Unless we do, students with disabilities will never succeed in an environment that places ALL students at risk for success.

24. That is why the following appeared in IDEIA 2004/2006
(5) SPECIAL RULE FOR ELIBIGILITY DETERMINATION- In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is— (A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the ESEA of 1965); (B) lack of appropriate instruction in math; or (C) limited English proficiency.

25. A High Tide Floats All Boats
As advocates for students with disabilities, we must be as concerned about the quality of Tier 1 instruction and outcomes as the quality of special education instruction.
Most students with disabilities spend more time in Tier 1 than in any other level of instruction and support.

26. Data Used for Evaluation

27. Which Line Represents the Greatest Growth?

28. Which Line Grew the Most? How Do You Interpret Drop?

29. What is the relationship between MTSS and students with disabiltities?

31. What is the difference between a student who is significantly “behind” and one with a SLD?

32. Intensity vs. Severity
Intensity is measured by how far behind a student is academically or how different the behavior is from peers or norms.
Severity is degree to which the student does or does not respond to evidence-based and well delivered intervention.
A student could have an intense problem, but catch up quickly. Not Severe
A student could have an intense problem, but NOT respond to well delivered interventions. Severe

33. Decision Matrix

34. Intensity vs. Severity
An INTENSE problem is not necessarily a severe problem.
Students with disabilities exhibit BOTH intensity AND severity

35. The Relationship Between Severity, Intensity of Instruction and Eligibility for SLD

36. Severity
IF severity is defined as the degree to which students do or do not respond to increasingly intensified instruction
THEN we must have a common language/common understanding of what is meant by intensified instruction and how we deliver intensified instruction

37. MTSS provides a systematic way to intensify instruction.

38. Intensifying Instruction
Time
More time, more practice and rehearsal, more opportunity for feedback
Focus
Narrowing the range of instruction
Reading: 5 Big Ideas, SOME of the 5 Big Ideas
Type
More explicit, more frequent, errorless

39. Type of Instruction Needed: Specially Designed or Intensified?

40. Intensive vs Specially Designed
Intensive instruction:
Most time we can provide
Narrowest focus
Designed to overcome barriers (e.g., loss of opportunity, lack of sufficient instructional time, background, language) that are not the result of a disability
Specially Designed Instruction
Designed to reduce or eliminate the barriers related to a disability

41. Characteristics of Specially Designed Instruction
Focus is to reduce or eliminate the impact of a disability on academic and/or behavioral progress
Designed specifically for an individual student following individual problem-solving
Could be implemented in Tiers 1, 2 and/or 3
Examples include: text to speech, unique teaching strategies to teach a skill or alternatives to a skill, feedback protocols

45. MTSS & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings.
Revised 12/7/09 45

46. Integrating Academic, Behavior and Universal Design Components in a MTSS

47. Integrated MTSS Parallel System Integrated System “MTSS” Academic
Behavior
We needed to go beyond parallel play and truly approach integration.
Use PS model to Integrate:
Academic and behavior goals
Academic and behavior data
Academic and behavior services/supports
…and integrate the tiers.

48. Academic skill deficit model
Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008)
Teacher presents student with grade level academic task
So, which is it…
Academic problems lead to behavior problems? or
Behavior problems lead to academic problems?
Not sure…
Probably a combination of both
Student’s academic skills do not improve
Student engages in problem behavior
McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit.
Many students struggle academically and exhibit problem behaviors.
Some students will misbehave because they “won’t do it,”
Others will misbehavior because they try and “can’t do it.”
Social behaviour deficit model
Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003)
Academic skill deficit model
Academic problems may lead to behavior problems (Lee et al., 1999; Roberts et al.,2001)
Student escapes academic task
Teacher removes academic task or removes student

49. Highly Effective Practices: Research
High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)
Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
“Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)
Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

50. School-wide Behavior & Reading Support
The integration/combination of the two:
are critical for school success
utilize the three tiered prevention model
incorporate a team approach at school level, grade level, and individual level
share the critical feature of data-based decision making
produce larger gains in literacy skills than the reading-only model
(Stewart, Benner, Martella, & Marchand-Martella, )
Effective programs do require an upfront investment of time and energy, but over time, they more than “pay for themselves” in terms of teaching time won back.
Relationship Between Behavior and Reading*
If greater than 55% of major discipline referrals come from classroom, the probability of scoring below 75% proficiency on Reading MEAP is .78
If less than 55% of major discipline referrals come from classroom, the probability of scoring above 75% proficiency on Reading MEAP is .75
*Based on 29 elementary schools
Stewart, R. M., Benner, G. J., Martella, R. C., and Marchand-Martella, N. E. (2007). Three-tier models or reading and behavior: A research review. Journal of Positive Interventions, 9,
Abstract: The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

51. What Elements MUST Be Present to Have and Integrated MTSS Model?
Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)
The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)
The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)
Fitting all of this into an integrated MTSS model

52. Student Achievement Student Performance
Academic Skills
Goal setting tied to state/district standards
Common Core State Standards
Developmental Standards
Academic Behaviors-Student Engagement
Behaviors associated with successful completion of the academic skills
On-task, listening, following-directions, ignoring distractions, self-monitoring, goal setting, content of private speech
Productivity
Inter-/Intra-Personal Behaviors
Behaviors that support social skills
Social/emotional development

53. Which Line Represents the Greatest Growth?

54. Which Line Grew the Most? How Do You Interpret Drop?

55. Lesson Study

56. The strength of MTSS to “differentiate and intensify” instruction will turn into a weakness unless we can integrate our instruction with Tier 1. How do we do that? Lesson Study!!

57. A High Tide Floats All Boats

58. Lesson Study
Method to integrate academic and behavior instruction/intervention into a single system
Integrate learning goals, instructional strategies, student engagement factors and performance criteria
Identify problem behaviors that would interfere with learning and address those behaviors
You may or may not want any of these but this is the step-by-step process to integrate engagement and instruction into lesson planning and involve all parties (Tiers 1-3) in the process.

59. Good Teaching is a Product of Good Planning

60. Athletic Games are Won and Lost on the Practice Field

61. Characteristics of Effective Planning-Tier 1
All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services
Question: at YOUR grade level lesson planning meetings, do ALL providers of instruction attend or just the general education teachers?
This is the way to ensure that everyone who provides instruction and support is on the same page regarding learning goals, the instructional strategies that students experience in Tier 1 and the student performance expectations to demonstrate the learning goal

62. Lesson Study Tiers 2/3/SDI

63. Characteristics of Effective Planning-Tiers 2/3/SDI
Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting
Instructional strategies, engagement behaviors, behavior supports, instructional materials that support student success in Tier 1 are identified.

64. Characteristics of Effective Planning-Tier 2/3/SDI
If the student is receiving instruction at multiple tiers (2/3), the providers can parcel out their instructional goals and strategies
Aligning instruction across tiers to the common lesson goal(s) provides the student(s) with additional exposure and integrated practice
Using teaching strategies aligned with Tier 1 tasks and standards is critical

65. Characteristics of Effective Planning-Tier 2/3/SDI
Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis
This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1

66. Characteristics of Effective Planning-Tier 2/3/SDI
Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1
The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1

67. In Need of Attention….

68. Emerging Directions
Early warning systems for students with disabilities.
Universal Design for Learning principles to increase the effectiveness of transition plans
Increased use of technology to engage students more fully
Teaching students problem-solving skills to increase their capacity to become “expert learners.”

69. In Need of Attention
COEs embracing MTSS at the pre-service level and integrating academic, behavior and UDL components in the planning and delivery of instruction/interventions across core, supplemental/intensive and SDI
Improved use of problem-solving to guide instructional decision making
More explicit inclusion of parents/care givers and students in the planning, delivery and evaluation of instructional services