1. MTSS at Longleaf elementary
Janet Stephenson

2. Gauging MTSS Implementation
Emerging
Developing
Established
Intervention Design
21%
Individual teachers design interventions on their own.
74%
Teachers design interventions through casual collaboration with peers. Grade levels or teams may choose to skill group students. 1%
Teachers representing general education, ESE, Title 1, ELL, Reading Coach, Speech work together to develop interventions for students .
Intervention Format
Teachers use favorite interventions collected over years
Teachers use “reteach” modules in district adopted curricula or work from a list of interventions.
Building wide resources are tapped to provide a variety of interventions where needed.
Intervention Implementation
47%
Teachers implement interventions only within the framework of their own classroom groups.
32%
Teachers may regroup students for skill-based interventions with colleagues on occasion.
Grade level teams and building support teachers work together to implement systematic group interventions.
Progress Monitoring
Teachers judge students’ response to instruction on observations and intuitive evaluation.
58%
Teachers check progress infrequently with some type of fluency or skill based measure.
School staff work together to establish a system of weekly or biweekly progress monitoring measurement for students receiving intervention.
IPST Referral
68%

3. Agenda Defining MTSS (What Happened to RtI?)
Comparing the Tiers – Become an Expert!
Intervention Infrastructure
Problem Solving – Teacher Data Teams
Behavior
Parking lot for individual questions
Read book – address attitudes toward the process

4. What is MTSS? One system supporting it all What Happened To RtI?
REFER TO TEACHER’S GUIDE – WHAT DOES MTSS LOOK LIKE?
Florida has transitioned to the use of MTSS, rather than RtI or RtI for behavior.
The use of the term MTSS is a more accurate term that can be used to reflect the integrated framework of multi-tiered supports that address both academics and behavioral domains for students.
RtI has not gone away! RtI refers to the 4th step of the planning/problem-solving process where teams use student response data to make instructional decisions to improve academic and behavioral outcomes.
PLC’S ARE EXACTLY WHAT WE ARE DOING TODAY – COLLABORATING, LOOKING AT DATA, AND DISCUSSING HOW TO STRENGTHEN OUR PRACTICE.
Florida’s Integration Education Support Team One System Supporting ALL Students Multi-tiered System of Supports Teacher/School Leader Standards-based Proficiency Instruction Model Florida's Collegial Continuous Learning (e.g., Improvement Lesson Study, Model PLC, CoPs) Florida’s Integration Education Support Team (FIEST) will provide ongoing guidance and resources to produce a system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. The Multi-tiered System of Supports and the practice of providing high-quality instruction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions provides the platform for educators in Florida to build a single system to have the greatest impact student achievement. Standards-based Instruction aligned to Florida’s Next Generation Sunshine State Standards (Common Core) course descriptions includes: learning goals that define what students should know and be able to do; engaging lessons that include appropriate and meaningful activities, address common misconceptions, and incorporate higher-order thinking skills; and lastly, formative, interim, and summative assessments that provide multiple sources of student data to guide decision about adjusting instruction and/or providing interventions. Lesson Studies (and other Collegial Learning Team initiatives) provide teachers with an opportunity to practice a form of long- term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. [Research for Better Schools ( Linda Darling-Hammond (1997) said: “The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students;” Florida’s model of proficiency for educators addresses both the art and the science of teaching; Instruction and Educational Leadership research has begun to reveal practices and strategies that lead to positive student learning – when done correctly and in appropriate circumstances; Florida’s Teacher and School Leader evaluation system redevelopment focuses evaluation on proficiency in those research based strategies and practices. One System Supporting ALL Students! Florida Department of Education Division of Public Schools (

5. Problem Solving 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?

6. How will we respond at Longleaf Elementary when students don’t learn?
Essential Question
How will we respond at Longleaf Elementary when students don’t learn?

7. May 6, 2011
Real Questions!
Is there any way to streamline this process to make it less of a burden?
What does it take?! More interventions??!!
Is this Tier 2? Is this Tier 3?
So today we are hoping to answer some of your questions and your faculty questions. Unfortunately the answers don’t always make things crystal clear, but they are answers.

8. Big Ideas of RtI More than just about eligibility Being proactive
Early intervention for those who need it
High quality instruction using best practices in Tier 1
Data-based decision making
Identifying the level of services needed by which students
Problem Solving Method

9. Tiers of Instruction: Become an Expert!

10. What does TIER 1 look LIKE?
T chart activity Standards Based Instruction Versus Traditional Classroom
PURPOSE OF ACTIVITY:
WHAT ACTIONS WILL YOU TAKE IN YOUR CLASSROOM TO IMPROVE TIER 1 (UNIVERSAL, CORE) INSTRUCTION?
WE WANT TO COMPARE EXAMPLES AND NON EXAMPLES TO GET A CLEAR PICTURE.
WHEN YOU KNOW BETTER YOU DO BETTER
Academic and/or Behavior is the same. Instruction must occur and modeling, guided practice, expectations.

11. Traditional Instruction vs. Standards-Based Instruction
Traditional Classroom
Standards-Based Classroom
instruction
instruction
Whole class instruction dominates
Student differences are acted upon when problematic
Mastery of facts is focus of learning
Coverage of texts and curriculum drives instruction
Lesson topic is selected from curriculum and/or text
Single option assignments are the norm
Assessment is most common at the end of learning to see “who got it”
A single form of assessment is often used
Teachers administers tests then moves on to curriculum
Many instructional strategies are used
Students differences are studied as a basis for planning
Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning
Student readiness, interest, and learning profile shape instruction
Lesson topic is selected based on state standards
Multi-option assignments are frequently used
Assessment is ongoing to understand how to make instruction more responsive to learner
Students are assessed in multiple ways
Teachers assess and reteach based on student mastery level
ASSESSMENT
ASSESSMENT

12. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?
There is no amount of intervention can substitute quality instruction.
BECAUSE HIGHLY ENGAGED INSTRUCTION ELIMINATES MANY BEHAVIOR PROBLEMS

13. Tier 1 Instruction Versus Tier 2 Instruction

14. Tier 1 Instruction Versus Tier 2 Instruction
Data focuses on grade level/subject area/behavior
Effective instructional strategies for large group/small group
Differentiate 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

15. 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?
Use Data to:
inform instructional strategies
measure growth over time
identify misunderstandings & measure mastery
Report Data to:
update parents, principals, school
track student’s progress
Reward or consequence students

16. Tier 1 Instruction Versus Tier 2 Instruction
Focused on a skill that is a barrier
Data is used to identify groups for academic/behavior needs
Problem solving is used to develop interventions
Intervention is additional minutes of supplemental instruction
Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations
Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

17. Tier 1 Instruction Versus Tier 2 Instruction
HIGH
QUALITY INSTRUCTION

18. Tier 3 – Most Intense 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

19. We have found them! Tier 2: Designing Interventions Doing Something With ‘em HOW? No Time, No People
There is no amount of intervention can substitute quality instruction.
Doing something with them!

20. Work as a team…
We are born for cooperation, as are the feet, the hands, the eyelids, and the upper and lower jaws.
Marcus Aurelius Antoninus (Roman emperor)

21. Intervention Logistics
Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, 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 neediest kids
Work as a grade level to determine resources, instruction, who’s teaching what.

22. Intervention Cycles
Cycle: a three week period of continuous supplemental instruction
Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors.
Cycle 1: September 7 – 24
Progress Monitoring Week: Sept. 27 – Oct. 1
Cycle 2: October 4 – 22
Progress Monitoring Week: Oct
What does it take??? Compromise, Integrity, FlexibilIty,
Base line data
Talk about integrity and fidelity.

23. 3rd Grade – Walk to Intervention (Turner Elementary)
CVC
Skill 2
(Jungovich 506)
(Mazziotti 801)
Blends Skill 3
(Ross 507)
Comp/Fluency
Voyager
(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:
Voyager Passport F
Comprehension through Anthologies
Progress
Monitoring Tool: PSI Form B and C
Monitoring Tool:
Voyager Passport RCT
Progress Monitoring Tool:
CARS
Progress Monitoring Tool: CARS

24. School Leadership Team Individual Problem Solving Team (IPST)
Problem Solving Teams
School Leadership Team
Teacher Data Team
Incorporate new functions into existing teams.
Individual Problem Solving Team (IPST)

25. None of us is as smart as all of us!!!
TEACHER DATA TEAMS
Harnessing Your School’s Collective Intelligence: Chapter 3 (RtI Toolkit – Jim Wright)
The greatest strength of any problem solving team is the diversity of experience, skills, and knowledge that its combined membership can draw upon to identify the best intervention plan for a student. This collective intelligence far exceeds the abilities of even the most skilled and gifted individual teacher.
Ken Blanchard captures the collaborative spirit of RtI Teams in his quote, “None of us is as smart as all of us”.
None of us is as smart as all of us!!!
Ken Blanchard

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. Data Meetings Tier One Focus Tier Two Focus (Find ‘em, watch ‘em):
Assess strengths of Tier One core instruction by reviewing benchmark data.
How can we improve differentiated instruction in the 90 min reading block.
Tier Two Focus (Find ‘em, watch ‘em):
Grouping kids in need of similar interventions/enrichment based on data.
Determine focus of interventions, set goals, determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc.
Decide on how interventions will be documented.
INDIVIDUAL STUDENTS who are not responding.

28. Examples of what to bring to Data Team Meetings and IPST
Be able to “tell the story”
Intervention Log(s) – (Form 7)
Know when interventions started, began, changed.
Include ongoing progress monitoring data – matched to intervention.
Include data for all kids that were in the intervention group.
Parent Conference Info – (Form 2)
Cume Folder/Cume Folder Review – (Form 1)
Other formative/diagnostic assessments

29. Highlights Started with expectations for the meeting
Focused on data and identifying why students are struggling
Problem-solving as a team
Made a plan to progress monitor student(s) exiting intervention
All staff who work with the students are at the table and participating

30. The Work Discussing ACADEMIC & BEHAVIOR NEEDS of students.
Problem Solving & Developing intervention plans
Looking at Data-Are students being successful?
Solving the problems that we identify at Tiers 1, 2, and 3?
MENTION
1ST GRADE SITTING STILL/ 6TH GRADE TURNING IN ASSIGNMENTS

31. Interventions
Let’s Discuss

32. Components of a Great Intervention
Explicit Instruction
Systematic Instruction
Think –Aloud Modeling
Guided Practice
Visual Cues for the student to use during independent practice
Fidelity
In a small group setting or individual basis
With on-going Progress Monitoring

33. Where do I get these INTERVENTIONS?

36. Inventory
Your
Resources
And Try to Develop More!

42. Eligibility – What does it take?
Necessary for determining expected response or inadequate response to intervention
Considering
Expected level of achievement of peer group
Target for this student
Movement toward the target
Trajectory of improvement, or lack thereof

43. Students referred when there is a poor response to Tier 2 services
The “New Way”:
Students referred when there is a poor response to Tier 2 services
After at least two different interventions documented
Looking for academic gap
Slower learning rate over time
Team decides… additional academic or behavioral intervention, placement, etc.

44. RtI will work if it is implemented as a school and student improvement initiative. It will not work when implemented only to determine eligibility.

45. TTHANKS FOR LISTENING!