1. Multi-Tiered System of Supports (MTSS) Summer (2018) EDUC 5545
John J. Hoover, Ph. D.
University of Colorado Boulder
2018 John J. Hoover

2. Topical Areas Addressed In this Presentation
What is an effective MTSS program?
How is MTSS different from previous models?
What are general educator responsibilities in MTSS?
What are key features of MTSS for Els?
What are a few select instructional best practices within MTSS?
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3. Where we have been and Where we are today
1980s-Response to Treatment (RTT) 1990s-Response to Instruction (RTI) 2000s-Response to Intervention (RTI) 2010s-Response to Instruction and Intervention (RTI2) Present-Multi-tiered System of Support (MTSS)
2018 John J. Hoover

4. A Multi-Tiered System of Support
What is an effective MTSS Framework?
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5. Multi-Tiered System of Support
A Multi-Tier System of Supports (MTSS) is a contemporary framework that enables schools to establish structures and practices for providing all learners with the supports they need to succeed in the classroom (Hoover & Soltero-Gonzalez, 2018) MTSS incorporates both response to intervention (RTI) and positive behavior intervention and supports (PBIS)
2018 John J. Hoover

6. MTSS Goal
School use of resources to enable every child to be successful, accomplished by:
Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place        
Implementing evidence-based interventions for all students and tailoring interventions based on student needs
Using progress monitoring data to know when to make a change in instruction
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7. Colorado Department of Education (CDE) Adopts MTSS
Combines Elements of RTI and PBIS into one system: 1. Shared Leadership to support collaborative input and decision-making 2. Data-Based to frame instructional, referral, and placement decision-making 3. Multi-Tiered Continuum to deliver layered, timely instruction that increases in intensity and duration as struggles become evident 4. Evidence-Based Practice grounding instruction, assessment, and decision-making 5. Universal Screening and Monitoring designed to measure growth and progress of learners who are struggling on a more frequent basis (e.g., weekly, monthly, etc.) 6. Family, School, Community Engagement to create collaborative MTSS with families, educators, and community members Source: Hoover & Teeters (in press).
2018 John J. Hoover

8. Two Concerns Contributed to Rise of MTSS
Concern 1—The increase in the number of students placed in special education for a reading or language learning disability, particularly ELs
Concern 2—The questionable validity of using special education assessment process for identifying needs, especially IQ achievement discrepancy for determining a learning disability
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9. MTSS Features
Multi-tiered, problem-solving approach that addresses academic (RTI) and behavioral needs of students (PBIS)
It is an integrated school model that is often standards-driven and attempts to incorporate both prevention and intervention
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10. MTSS/Three-Tiered Instruction
3rd
Tier
2nd Tier
1st Tier
Intensive/
Spec Ed
1-5%
Supplemental assistance,
as part of
general education
support system
15-20%
Research-based
instruction
in general education
Classroom
80-85%
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11. What facilitates School-Wide MTSS Success?
Integrated use of RBC, EBI, DI
MTSS is Total Education in School
Aligned Tier 1 and 2 Instruction
Administrative/MTSS Team Support
MTSS Success Factors
Clearly Defined Data Based Decision-Making
Instruction and Assessment with Fidelity
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12. How MTSS differs from previous models?
MTSS Models
How MTSS differs from previous models?
2018 John J. Hoover

13. Transitioning from Prereferral to MTSS Models
MTSS requires change in how we view teaching and learning
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14. MTSS - Prereferral Comparison
MTSS Framework Prereferral Model
Grounded in Gen. Ed. Cur. Grounded in Intrinsic Disorders
Screen all learners Screening not completed for all
Evidence-based practice RBC/EBI not required
Achievement discrepancy Learning Potential discrepancy
Progress monitoring Infrequent monitoring
CBM assessment Norm referenced assessment
Prevention Wait to Fail
Quality of instruction Intrinsic learner problems
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15. Viewing Learners who Struggle within MTSS
Overarching curriculum decision-making implication:
How we think about the
interaction
between curriculum implementation
and
progress of struggling learners
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16. Viewing Learners who Struggle within MTSS
Lack of progress is viewed from a new perspective in MTSS:
In what ways are learners’ struggles related to how the curriculum is being implemented?
In what ways are learners’ struggles related to expectations about the curriculum being implemented?
How might we adjust the curriculum implementation to improve
student progress?
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17. Know your Curriculum!!! All classroom teachers must
possess working knowledge of the:
Purposes
Validity
Processes
associated with implementing
curriculum within MTSS
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18. Curriculum Effectiveness = MTSS Success
Underlying Premise:
“Successful school-wide MTSS models are grounded in the implementation of the daily curriculum with fidelity”
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19. Evidence-Based Practice
Research-based curriculum (RBC): Comprehensive General Education Curriculum
Evidence-based interventions (EBI): Structured interventions to support implementation of RBC
RBC and EBI work together to deliver effective curriculum in MTSS
2018 John J. Hoover

20. Evidence-Based Practice: Teaching Matters: Explicit Instruction (video)
Discuss how your instruction incorporates the framework in the video when teaching: 1-students with disabilities 2-students who struggle
3-ELs
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21. MTSS Models
Educator roles in MTSS
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22. Educator Responsibilities Know the Functions of Each MTSS Tier
Tier 1 - Research-based Core curriculum provided to all learners
Tier 2 – Supplemental instruction provided to struggling learners, aligned with and in addition to Tier 1
Tier 3 – Intensive interventions and/or curricula provided to students with significant educational needs, including students with disabilities
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23. Educator Responsibilities General Education Classroom Teachers
1. Implement Tier 1 instruction with fidelity
2. Progress monitor/Chart results
3. Differentiate/Adjust instruction appropriately
4. Confirm fidelity of Tier 1 instruction
5. Assist to align Tiers 1 and 2 Instruction
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24. Educator Responsibilities Selecting Appropriate Intervention
Learner Expectations Typically Found in Curriculum and
Assessment Development in Today’s schools
A_____________________B_____________________C
Language/Background Delivery Assessment
A-Expectation that learner possesses needed language skills/background
B-Expectation that student best learns the way curriculum is delivered
C-Expectation that student best demonstrates progress the way it is assessed
QUESTIONS: Do all students meet these expectations?
If not, how is instruction adjusted?
If not, how are curriculum-based measurements adjusted?
2018 John J. Hoover

25. Educator Responsibilities Effective Multi-Level instruction Maintains Instructional and Assessment Fidelity
Practitioners must confirm that implementation fidelity exists to ensure that appropriate instruction occurs
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26. Effects of Lack of Fidelity?
If curriculum implementation lacks fidelity
then
Progress scores are questionable
leading to
Unnecessary/inappropriate adjustments
often contributing to
Mistakenly believing that lack of
progress is indicative of a disability
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27. Confirming Fidelity of Instructional Implementation is Essential in MTSS
Ways to Confirm Fidelity
Direct Confirmation: Observations Peer Co-Teaching In-Class Coaching Indirect Confirmation: Self-Reporting Interviews
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28. Educator Responsibilities Underlying MTSS Decision-Making Assumption
MTSS presumes that if a child does not make adequate progress with
research-based interventions, he/she may have an internal deficit
(e.g., learning disability) (Klingner & Bianco, 2006)
* * * * * * * *
However, to assume an internal deficit, instruction must be
responsive and appropriate to student needs
AND
BE DELIVERED IN A WAY THAT AVOIDS MISINTERPRETING
LEARNING DIFFERENCES/LANGUAGE ACQUISITION
AS LEARNING, LANGUAGE OR BEHAVIORAL DISORDERS
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29. MTSS Effectiveness with ELs?
MTSS Models
MTSS Effectiveness with ELs?
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30. What Makes MTSS Culturally and Linguistically Responsive?
4 Major Themes
Cultural Context - Contextualize learning by building on and valuing students’ cultural values and norms in curriculum implementation
Linguistic Context - Developing linguistic competence through functional, purposeful classroom dialogue
Accommodations - Differentiate instruction to reflect communication styles and diverse community practices into the curriculum
Cognitively Challenging - Emphasizes higher order thinking in teaching and learning
(Hoover & Soltero-Gonzalez, 2018)
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31. MTSS Represents New Opportunities for CLD Learners with and without Disabilities
Improves opportunities through culturally and linguistically responsive education (Klingner & Edwards, 2006)
Reduces biased Instructional and diagnostic decision-making (Hoover & Klingner, 2011)
Assists in clarifying Difference/Acquisition from Disability (Hoover, Baca, & Klingner, 2016)
Reduces disproportionate representation in special education of CLD learners (Hoover & deBettencourt, 2017)
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32. Implementation of Best Practice Select Interventions Effective in MTSS
1 Reciprocal Teaching (Reading)
2. Cognitive guided instruction (CGI) (Math)
3. Self-regulated learning (Writing)
4. Classwide Peer Tutoring (Reading/Math)
5. Peer assisted learning strategies (PALS) (Reading/Math)
6. Fernald multisensory approach (Reading)
7. Collaborative Strategic Reading (CSR)
8. Focus correction areas writing strategy (Writing)
9. Peer Revising Strategy (Writing) (J. J. Hoover, Linking Assessment with Instruction (2012)
2018 John J. Hoover