1. MTSS Trainers: Janet Stephenson Melissa Long School Psychologist: Griselle Zeno

2. Overview Instruction at Tier 1, 2 and 3 Intervention Process & Design Fidelity of the Intervention Data Team Meetings

3. Essential Question: How does the MTSS process help students? Outcome: 1. To understand that MTSS is the school effort for improving student achievement. 2. To understand differences in Tier 1,2 and 3 instruction. 3. To know the process of meetings and paperwork expectations at Oak Park. 4. To understand the importance of fidelity and direct instruction.

4. Overview of MTSS

5. New Way of Thinking From From: Whats wrong with this child? To To: What supports does this child need to be successful? I nstruction C urriculum E nvironment L earner

6. ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. Tier 2: Targeted, Supplemental Interventions & Supports. Tier 1: Core, Universal Instruction & Supports.

7. Problem Analysis: Why is it occurring?

8. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team

9. In order to implement MTSS, 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 9

10. Dont Jump Yet…

11. What Should Instruction Look Like at Tier 1, 2 and 3?

12. High quality instruction and classroom management Universal Screening to determine each students level of proficiency Differentiated instruction is used and students progress monitored Differentiation occurs in small, teacher-led flexible groups during the 90 min block

13. High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask? Do 80-90% of students in the school respond positively to the school-wide discipline plan? Does the behavior level of the target student differ significantly from that of the peer group?

14. Tier 1Tier 2 Tier 3

15. Tier 1 Tier 1 Tier 2 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

16. Tier 1 Tier 2 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. 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

18. Tier 1Tier 2 HIGH QUALITY INSTRUCTION Tier 3

19. Remember: TIERS are the level of support students need in order to be successful.

20. 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

21. Daily consistency – no cancellations Teaching the same skill for the entire intervention cycle. Same teacher is teaching the group for the entire intervention cycle. Progress monitoring regularly Instruction is direct Instruction is scaffolded (I Do, We Do, You Do) Progress monitoring tool matches the intervention

22. Data Team Meetings

23. School Leadership Team Teacher Data Team Individual Problem Solving Team

24. Purpose Student Achievement Collaborate to problem solve and plan interventions both at Tier 1 and Tier 2 level Monitor student progress Learn from each other 24

26. 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

27. Hoping you all stay afloat and know we are here to support you! Janet ext. 448 Melissa ext. 358