1. New MTSS Facilitator Training September 3, 2015
Shelly Dickinson, MTSS District Trainer
Charlie Eccleston, MTSS District Trainer

2. Expected Outcomes
What do we want you to Know? The Big Ideas of MTSS What do we want you to Understand? The role of Problem Solving Process plays in decision making about students’ needs in all Tiers of Support What do we want you to be Able to Do? Share your knowledge at your school and implement a strong academic environment.
Big Ideas of MTSS
-MTSS is an organizational framework
-Importance of the Problem Solving Process in all Tiers of data decision making
-TEAMS meeting collaboratively to make instructional decisions based on student response data to improve academic and behavioral outcome.
Data source(s) should:
provide sufficient information to select appropriate services and supports.
allow you to group students with similar needs
match the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.

3. How can I support implementation of MTSS Framework as a facilitator?
Essential Question
How can I support implementation of MTSS Framework as a facilitator?

4. Brevard’s MTSS Resources
Brevard’s MTSS Guidebook
Brevard’s MTSS SharePoint
Click on Documents
Folder – (MTSS Class 2 – Problem Solving)

5. Essential Components of MTSS
Multiple Tiers of Instruction & Intervention
Problem Solving Process
Leadership
Data Evaluation
Communication& Collaboration
Capacity Building Infrastructure
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.

7. New Way of Thinking… Common Mistake -
Assume the student learning problems exist primarily in the learner…
Influences that impact the Learner’s Academic Performance:
Instruction
Curriculum
Environment

8. Support and Evaluation in Context
Highlight the two areas that will be focused on today.
Intervention design – What are we going to do about it?
Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the student’s progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?”
Response to Intervention – Is it working?
Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s response to the intervention. Ask, “Is it working?” If not, how will the intervention plan be adjusted to better support the student’s progress?

9. Big Ideas of MTSS More than just about eligibility Being proactive
Early intervention for those who need it
High quality instruction using best practices in Core Instruction (Tier 1)
Data-based decision making
Identifying the level of supports needed by which students
Problem Solving Process

10. Activity
Why is a high quality instructional System of Support important at my school? Watch video…

11. Consensus Placemat Activity
Groups of 2-4 gather around a chart
Quietly and independently reflect and respond to a question
Discuss what they wrote and reach consensus on ideas
ALL students share ideas, extend thinking and learn from each other.

12. Team consensus Share out with whole group
Defining MTSS
Team consensus Share out with whole group

13. What are the components of MTSS? Speaking MTSS Common Language!
1. Tiered Framework: Students who do not respond to high-quality classroom core instruction (Tier 1) and targeted, supplemental instruction (Tier 2) receive more intensive, individualized evidence-based instruction/interventions (Tier 3). Tiers are the level of intensity of the intervention.
Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.
Data Based Decision Making: Students who don’t respond to these instruction/interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.
MTSS Guidebook pages
As PROFESSIONALS…
WE MUST CONSIDER THIS PROCESS FOR ANY
STUDENT DEMONSTRATING ACADEMIC or BEHAVIOR DEFICITS, NOT
ONLY THOSE THAT ARE SUSPECTED OF HAVING A
LEGALLY DEFINED “DISABILITY”
Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

14. Mtss Framework Tiers of Instruction Become an Expert!

15. A Multi-Tiered Framework of Instruction
MTSS Guidebook
Pages 12-13
Supplemental
School-wide model - This is another visual to illustrate the school-wide model in relation to data, number of students.
Research throughout the country suggests that at least 80% of students will meet success with best practice typical instruction in the general education classroom. Another 15 percent may require strategic evidence-based instruction in the general education setting to meet success while a small percent (5-10%) will require intensive intervention. Most of intensive interventions will be provided by special education, but not all. (For example, ESL support for newcomer, intensive literacy support for first graders) Long-term, beyond a semester or two.
3 Tier Model

16. How do we differentiate between the tiers?
There is no amount of intervention can substitute High quality instruction.
BECAUSE HIGHLY ENGAGED INSTRUCTION ELIMINATES MANY BEHAVIOR PROBLEMS

17. Supplemental Core Intensive
Activity: Core (Tier 1), Supplemental (Tier 2) and Intensive Instruction (Tier 3)
Core
Tier 1
Supplemental
Tier 2
Intensive
Tier 3

18. Core Instruction Versus Supplemental Instruction
(Tier 2)
Core Instruction (Tier 1)
Delivery is focused on grade level/subject area/behavior standards
Effective instructional strategies for large group/small group
Differentiated Instruction focuses on diverse learners – skill/ability/interest groups
Should result in approximately 80% of students achieving proficiency
School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

19. Core Instruction Versus Supplemental Instruction
(Tier 1)
Supplemental Instruction (Tier 2)
Focused on a skill that is a barrier
Evidenced-based instruction is typically provided in a group format
Supplemental Instruction must be greater than the number of minutes provided in core instruction
Instruction provided in Supplemental must be integrated with Core content and performance expectations
Impact of Supplemental instruction should result in 90% or
more of students achieving grade-level expectations.

20. Intensive Instruction (Tier 3)
More instructional time
Smaller instructional groups
More precisely targeted at the appropriate level
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for practice
More opportunities for feedback

21. What do all tiers have in common?
Core
Supplemental
Intensive
HIGH
QUALITY INSTRUCTION
Tier 1 instruction is present in all 3 levels.
The purpose of Tier 2 is to improve the success of Tier 1.
The purpose of Tier 3 is to improve the success of Tier 2.

22. The role of Problem Solving Process plays in decision making about students’ needs in all Tiers of Support
There is no amount of intervention can substitute High quality instruction.
BECAUSE HIGHLY ENGAGED INSTRUCTION ELIMINATES MANY BEHAVIOR PROBLEMS

23. Problem-Solving Process
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Evaluate
Did It WORK?
(Response to Intervention –RtI)
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?

24. A Shift in Thinking for Problem-Solving in Multi-Tiered Framework
CDE MTSS Overview Slides
Fall 2014
A Shift in Thinking for Problem-Solving in Multi-Tiered Framework
What about the interaction of the curriculum, instruction, and learning environment should be altered so that the student(s) will learn?
STOP!!!
What about the student is causing a problem?
Instead
A major conceptual shift. This puts the problem in the context of alterable variables and moves it outside of the student. When the focus of team meetings is on the discovery of instructional changes that will enable learning, the content of the meeting is quite different from one focused on the discovery of a disability.
Allowing time for discussion of this slide can bring about significant “aha”s.
*Remember our MTSS approach where we are focusing on what we can do or what supports (i.e. instructional changes) we can put in place (RtI triangle) to help the student be successful. This is a major conceptual shift. This puts the problem in the context of alterable variables and moves it outside of the student
FSCP Ideas:
Use of out-of-school time is considered a major factor in the achievement gap; and can be altered with family and community partnering; coordinated before and after-school programs, summer learning, homework support, technology access – and their interaction with the other variables can be influential
This shift alters everything else!

25. Problem Solving to Find the Student Academic/Behavioral Need(s)
What is the root cause of the problem?
Lack of Phonological Awareness
Phonics/Decoding/Text Processing
Fluency
Comprehension
Performance deficit or skill deficit?
Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress
Match intervention to root cause!

26. Which of these is most valuable when making decisions?
Student Response Data
Teacher Experience
Grade Level Team Input
Specialist Expertise
Assessment Decision Tree
No one component is as valuable as the sum of its parts.
Collaborative team sum valuable than parts

27. What does problem-solving look like at tier 1?

28. How Do We Find Them? Who is not meeting grade level standards?
FAIR (3-6 GRADES)
BELAA
KINDERGARTEN LITERACY SCREENER (KLS)
MATH ASSESSMENTS
RUNNING RECORDS
ATTENDANCE
BEHAVIOR
Do we have this in place?
Lists of students at risk, off track,

29. Triangulate the Data

30. Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem
Student Name
Items 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Student 1 72
A/1
B/1
A/0
D/1
C/1
C/0
B/0
Student 2
D/0
Student 3 88
Student 4
Student 5 84
Student 6 40
Student 7
100
Student 8 64
Student 9 96
Student 10 80
Student 11 68
Student 12
Student 13
Student 14
Student 15
Student 16 92
Student 17 56
Student 18
Correct Responses
Incorrect Responses
Correct Response Percentage
89%
100%
56%
94%
78%
67%
83%
28%
39%
72% A 6%
33%
17%
11% B
22% C D
What are some areas
of concern?
2. How would your
instructional action plan
be impacted by this
assessment?
What skills would an
instructor address in the
Universal, Core
Instruction(Tier 1) ?
4. How would an instructor
group students using
this data?
DEFINING THE PROBLEM BUT ALSO IDENTIFYING THE STUDENTS WHO MAY NEED INTERVENTION/SUPPLEMENTAL INSTRUCTION.
SOMETIMES THAT’S GOING TO BE GOOD DIFFERENTIATION IN TIER 1 AND SOMETIMES THE STUDENT WILL NEED SUPPLEMENTAL DEPENDING ON HOW BIG THE DISCREPANCY IS?

31. We have found them! Designing Instruction - Doing Something With ‘em
There is no amount of intervention can substitute quality instruction.
Doing something with them!

32. Instruction...Another Look
Core: Differentiation or add to core instruction
Supplemental: additional Instruction to support Core
Intensive:
Intensifying the Instruction
More instructional time
Smaller instructional group size
Focuses on targeted, specific skills
Provides explicit, systematic, more opportunities for practice, and error correction/feedback

33. Intervention Design Must Target the missing skill(s)
Include Explicit instruction
Within a supported learning environment
Purposeful
Well-planned
Based on data
Focused on alterable variables within the Instruction, Curriculum, Environment
Very Important!!! Intervention is matched correctly to the student need.
Example: Student needs help with multisyllabic words, intervention is targeting main idea. Not matched to the students’ need.
It is critical that the intervention has direct, explicit instruction targeting the deficit skill.
Students are engaged in their learning in a small group setting that allows them to interact with the instructor.
Designing a purposeful, well-planned intervention based on data will increase student progress.

34. What do we do for struggling learners?

35. Diagnostic Assessments
PSI – Phonics Screener
PASI – Phonological Awareness
DAR – Diagnostic Assessment of Reading
ORF – Oral Reading Fluency/Error Pattern Analysis
Math – Easy CBM Probes

36. Purpose of Diagnostic Assessments
The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

37. There is no amount of intervention that can substitute high quality instruction.
There is no amount of intervention can substitute quality instruction.
BECAUSE HIGHLY ENGAGED INSTRUCTION ELIMINATES MANY BEHAVIOR PROBLEMS

38. Progress Monitoring

39. What is Progress Monitoring?
Progress monitoring is a scientifically-based practice of continuous monitoring that teachers use to evaluate the effectiveness of instruction.
The major purposes of progress monitoring are to:
Describe the student’s rate of response to instruction and
Build more effective instruction.
(Fuchs and Fuchs)

40. Benefits of Progress Monitoring
accelerated learning because students are receiving more appropriate instruction;
more informed instructional decisions;
documentation of student progress for accountability purposes;
more efficient communication with families and other professionals about students’ progress;
higher expectations for students by teachers; and
Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement.
"Common Questions for Progress Monitoring." Student Progress Monitoring.

41. Why?
“Until you have data as a backup, you’re just another person with an opinion.”
Dr. Perry Gluckman

42. How can I support implementation of the MTSS Framework?
Essential Question
How can I support implementation of the MTSS Framework?

43. Please return in 15 minutes
BREAK
Please return in 15 minutes

44. Problem Solving Within the MTSS Framework

45. 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.

46. Use the Problem Solving process when analyzing data
Expected Outcomes
Understand the Problem Solving process within a Multi-Tiered System of Support (MTSS)
Be able to use the Problem Solving process in all three tiers of instruction
Use the Problem Solving process when analyzing data
The Why of the work: Problem Solving is deeply embedded throughout the MTSS Framework, that is why we decided we would dedicate an entire session on Problem Solving. The message is: Thinking is Required…
The IPST forms were created to help with the process of implementing the MTSS framework in conjunction with collaborative teams looking at data.

47. Brevard’s Definition…
MTSS Guidebook pages

48. Problem Solving Jigsaw Activity
Count off by 4s
Each group assigned a Step in the problem solving process
On Poster Paper – define the step in your own words and give examples of what that step would look like at a school.

49. A Snapshot of Problem-Solving Within the Three-Tiers of Instructions (Elementary)

50. Problem-Solving Process
Consistent 4-step PS process
The 4-step problem-solving model involves:
Step 1: Define, in objective and measurable terms, the goal(s) to be attained
Step 2: Identify possible reasons why the desired goal(s) is not being attained.
Step 3: Develop & implement a well-supported plan involving evidence-based strategies to attain the goal(s)
Step 4: Evaluate the effectiveness of the plan in relation to stated goals.
Educational decisions (e.g. intervention effectiveness) are measured by student growth
Collaborative Team-based
Decision protocols; decision-rules
Frequency & intensity of assessment & problem solving match to student need
Problem-Solving - MTSS is driven by a 4 step problem-solving model. This model is an iterative, self-correcting approach to treatment of educational problems. Through the four steps: problem identification, problem analysis, intervention development and evaluation, this model provides a thinking structure which framing school-based problems, for analyzing etiologies of these problems and for testing and determining effective solutions (Tilly, 2008).

51. A Snapshot of Problem-Solving Within the Three-Tiers of Instructions
MTSS Guidebook pages

52. How Do We Identify the Problem?
By Analyzing Data… (Tier 1, 2, & 3)
Examples
Screening Assessments
Benchmark Assessments
Formative Assessments
Diagnostic Assessments
Failure Rate for Core Subjects
Attendance Rate
Tardy(s)
Loss of Instructional Time
(Signing out early)
Behavior Incidents
Office Referrals
In/Out School Suspensions
So, let’s review….
How do we identify the Problem?
By looking at the data, we want numbers associated with identifying the problem.
Define the problem by determining the discrepancy between what is expected and what is occurring. Ask, “What’s the problem?”
TABLE TALK
Take a few minutes to review which assessments are used in your building?

53. Where is the Problem Occurring?
Is this an individual student problem, or a larger, systemic problem?
School Level?
Grade Level?
Class?
Where is the Problem Occurring?
Are more than 20% of your students are struggling? Then we address the problem in the core instruction. We develop a group intervention.
If the problem is between 5% and 20%, then we address the problem in a small group intervention

54. What does problem solving look like for Core Instruction?

55. Core: Academic Expectations
Core: Effective if at least 80% are meeting benchmarks
with access to Core/Universal Instruction
Core: Implementing well researched programs and practices
demonstrated to produce good outcomes for the
majority of students
Core: Begins with Clear Goals:
What exactly do we expect all students to learn?
How will we know if and when they’ve learned it?
How will we respond when some students don’t learn it?
How will we respond when some student have already learned it?
*QUESTIONS 1 AND 2 HELP US ENSURE A GUARANTEED AND VIABLE CORE CURRICULUM

56. Tier 1: Behavior Expectations
School-wide behavior expectations have been delivered and implemented with fidelity
Classroom behavior expectations have been taught and align with school-wide behavior expectations
School-wide behavior expectations are communicated to students on a daily basis throughout the school
Positive behavior supports are implemented on a daily basis
Questions to ask?
Do 80% of students in the school respond positively to the school-wide behavior expectations?
Does the behavior level of the target student differ significantly from that of the peer group?

57. Step 2: How Can Core be Improved?
After analyzing school level trends, grade level trends, and class trends…
Decision Rule – At least 80% meeting benchmarks? If not, what are the area of concerns?
Teacher Data Team – Analyzes Tier 1 grade level data trends in student learning and instructional practices
Teacher Data Team – Sets grade-wide goals and begins student identification (grouping by common skills)

58. Step 2: Grade Level Performance Report Is the Core Healthy?
Grade 6 - Math Assessment Benchmark (December)
Grade Level Trends
Percentage of Students:
Proficient?
In Danger?
High Risk?

59. Step 2: Grade Level Item Analysis
1. What are the areas
of concern?
2. How would your
instructional action plan
be impacted by this
assessment?
3. What skills would an
instructor address in the
Universal, Core
Instruction(Tier 1) ?
4. How would an instructor
group students using
this data?

60. Step 2: Class Performance Report Is the Core Healthy?
Grade 3
BELAA (A)
Is the Core Healthy?

61. Step 3: Core Instruction Design
Based on the Targeted Area of Concern and the Analysis of the Problem…
Determine what will be done
*Is this a Tier 1 problem?
*Do we adjust our instruction
(differentiate, small group)?
*Or design an Intervention?
2. How will the problem area be re-assessed?

62. Step 4: Core - Is it working?
After setting up a plan for re-teaching or intervention…
What does your data show after the re-teaching?
Did it work?
What will we do next?

63. Turn and Talk - Summarize
Give examples how your school problem solves Core Instruction (Tier 1) concerns and progress monitors the working plan.
Give tables 10 minutes to discuss examples. Share out 10 minutes.

64. What does problem solving look like at tier 2?

65. Supplemental Instruction (Tier 2)
(More) (Core Program +)
(More) Explicit Teacher-Led Instruction
(More) Scaffolded Instruction
(More) Opportunities for Immediate Corrective Feedback
(More) Language Support, Especially Vocabulary
(More) Built in Motivational Strategies
(More) Frequent Progress Monitoring

67. Matching Interventions to Student Need Blending Art & Science
Understand student need
Problem ID
Problem Analysis
Understand how to identify research/evidence base for various interventions
Understand the nuances associated with the intersection of students, interventions and environment
Progress monitoring
Decision rules

68. Step 1: Problem Identification Problem Solving in (Tier 2)
After Identifying the problem was not a Tier 1 issue, now it is time to dig deeper into what the root cause of the problem could be.

69. Step 1: Screening Assessments Do Not Determine the Root Cause
Screening Assessments do not give us enough information to determine the root cause of the Problem.
We will need to “DIG DEEPER!”
Use Brevard’s Reading Decision Trees for guidance
Administer a Phonics Screener (PASI/PSI), An Error Analysis, DAR (Diagnostic Reading Assessment), Math Probe, etc.
Digging Deeper!

70. Step 1: Digging Deeper OR
How deep you dig depends on the intensity of the problem. OR

71. Step 2: Problem Analysis: Getting Familiar with ICEL

72. Step 2: Components of Problem Analysis
Clear understanding of the cause/functions of the problem
Determine if the problem is a skill or performance deficit
Develop hypothesis as to why the problem is occurring
Determine if the problem is Instructional (I), Curricular (C), Environmental (E), or Learner (L) related
Identify relevant obstacles
Develop observable and measurable goals to address the problem

73. Step 2: RIOT by ICEL A Guide to Problem Analysis
This is not a data collection instrument.
It is an organizing framework to look at both qualitative and quantitative data

74. Using I.C.E.L. to Problem Solve…
Instruction
Curriculum
Environment
Learner
Do lessons include explicit teaching of learning strategies?
Do lessons utilize high yield strategies (B.E.S.T., Marzano, etc.?)
Do lessons provide timely, targeted feedback?
Are students actively engaged in peer grouping, small groups, etc.?
Is the program aligned to the standard and include strategies to address prerequisite skills?
Are materials intentionally chosen to align with core and meet the needs of the students?
Is it an evidenced-based program that addresses the standard?
Do we have a consistent, uninterrupted 60 minute daily math block?
Do all students understand and follow the daily routines?
Are class-wide motivation strategies incorporated to promote student engagement and on-task behavior?
Is the student responding to core instruction through the use of formative assessments?
Does the student need supplemental instruction?
Does the student attend school regularly?
Does the student need additional supports?
Does the student have a history with low performance in this content?

75. Instruction C.E.L. Instruction-how skills are taught Pacing
Opportunities to respond
Activities
Practice opportunities
Review
Poor instructional match
Feedback
Low exposure to instruction
Attendance
Opportunities to practice

76. I. Curriculum E.L. Curriculum- what skills are taught Content
Skill level
Poor curricular match
Material instructional level
Inaccurate critical skills
Lack of fluency with critical skills
Pacing
Feedback
Opportunities to practice 76

77. I. C. Environment L. Environment-where skills are taught
Classroom management strategies
Engagement strategies
Negative to positive ratios
Classroom stimuli
Exposure to peers
Low motivation
Incentives 77

78. I. C. E. Learner Learner-to whom the skills are taught Health history
Schooling history
Personal history
Beliefs
Interests 78

79. Step 2: Determining High Probability Hypotheses
Reading-
Phonemic awareness
Phonics/decoding
Fluency
Vocabulary
Comprehension
Math-
Conceptual understanding
Procedural fluency
Strategic competence
Adaptive reasoning
Productive disposition
Consider instructional hierarchy
Acquisition
Fluency
Generalization
Adaptation
Behavior
Obtain something
Attention
Escape or avoid something
Task
Setting
Poorly developed skills

80. Step 3: Match the Intervention to the Skill Deficit/Student Need
What is the root cause of the problem?
Lack of Phonological Awareness
Phonics/Decoding/Text Processing
Fluency
Comprehension
Performance deficit or skill deficit?
Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress
Match intervention to root cause!
First, a student’s need for intervention must be defined accurately and target skills/behaviors identified for interventions. Second, the student responses that reflect those needs must be assessed in a reliable and valid manner.
The two critical pieces of information we need about students are:
How BIG is the GAP?
AND
How much time do we have to close it?
The answers to these 2 questions defines our instructional mission.

81. Step 3: Implement Intervention & Document (Progress Monitoring): Tier 2
May 6, 2011
Baseline data; determination of where group of students are currently performing
Aim Line or Goal (Student group expected performance)
Intervention selected – (Document)
Progress monitoring data
Comparison with national norms
Interventions/Fidelity
Observations
ORF - & CBM have national norms.
We are growing in our documentation of Tier 2.
If kids aren’t meeting benchmark, where is the problem solving process documented. Where are the data points and interventions documented.
Key comments: Goal is staying out of due process by documenting everything we do.

82. Example – Tier 2 Data Collection
Goal

83. Step 4: Evaluate – Is It Working? (RtI)
Are there individual students in intervention groups not making adequate progress? If so, what changes will be made?
Examine existing data and determine if additional data are needed, including:
Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc.
If a change is needed, consider the following options:
Does the student need a different, more appropriately matched intervention?
Does the student need a more intensive intervention with same instructional focus?
Can you modify the current intervention to accommodate the student?
Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

84. What does problem solving look like at tier 3?

85. The “Why” of MTSS?
Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI/MTSS is all about.
The two critical pieces of information we need about students are:
How BIG is the GAP?
AND
How much time do we have to close it?
The answers to these 2 questions defines our instructional mission.

86. A Visual for the “Why” of MTSS
Benchmark
PERCENT
SIGNIFICANT GAP
Aim line
HOW MUCH TIME WILL IT TAKE TO CLOSE THE GAP?

87. Problem Solving through the IPST Forms (Focus on Individual Students)
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
Forms 1 - 6
Evaluate
Did It WORK?
(Response to Intervention –RtI)
Problem Analysis
Why Can’t They DO It?
Forms 1 through 6 figure out why the student is struggling. We look at ICEL to help identify the problem.
Form 7 connects to the implementation plan – “What are We Going To Do About it?”
Form 8 informs the team – Did it Work?
Forms 7 and 8 will influence the student’s IEP goals.
Form 8
Form 7
Use repeatedly until you finds what works!
Implement Plan
What Are WE Going To DO About It?

88. Summary – Where Does Problem Solving Occur within the MTSS Framework?
MTSS Guidebook
Page 32

89. Summary – Where Does Problem Solving Occur in the MTSS Framework?
Analyzing Data…
District Level Trends
School Level Trends
Grade Level Trends
Class Level Trends
By…
Content Area
Student Behaviors
Attendance
Early Warning Indicators
When/What…
Yearly - FCAT
Quarterly – Grades, District Assessments, Attendance, Behavior
Monthly/Weekly
MTSS Guidebook
Page 92

90. Lunch Break
Lunch on your own
Please return in 1 hour

91. Implementing interventions and progress monitoring

92. Expected Outcomes Participants will…
Understand how to use the tiered framework to provide interventions
Learn the components of an effective intervention
Match interventions (resources) with specific skill deficits
Recognize the requirements of progress monitoring in the MTSS process
Problem Analysis is done by looking at the data and identifying gaps between expectation and performance.
Using the problem solving RtI model.

93. Essential Question
How can I help with intervention development within the MTSS Framework?

94. What Does Instruction Look like in a Multi-Tiered Framework?

95. Planning Standards-Aligned Instruction Within MTSS
Computation of Fractions Example – Planning Standards based instruction
How are the Tiers of Instruction differentiated in the levels of the planning?
Give copy to everyone, Table Talk how the tiers of instruction intensify from Core to Intensive.

96. Table Talk How does instruction intensify throughout the tiers:
Core Supplemental Intensive?
How does looking at assessments (students responding to instruction) change throughout the tiers? What types of data are we collecting? How often?
How does the planning address student engagement throughout the tiers?
Activity #1 (10 minutes)
5 min. Table Talk
5 min. Group Share
Give copy of Planning Standards Based Instruction for Fraction Standard
Have Teams discuss the highlighted 3 components and how the instruction intensifies in each tier.
Report Out
Core
Supplemental
Intensive
Instruction
Assessments
Student Engagement

97. Interventions
Let’s Discuss

98. Define Intervention
Instruction that supplements and intensifies classroom curriculum/instruction to meet the need of the student
Teach NEW skills to remediate a deficient skill
Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently
An intervention needs to be a skill that is directly taught to students. Interventions supplement and intensify the core curriculum to meet the student’s need.
We often confuse interventions with accommodations and modifications which are instructional changes not interventions.
Reduction of spelling words is a good modification to reduce frustration, but it needs to be combined with an intervention that teaches the student how to spell.
While moving a child’s seat to allow for closer proximity to the teacher is a good classroom management strategy, it is not an intervention… it is an accommodation.

99. Types of Interventions
Skill Deficit
Student lacks skills to successfully complete task
Performance Deficit
Factors interfering with student’s capability of performing the skill
Two-basic types of problems with student underachievement: Can’t do, Won’t do.
Ask: What should a team do if they are unable to identify which type it is?
Assume skill deficit and teach the skill with fidelity and progress monitoring. If problem still exists, then move to motivation-based interventions to encourage/prompt the target behavior(s) to occur. 99

100. Match the Intervention to the Skill Deficit/Student Need
What is the root cause of the problem?
Lack of Phonological Awareness
Phonics/Decoding/Text Processing
Fluency
Comprehension
Performance deficit or skill deficit?
Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress
Match intervention to root cause!

101. Classroom Interventions CRITICAL AREAS
Reading-
Phonemic awareness
Phonics/decoding
Fluency
Vocabulary
Comprehension
Math-
Conceptual understanding
Procedural fluency
Strategic competence
Adaptive reasoning
Productive disposition
Consider instructional hierarchy
Acquisition
Fluency
Generalization
Adaptation
Behavior
Obtain something
Attention
Escape or avoid something
Task
Setting
Poorly developed skills
Productive disposition refers to the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics. They must believe that mathematics is understandable, not arbitrary; that, with diligent effort, it can be learned and used; and that they are capable of figuring it out. Developing a productive disposition requires frequent opportunities to make sense of mathematics, to recognize the benefits of perseverance, and to experience the rewards of sense making in mathematics.

102. What is Not an Intervention?
Guided reading group or use of leveled reading materials
Small flexible groups for projects
Moving a student’s seat
Review and practice independently
Scaffolding or differentiating the task during core instruction
Guided writing and conferencing
Word walls, editing check lists, etc.
Regular best teaching practices automatically used in response to an immediate need such as extended time, repeated directions
Good instruction should contain these elements -- these are not interventions, but part of effective core instruction
Were any of the example you thought of on this list?
In the next few slides, it will become more clear why these are NOT “interventions.”

103. Intervention or Not? Turn and Talk
A group of 6 students in Mrs. Jones’s 3rd grade class is receiving guided reading using Level L materials, 3x per week for 20 minutes with the classroom teacher.
2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4x per week for 15 additional minutes to increase math procedural fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected weekly using a Math Probe.
Turn and Talk
Activity 2: Turn & Talk Activity
5 – 10 minutes discuss with table members
5 – 10 minutes, whole group share
Answers:
Is not an intervention: differentiated instruction to provide reading instruction at their instructional level
2. Intervention: small group, instructional pedagogy, data, targeted skill, supplements math curriculum, feedback and motivation, fluency –evidence of effectiveness in research
3. Intervention; data – comparison to peers, unique to boy’s needs, organizational strategy
Speaker may add in that just doing data collection is not an intervention, data needs to drive instruction
FOLLOW-UP ACTIVITY 2: CRITIQUE OF INTERVENTIONS
CRITIQUE A COUPLE OF YOUR CURRENT INTERVENTION PLANS (PLP, BIP, ETC…)
CONSIDER: COULD YOU IMPLEMENT IT? IS ANY INFORMATION MISSING?
ARE THE FORM AND PROCESS TO DEVELOP EFFECTIVE? WHAT NEEDS TO BE IMPROVED?
3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the student and monitored his progress (assignment completion) each period for 3 weeks.

104. Intervention Infrastructure

105. Infrastructure Necessary for Intervention Implementation
Leadership
MTSS vision/mission aligned with the School Improvement Plan (SIP)
School-based leadership team
MTSS implementation plan
Data-Based Problem Solving
Data-based problem solving
Communication and Collaboration
Communicated expectations and accountability
Capacity Building/Infrastructure
Organized and strategic capacity building for implementation
Master schedule that allows time for data collection
Master schedule that allows time for collaboration
Master schedule that allows time for multiple tiers of intervention
Multiple Tiers of Support
Resource allocation
Materials, personnel, etc

106. Intervention Model for Elementary
Intervention block is 30 minutes a day. It is scheduled throughout the day based on grade level scheduling:
Model 1: Teachers keep their own students; provide small group instruction and blended learning using computer programs
Model 2: Grade levels divide up students based on needs and each teacher has a group.
Model 3: Partnering Teachers Share Students – Good model if too many teachers on a grade level or for intermediate teachers. Good model for location barriers.

107. Model: Walk to Intervention School-Wide
Who: Grade level teachers, instructional asst., ESE teachers, SLP’s, all hands on deck.
When: 8:15 – 8:45 am (Grades 1 - 6)
How:
Group students by skill deficit, enrichment area, reading or math.
Smallest group should be for the neediest kids and instructed by most qualified
Work as a grade level to determine resources, instruction, who’s teaching what

108. Intervention Cycles
Cycle: a period of continuous supplemental instruction
Progress Monitoring: occurs during last week of cycle. Progress monitoring data is gathered. Teachers meet to reorganize groups, instructors, and instruction.
Cycle 1: weeks
Progress Monitoring Week: During last week of cycle
Cycle 2: weeks
What are the barriers? Do we need this
Compromise, Integrity, Flexibility, ?????
Base line data
Talk about integrity and fidelity.

109. 3rd Grade – Walk to Intervention (Turner Elementary)
CVC
Skill 2
(Jungovich 506)
(Mazziotti 801)
Blends Skill 3
(Ross 507)
Comp/Fluency
Strategies
(Shelton/Pagan)
Comprehension
Anthologies
(Walsh 504)
( 505)
Sherman
Tiffany
Gabriel
Jane
Bob
Ross
DeeDee
Trevor
Walsh
Jake
Kayla
Ray
(9)
SRA
Jungovich
Caleb
Sara
Travis
Dwight
Ashley
(5)
Bradlee
Lillie
Terri
Christopher
Ross(6)
Joe
Tom
Pagan Group (3rd Grade Pod)
Logan
Lucia
Daniel
Charles
A.J.
Jospeh
Colton (9)
(Room 501)
Trenton
Dante J
Dave
Moe
Nick
Andrews
Tommi
David
Megan
Shane
Najet
Jamie
James
Diamond
Cassandra (15)
Zachary
Kari
Kate
Pam
Dan
Jon
Derrick
Bry Ed
Wyatt
Joey
Sam
Bobby
Jim
Dana
Bill
Elaina
Javier
(19)
George
Sophia
Harvey
Ken
Christina
Silvia
Stever
Eli
Brianna
Abel
Ethan
Destiny
Aiden
Chris
Tristi
Melina Ki
Kevin
Jescee
Dylan
Alexis
Ericka
(22)
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2
Instructional Delivery: SRA
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for
Skill 3
Instructional Delivery:
Comprehension Strategies
Fluency Strategies
Comprehension through Anthologies
Progress
Monitoring Tool: PSI Form B and C
Monitoring Tool:
DIBELS Next & Daze
Progress Monitoring Tool:
CARS
Progress Monitoring Tool: CARS

110. Riviera Elementary – Grade 2
Intervention Groups

111. Choosing an effective Intervention

112. What Makes an Intervention Evidenced-Based and Effective?
All the prominent trusted sources for information concerning evidenced-based interventions in reading, math, writing, and behavior point to eight components that make an intervention effective.
A good intervention program either has the following components built in or the teacher builds them in.

113. Page 99

114. Explicit Instruction
Explicit Instruction is overt teaching of the steps or processes needed to understand a construct, apply a strategy, and/or complete a task.
Explicit instruction includes teacher presentation of new material, teacher modeling, and step-by-step demonstration of what is expected, so that students can accomplish a learning task.

115. Less Explicit

116. More Explicit
Less Explicit

117. Explicit Instruction Table Activity
Less
Explicit Instruction
More
Given these lessons, what might struggling students find challenging about learning the skills?
List the key components to adapt these lessons to become more explicit.

118. Systematic Instruction
Systematic Instruction is complex skills broken down into smaller, manageable “chunks” of learning and requires careful consideration of how best to teach these discrete pieces to achieve the overall learning goal.
Systematic instruction includes sequencing learning chunks from easy to difficult and providing scaffolding to control the level of difficulty throughout the learning process.

119. Visual Representations
Visual Representations is any visual cues that a student can use to self prompt for identifying and organizing pieces of relevant information. This helps the student to summarize what key information is needed to solve the problem.

120. Teach Students How to Use Visual Representations
Excellent resource of “Best Practices in Action”
Modeling
Think-Alouds
Scaffolding
Visual Representations

121. Think-Aloud Modeling
Think-Aloud Modeling - Students should be exposed to teacher modeling of how to think through the strategy or problem.
The teacher should use language the student may use in their own thinking combined with the strategy steps.

122. Here’s How a Teacher’s Modeling Might Sound…

123. Guided Practice
Guided Practice: In a small group setting the teacher should…
Incorporate goal setting and self-monitoring of progress toward the goal to increase student attention, motivation, and effort
Explicitly teach the skill
Model solving the problem using think-aloud
Scaffold practice by solving part of the first few practice problems (prompting) and then guiding students to finish
Provide more opportunities for response and corrective feedback

124. Fidelity and Group Size
With fidelity - The intervention is consistently
given by the same person on specified days and times. The student attends the intervention on specified days and times.
In a small group setting
or individual basis
MTSS Guidebook page 102

125. Instructional resources with built-in Intervention strategies

126. Instructional Resources
What Works Clearinghouse
National Center on Intensive Intervention
Presenter:
“The What Works Clearinghouse, as well as the National Center on Intensive Intervention, provides intervention reports which are designed to guide evidence-based decisions. The reviews we are interested in examine the effectiveness of programs intended to increase literacy skills.
The steps to get to the reports on the What Works Clearinghouse are:
Click on “Topics in Education” tab
Click on “literacy” in the dropdown menu”
Directions are provided on the webpage provided for the National Center on Intensive Intervention to search for information regarding various programs’ effectiveness.

127. Instructional Resources
What Works Clearinghouse
Presenter:
“3. If you know the name of the program type that in the Type keyword box
4. If you are looking for programs that address specific FAIR-FS concepts or skills type the name of the concept or skill.
5. Click on the All Publication and Review Types and choose Intervention Reports.
6. You may choose to narrow down the areas by clicking on the All Related Review Areas (e.g., Adolescent Literacy, Beginning Reading, etc.)”

128. Instructional Resources
What Works Clearinghouse
Presenter:
“Click on an intervention report of interest, and you will find a summary of all the available research on the particular intervention and the quality of that research.
Here, I have pulled up the report summary for LANGUAGE!, an intervention for 3-12th grade students struggling with reading. On the left side of the screen, there is a brief summary on the program’s effectiveness, program information, and the research. You can also click on the arrow icon to read the full report.”
Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products.

129. Instructional Resources
CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share
eIPEP - Electronic Institutional Program Evaluation Plans
ELFAS - English Language Arts Formative Assessment System
IBTP - Items Bank and Test Platform
FSL - Florida School Leaders
PMRN - Progress Monitoring and Reporting Network
Presenter:
“Two of the important teacher resources available through the FLDOE SSO are CPALMS and the English Language Arts Formative Assessment System.
FAIR-FS Train-the-Trainer July 2014

130. Instructional Resources
ELFAS Resources
The IRIS Center
Instructional routines for Small Groups
Learn Zillion
Read Write Think
Reading Rockets
Teaching Channel
Why Teach Spelling
Latin and Greek Word Elements
Persuasive Speeches: Planning a Lesson Series
Webinar: Writing and Writing Instruction
to Improve Reading: What We Have Learned from Research
Presenter:
“Here are some examples that you will find in the PD toolkit.”
Additional information:
Show Why Teach Spelling

131. Instructional Resources: Vocabulary
Anita Archer Strategic Literacy Videos
Visuwords
Vocabulary Instruction:
Vocabulary building:
Building Vocabulary: Prefixes,
Common Content Area Roots and Affixes:
Teaching Morphology: Enhancing
Vocabulary Development and Reading
Comprehension
Improve your Vocabulary:
Double Your Vocabulary in a Month via Latin & Greek roots:
Presenter:
“In addition to the ELFAS resources, many others are available. This slide and several of the following slides provide other links to useful instructional resources in the areas of vocabulary, comprehension and syntactic knowledge.”
Anita Archer  The series addresses strategic literacy instruction in grades K-8 using a “research to practice” approach grounded in pragmatic real-world application. Each video is 4-10 minutes long.

132. Instructional Resources: Comprehension
Graphic Organizers:
Intervention Central:
Learning Network:
Reading Quest:
ReadWriteThink:
Research and Reading:
Research to Practice Brief:
Stem Starters:
Reading Comprehension Strategies:
TeacherVision:
Seven Strategies to Teach Students Text Comprehension:
Reading Strategies for the Secondary Classroom:
ReadWriteThink- Graphic Organizers:
Present slide.
[Click on “Reading Comprehension Strategies]
Additional information
Maybe highlight one and show

133. Instructional Resources
Syntactic Knowledge Resources
Cohesive writing:
Cohesion:
Skill focus: Cohesion
Examples of Cohesive Features:
Persuasive Writing Marking Guide:
Cohesion Rubric
Connectives: Fitting Another Piece of
the Vocabulary Instruction Puzzle
Present slide.
This is a part of a table from the resource “Cohesive Writing” this article describes the concept of cohesive writing; however, as we discussed the interrelationship between reading and writing, we can see how understanding the meanings of connectives can facilitate reading comprehension.
Additional Information
Connectives: Fitting another pieces of the vocabulary instruction puzzle:
The authors discuss problems that arise for readers when they don't understand the meaning of abstract connectives such as nonetheless, conversely, and albeit. These connectives are used extensively in our texts as they convey subtle meaning. Students must understand them to be strategic readers. Practical, explicit instructional strategies are offered. It's very important to teach connectives in context.

134. Instructional Resources: Handwriting , Spelling, Keyboarding
Read Write Think Why Teach Spelling (Checklist) Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research Latin and Greek Word Elements (Root Words, Roots and Affixes) Persuasive Speeches: Planning a Lesson Series Computer Skills – Keyboarding Skills Keyboarding Activities Powertyping
Presenter:
[Click on “Why Teach Spelling” one of the resources on this site, is a “checklist for reviewing spelling program.” This would help distinguish between spelling programs that are memorization based versus well-sequenced and related to decoding patterns.]
Additional information:
Fly-in; Latin and Greek Word Elements example

135. Math Instructional Resources
National Center on Intensive Intervention
These documents offer examples of how to apply standards-relevant instruction across core instruction, supplemental intervention, and intensive intervention as well as to support students with significant cognitive disabilities. Standards-based examples include the following math topics: computation of fractions, fractions as numbers, number system/counting, place value, basic facts, and algebra.. The NCII also has developed sample lessons and activities related to the standards to support special education teachers, interventionists and others working with students with intensive needs. See the sample lessons and activities.

139. Self Regulated Strategy Resources
Graphic Organizers:
Writing Instructional Chart
Reading Quest:
ReadWriteThink:
Research and Reading:
ReadWriteThink- Graphic Organizers:
Presenter:
“Here are some links of resources for strategies. The Writing Instructional Chart was created by the FCRR team to help teachers locate some of the evidenced-based strategies for writing.”

140. Building a bank of intervention resources

141. Where do I get these INTERVENTIONS?

142. Inventory
Your
Resources
And Try to Develop More!

143. Build your Library of Interventions

144. Using Progress Monitoring within the MTSS Framework

145. What is Progress Monitoring?
Progress-Monitoring measures are ongoing assessments conducted for the purposes of:
Guiding Instruction
Monitoring Student Progress
Evaluating Instruction/Intervention Effectiveness

146. Progress Monitoring Data : Is What We Are Doing Working?
Progress Monitoring Data determines students’ Response to Instruction using:
Tier 1 Data
Universal Screenings
Inventories
District Assessments
Tier 1 Unit/Weekly Assessments
Tier 2 Data
Collecting intervention data at least every 2 to 3 weeks (IPST Form7)
ORF, MAZE, DIBELS Next, CBM (General Outcome Measures)
Teacher Made Assessments (Mastery Measurement)
Tier 3 Data
Weekly (IPST Form 7)
Measuring Specific Targeted Skills (Mastery Measurement)
Continually adjusting instruction based on OPM data to meet student’s needs
Discuss the difference between these 3 types of data refer to Decision Trees.

148. How can I use the Problem-Solving Process within the MTSS Framework?
Essential Question
How can I use the Problem-Solving Process within the MTSS Framework?

149. BREAK
Please return in 15 minutes

150. Data-Based Decision Making

151. Expected Outcomes What do we want you to Know?
The types of data used within the MTSS tiers
What do we want you to Understand?
How to use aim lines and trend lines to guide in student decision making process
What do we want you to be Able to do?
Share your knowledge at your school
Analyze data and make decisions
Big Ideas of MTSS
-MTSS is an organizational framework
-Importance of the Problem Solving Process in all Tiers of data decision making
-TEAMS meeting collaboratively to make instructional decisions based on student response data to improve academic and behavioral outcome.
Data source(s) should:
provide sufficient information to select appropriate services and supports.
allow you to group students with similar needs
match the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.

152. I.C.E.L. DATA INSTRUCTION LEARNER CURRICULUM
ENVIRONMENT
LEARNER
We don’t always assume the data is a reflection of the something wrong with student or the teacher. In fact the data is a reflection of all of these components and not just singling out just one.
The data is the heart of I.C.E. L.

153. Data Based Decisions pages 90-91
In order to make Data-Based Decisions, you need a few pieces of infrastructure:
Capacity to Problem-Solve
Capacity to Collect Data, and Make Sense of It
Capacity to Deliver Instruction at Different Intensities (Tiered-levels of services)
Capacity to Display Data Over Time
Discuss with a partner
Which component(s) do you feel your school is doing well?
Data Based Decisions pages 90-91

154. Using Data to…
Analyze the Past – How did we do? What can we do better?
Plan for today, Drive our Instruction – What should we do differently?
Diagnose – What specifically is the issue?
Progress Monitor - Is what we are doing working?
Predict the Future - Trends, Student Outcomes

155. Data Types Used Within the MTSS Model
Four Purposes for Assessing within MTSS
Formative
Screening: identify students at risk for academic difficulty
Diagnostic: provide an in-depth, reliable assessment of targeted skills
Progress Monitoring: determine whether the student is responsive to given instruction
Summative
Outcome: student demonstrates accepted level of mastery
An effective assessment plan has four main objectives:
1.To identify students at the beginning of the year who are at-risk or who are experiencing difficulties and who may need extra instruction or
intensive interventions if they are to progress toward grade-level standards by the end of the year, as well as students who have reached
benchmarks and who need to be challenged.
2.To monitor students’ progress during the year to determine whether at-risk students are making adequate progress in critical skills and to
identify any students who may be falling behind or need to be challenged.
3. To inform instructional planning in order to meet the most critical needs of individual students.
4. To evaluate whether the instruction or intervention provided is powerful enough to help all students achieve grade-level standards by the end of
each year.

156. PRIMARY USES STRUCTURE
Three Types of CBMs – (Curriculum-Based Measurements)
General Outcome Measures (GOMs)
Skills-Based Measures (SBMs)
Mastery Measures (MMs)
PRIMARY USES
Screening
Diagnostic Evaluation
Survey-level testing
Specific-level testing
Progress Monitoring
To target content areas of concern
To target different proficiency levels and response types
STRUCTURE
Uses global/interactive tasks
Composed of mixed items drawn from a set of goals
May only test one specific skill or short-term instructional objective
Separate skills are not isolated or marked
Skills are usually sampled across a whole year’s curriculum
A large sample performance is collected on each skill
Targets long-term goals
Separate skills may be isolated or marked
Items are referenced to skills and/or proficiency levels
Often includes common classroom tasks
Items are often cross-referenced to goals
Some skills nay be examined in isolation
The ABCs of CBM by Hosp, Hosp, and Howell.
Common progress monitoring tools include curriculum based measurements and mastery measurements.

157. ADVANTAGES DISADVANTANGES
Three Types of CBMs – (Curriculum-Based Measurements)
General Outcome Measures (GOMs)
Skills-Based Measures (SBMs)
Mastery Measures (MMs)
ADVANTAGES
Provides perspectives
Gives an overall impression of skill level
Provides brief measures
Useful for double checking a problem indicated on a GOM or SBM
Useful for Monitoring
Illustrates retention and generalization
Illustrates retention
Sensitive to growth overtime
Useful for checking hypothesis about missing skills or subskills
Provides focus
DISADVANTANGES
Provides little diagnostic information
Small sample for each goal limits diagnostic utility
Don’t provide the big picture (no generalization or application)
Doesn’t provide information about specific skills
Often includes a high proportion of items that are either above or below the student’s skill level
Skill-subskill relationship may not be real
May not require generalization or interactive use of the skill
Should not be used for progress monitoring
Some content areas don’t have convenient capstone tasks
The ABCs of CBM by Hosp, Hosp, and Howell.
Common progress monitoring tools include curriculum based measurements and mastery measurements.

158. Progress Monitoring Tools
Sensitive to growth
Brief & Easy
DIBELS NEXT met these requirements.
Equivalent forms – students are given a similar measure each time
FAIR OPM – gave us lexiled reading passaged, then teachers were asked to look up an adjusted fluency score.
DIBELS NEXT passages were developed using new procedures to ensure overall more consistent, equivalent difficulty within each grade level.
Frequent
Equivalent Measurements

159. Graph Components

160. Instructional Change Line
Graph Components
Skill
equal
increments
Instructional Change Line
Intervention #1
(Group or Individual)
Intervention #2
(Group or Individual)
Baseline
Goal
Aim Line
Trend Line 2
Trend Line 1
Walk them through basic parts of graph. Highlight “Aim Line” and “Trend Line”.
Data Point
A data point is used in data compilation and analysis. It represents student progress at a given time.
Aim Line – Desire Rate of Improvement
An aim line is used in data analysis and represents the expected rate of learning.
It is formed by drawing a line between two points; the student’s beginning level of performance (baseline) and the student’s goal (desired level of proficiency student will demonstrate by the end of the school year.)
Trend Line – Actual Rate of Improvement
A trend line is used in data analysis and represents the student’s actual progress toward a goal.
More frequent data collection is recommended given the amount of data needed for making decisions with confidence (6-9 data points for many tools).
With progress monitoring, teachers establish long-term (i.e., end-of-year) goals indicating the level of proficiency students will demonstrate by the end of the school year.
Also, suggest use this slide to “review” the required components of Problem Identification (we included this is the skill assessment for Day 5)---3 parts: Current Level of Performance, Desired Level of Performance, GAP analysis.
Time - equal increments

161. Hint: Year-End Goal for 4th Grader ORF Score is 123 wcpm
Let’s Practice
Creating a Graph with
an Aim Line
&
a Trend line
Hint: Year-End Goal for 4th Grader ORF Score is 123 wcpm

162. Ana Smith’s ORF Data – Grade 4
Ana’s Aim Line
Ana’s Aim Trend Line

163. Making Decisions:
Using Data to
Move Between Tiers

164. Data-Based Decision Making
Should this student move to Tier 3?
Core Instruction
Supplemental Instruction
Intensive Instruction
Should this student move to Tier 2?
Decision rules
Intensity of Intervention
When do we move a student to Tier 2? When do we move a student to Tier 3?
Using data to move among Tiers….
Setting goals is important. Be sure to include
*level of performance desired
*in how much time
How big is the gap? Do we have enough time to close it?
Measurement strategies help us to know if intervention plan is working…more comparisons between baseline level of performance and progress monitoring data the better.
Planning the measurement strategy for the intervention plan also requires a “good match” What assessment will you use and how well does it accurately and reliably measure what you are interested in as your goal.

165. Apply Decision Rules… Is rate of progress acceptable?
If not, why and what should we do about it?
Frequency and amount of intervention
Instructional strategy
Opportunity for practice and application
Attendance
Fidelity of instruction/intervention implementation
Group size
Other factors?
Choices- try another intervention, modify existing intervention, other?
MTSS Procedural Overview Flowchart pages 40-42

166. Response to Intervention
Positive
Questionable
Expected Trajectory
Performance
Poor
Review…
…Before going on to next slide. Ask teams to decide what they would do if they had a “positive response”? Questionable response? And poor response?
Observed Trajectory
Time
166

167. GOAL Baseline Aimline Training Notes:
Bart moves through the same process as Rita and Steven, but with far less success. As one can see, even with intensive tier 3 intervention, Bart’s progress does not reach the level that will likely lead him to meet winter benchmarks. Given that we have moved through tier 2 and tier 3 interventions, and these interventions have been done with integrity, Bart is referred for consideration for special education eligibility.
Trendline = 0.95 words/week

168. Data-Based Decision Essential Questions
How BIG is the GAP?
How much TIME do we have to close it?
Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about.
The two critical pieces of information we need about students are:
The answer to these 2 questions defines our instructional mission.

169. Walking Through a Case Study – Megan Jones

170. How can I support implementation of MTSS Framework as a facilitator?
Essential Question
How can I support implementation of MTSS Framework as a facilitator?

171. Wrapping it up