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DE-MTSS: Tier 2 Networking

Tier 2 Progress Monitoring

May 7, 2024

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DE-MTSS Technical Assistance Center

The Delaware Multi-Tiered System of Support TA Center proudly serves as a technical assistance provider for the

Delaware Department of Education.

Our TA Center provides professional learning and coaching to support the academic and nonacademic

development of all children.

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Implementation Outcomes

Learn strategies for progress monitoring Tier 2 interventions
Identify more teacher friendly tools for progress monitoring
Consider methods for data collection to support student success

Learning with and from each other

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Who we are as adults supporting students…

Supporting ALL Students

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Implementation Outcomes

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As colleagues…our working agreements

We give and receive welcome

We listen and speak with an open mind and heart

We are curious before being critical

We take risks, embrace discomfort, �be brave

We respect yourself and others

We use asset-based language when referring to students and teachers

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Related Resources

DE-MTSS TA Center - Tier 2 Resources (Professional Learning, Tools, Interventions)

DE-MTSS TA Center - Tier 3 Networking Sessions

March 27, 2024 Progress Monitoring Plans from Start to Finish

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Summer Literacy Professional Learning

2024 Secondary ELA Acceleration Academy: Supporting Striving Readers in the Secondary ELA Classroom

This summer learning series is designed to equip classroom educators to provide targeted supports (Tier 2) for diverse student learners as well as acceleration strategies in core ELA instruction.

Beginning with a shared vision of equitable instruction in the secondary ELA classroom, participants will investigate the critical role of knowledge, vocabulary, and fluency and how to identify those students who need targeted support using formative data. They will then plan for these supports within the context of their tier 1 ELA curriculum.

Secondary Acceleration Academy is full.

Waitlist is open.

PDMS Course #42485, Section #85839

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Academic & Non-Academic (SEB)

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Definitions of Tier 2 Practices…

From DE-MTSS Implementation Guide:

Tier 2 interventions and supports are for students who continue to struggle after receiving high-quality Tier 1 instruction. Tier 2 interventions and supports are targeted to students’ needs and provide greater intensity (e.g., smaller group size, more practice opportunities) than Tier 1. Tier 2 supports are research based and delivered with fidelity. If a student’s performance improves, the student may no longer require Tier 2 interventions and supports.

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Definitions: Data-Based Decision Making

Data-based decision making is a process that uses all data relevant to the whole child to make informed decisions about academic and nonacademic instruction and supports. �

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Types of data in a comprehensive assessment system

AIR Progress Monitoring Webinar, 2022

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Who is Here Today? Breakout Rooms

Please share:

The role(s) I represent at Tier 2 at my school/LEA is/are…

Using Tier 2 student-level data to make decisions about interventions I think we are…

Name…

School…

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Definitions

Progress monitoring plan: Details tool selection, data collection frequency, baseline data, goal setting, decision rules, and review dates for effective progress tracking.

Progress monitoring: �The collection and analysis of data to evaluate student response to intervention and guide timely educational decisions.

Progress monitoring tool: Valid and reliable measures that is sensitive to changes in student performance over time, to facilitate frequent and ongoing assessment.

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Develop a progress monitoring plan

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Consider

Two types of progress monitoring measures:

general outcome measures and specific skill measures.

Fuchs & Deno, 1991; Hintze et al., 2006

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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Key Practices to Support Data-Based Progress Monitoring

Make the best match possible between your data-based student challenges and the interventions you bring in.

Find and commit to consistent tools and timelines for tracking data and decision-making.

Utilize team-based structures so you know who is collecting what data and when, so decisions about how students will engage with provided interventions can be made in a timely and equitable way.

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Progress Monitoring:

Matching

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The Match

The Hexagon Tool can be used at any stage in a program’s implementation to determine its fit with the local context.

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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Considerations when selecting a progress monitoring tool

Select a tool that:

Is aligned with your student’s developmental level
Measures the skills targeted in the intervention
Follows a format that allows for an accurate representation of the student’s skills
Is designed for frequent and ongoing use

Other considerations:

Cost
Whether scores are consistent or variable over time
Training and personnel required to administer the assessment

Filderman et al., 2023

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Data Collection Methods Should:

• measure skill(s) targeted by the intervention. The educator wants to know whether the student is improving a specific skill or behavior. The data-collection method is selected to track growth in that skill or behavior.

• be sensitive to short-term gains. Progress-monitoring should reveal in weeks—not months– whether the intervention is effective. �

• yield a specific number value. The teacher selects progress-monitoring tool(s) that can be converted to numeric data—and charted.

(Jim Wright, Intervention Central, 2021)

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Progress Monitoring:

Measurement Tools

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Measurement Tools

Three types of progress monitoring measures:

Daily behavior rater (DBR) or Daily progress record/report (DPR)
Systematic direct observation (SDO)
Intervention based measure (IBM)

Bruhn et al., 2018

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Daily behavior rater (DBR) or

Daily progress record/report (DPR)

Bruhn et al., 2018

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DBR & DPR Examples

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Goal	Period 1	Period 2	Period 3	Period 4	Period 5	Period 6	Period 7
Be Safe	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Responsible	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Respectful	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
TOTAL

Comments__________________________________________________________

__________________________________________________________

Parent/Guardian Signature ___________________________________

Points Possible ______________

Goal to Meet ________________

Points Received _____________

Goal Met Yes No

Rating Scale:

2 = Great

1 = Sort of

0 = Try Again

Name ____________________

Date ____________________

Daily Progress Report

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Systematic direct observation (SDO)

Bruhn et al., 2018

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SDO Examples

Bruhn et al., 2018

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Student Name___________________ Observer Name__________________

Target Behavior: _________________________________________________________________________________

Examples: _______________________________________________________________________________________

Non-Examples: ___________________________________________________________________________________

Length of Observation:_____________ Length of Intervals: _______________

Interval	Behavior		Interval	Behavior		Interval	Behavior		Interval	Behavior
	Yes	No		Yes	No		Yes	No		Yes	No
1			5			9			13
2			6			10			14
3			7			11			15
4			8			12			16

Total Occurrences of Behavior: ________

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Student Name Clem L. Observer Name Ms. Randall

Target Behavior: Making disruptive noises during whole group instruction.

�Examples: Talking, laughing, or making noises while the teacher is trying to conduct a lesson.

Non-Examples: Clem displays quiet, sustained attention to the whole group lesson. She raises her hand and waits to be called on by her teacher when wanting to participate.

Length of Observation: 10 minutes Length of Intervals: 30 seconds

Interval	Behavior		Interval	Behavior		Interval	Behavior		Interval	Behavior		Interval	Behavior
Interval	Yes	No		Yes	No	Interval	Yes	No	Interval	Yes	No	Interval	Yes	No
1	x		5		x	9		x	13	x		17		x
2		x	6		x	10		x	14		x	18	x
3	x		7	x		11		x	15	x		19	x
4	x		8		x	12	x		16		x	20		x

Total Occurrences of Behavior: 9

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Student Name___________________ Observer Name__________________

Target Behavior: __________________________________________________________________________�

Examples: ________________________________________________________________________________

Non-Examples: ____________________________________________________________________________

Date	Start Time	End Time	Total Time	Frequency (tally marks)	Total Occurrences	Rate (total/time)

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Date	Start Time	End Time	Total Time	Frequency (tally marks)	Total Occurrences	Rate (total/time)
4/1	10 AM	10:30 AM	30 min	\| \| \| \|	4	4/30 = 13.3 %

Student Name Clem L. Observer Name Ms. Randall

Target Behavior: Making disruptive noises during whole group instruction.

�Examples: Talking, laughing, or making noises while the teacher is trying to conduct a lesson.

Non-Examples: Clem displays quiet, sustained attention to the whole group lesson. She raises her hand and waits to be called on by her teacher when wanting to participate.

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Intervention based measure (IBM)

Bruhn et al., 2018

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IBM Non-Academic/SEB Examples

PBISApp.org

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IBM Academic Examples

Time Period

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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Progress monitoring: frequency and duration recommendations

	Tier 2
Duration after which you will make decisions	After no more than 6-8 weeks
Frequency of progress monitoring	Academics: at least bi-monthly Non-academic/SEB: at least weekly

This is general (minimum) guidance!

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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Progress Monitoring:

Team Decisions

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Layers of Teaming

Your Tier 2 Systems Team:

Determines Interventions & Engages in Problem-Solving

The single Tier 2 Intervention team �(w/ Intervention Coordinator and Facilitators)

Current Tier 2 Intervention	Skills Taught, Skills Being R+	Coordinator	When/ Where
IN
ON
OUT

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Goal setting prompt

Goals may be ambitious (e.g., student is on task 80% of the time) or modest (e.g., student is on task 60% of time time).
Some research suggests that aiming for ambitious goals encourages teachers to make more instructional changes and more importantly helps students to greater gains (Fuchs, Fuchs, & Hamlett, 1989b).

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Teaming Progress Monitoring Decision-Making

Current Tier 2 Interventions	Skills Taught & Reinforced	Coordinator	When/ Where
CICO	Skills to demonstrate Tier 1 expectations, improve communication with teachers	Mr. Blue	Daily, CICO mentor room, In-Class,
IN	3 or more unexcused absences and/or 3 ODRs in a quarter and/or receiving D or less across 2 classes in a quarter and/or student self-identifies
ON	On Daily Progress Report (DPR), student is demonstrating 60% or more of the daily skills. Data to be reviewed daily with student and weekly by CICO team.
OUT	Graduate: 4 weeks with 80% DPR average for 1 week across most classes Intensify: 2 weeks with weekly DPR average of less than 60% across 1 or more classes

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Intervention	Skills Taught & Reinforced	Coordinator	When/ Where
CICO	Skills to demonstrate Tier 1 expectations, improve communication with teachers	Mr. Blue	Daily, CICO mentor room, In-Class,
IN	3 or more unexcused absences and/or 3 ODRs in a quarter and/or receiving D or less across 2 classes in a quarter and/or student self-identifies. Teachers also gauge student demonstration of Tier 1 expectations at less than 60%
ON	On Daily Progress Report (DPR), student is demonstrating 70% or more of the daily skills. Data to be reviewed daily with student and weekly by CICO team.
REFINE	On Daily Progress Report (DPR), student is demonstrating 40-69% or more of the daily skills after 2 weeks. Data to be reviewed daily with student and weekly by CICO team.
OUT	Graduate: 4 weeks with 80% DPR average for 1 week across most classes Intensify: 2 weeks with weekly DPR average of less than 40% across 1 or more classes

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Intervention	Skills/Content Taught & Reinforced	Coordinator	When/ Where
Star Math (g. 11)	Mathematics computation, mathematic application, and general mathematics concepts	Ms. Dynamic	Daily, Computer Lab during skinny block
IN	Student scored below the 60th percentile on a local or national norm, or the sample mean on a local or national test fell below the 50th percentile
ON	Using an individualized computer-based goal setting approach, each student’s progress is taken into consideration his/her prior achievement trajectory. If they are meeting their goal between 60%-80% over 3 weeks, they stay in the program.
REFINE	On the individualized computer-based goal, student is demonstrating 40-59% or more of the daily skills after 2 weeks. Data to be reviewed daily with student and weekly by math department team.
OUT	Graduate: 6 weeks with 80% average overall Intensify: 2 weeks with weekly DPR average of less than 40% on ind.computer-based goal

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Method of Identifying Responses (Dexter & Hughes, RTI Network)

Dual discrepancy	Slope of improvement during treatment and performance level at the end of treatment.
Median split	Slope of improvement never meets or exceeds the rank ordered median of the intervention group.
Standard score	Standard scores on a mastery test at the end of a tutoring intervention.
Final benchmark	Criterion-referenced benchmark at the end of the intervention.
Slope discrepancy	Slope of academic performance compared to a normative cut-point referenced by the classroom, school, district, or nation.
Exit groups	Performance on a progress-monitoring tool.

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Where Numbers Can Help Guide: Breakout Room

How are you determining your numeric:

IN criteria?
ON criteria?
REFINE criteria?
OFF criteria?

What are the possible concerns with using qualitative criteria?

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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The Targeted Data Tracking and Graphing Tool

Direct Student Data
Daily Calculations
Daily Performance Graphs
Weekly Performance Graphs
Group Trend Graphs
Weekly Comparison Graphs

Excel Version: 5 & 6 week (YES)

Google Version 5 week (YES) 6 week (Coming)

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Students Tab: You determine the scale and enter the data

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Daily Calc tab: The calculations auto-populate

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Daily Perf tab: Graphs auto-generate, you determine thresholds

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Weekly Perf tab: Graphs auto-generate, you determine thresholds

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Group Trend tab: Graphs auto-generate, you determine thresholds

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Weekly Comparisons tab: Graphs auto-generate

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Progress Monitoring Plan

Select a progress monitoring tool
Determine the frequency and duration of progress monitoring
Gather baseline data
Set a goal
Analyze the data

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Fade: four weeks of data; four or more days a week goal was met at 80% or higher
Alter: Any of these three conditions -
…If three or more consecutive data points are below the goal line after student has reach the goal line infidelity is verified.
…If progress on trend line indicates that student will take more than three weeks before reaching goal line and fidelity is verified.
…If after two weeks, the gap between the goal line and the trend line widens despite implementation with fidelity.
Maintain: Criteria for fading or altering the intervention have not been met.

Intervention A

Wisconsin RtI Center (2020)

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Fade: four weeks of data; four or more days a week goal was met at 80% or higher
Alter: Any of these three conditions -
…If three or more consecutive data points are below the goal line after student has reach the goal line infidelity is verified.
…If progress on trend line indicates that student will take more than three weeks before reaching goal line and fidelity is verified.
…If after two weeks, the gap between the goal line and the trend line widens despite implementation with fidelity.
Maintain: Criteria for fading or altering the intervention have not been met.

Intervention A

Wisconsin RtI Center (2020)

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Points below example

Is the student making adequate progress toward their goal?

�

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Trendline analysis example

Is the student making adequate progress toward their goal?

�

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Having the Big Picture @ Any Given Time

ON - CONTINUE

CONSIDER FADING/GRADUATION

LET’S LOOK AT INTENSIFYING SUPPORTS

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Progress Monitoring:

Integration Reminders

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Widening the Lens

Universal

Targeted

Intensive

MTSS Tiers

ARE NOT

a location…

but

THEY ARE

a continuum of support for the WHOLE CHILD…

and

we name behaviors

VERUS

Labeling Students

Adapted from McIntosh & Goodman, 2016

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Universal

Targeted

Intensive

A Continuum of Support for the WHOLE PERSON

Watching Movies

Camping

TikTok

Parenting

Dusting

Skate boarding

Shopping

Scheduling Goof Off Time

Cooking

Doodling

Hiking

ALL of Megan

Adapted from pbis.org

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A Continuum of Support for the WHOLE PERSON

Adapted from pbis.org

Think of ALL of:

The Students You

are Supporting

_________

Universal

Targeted

Intensive

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Integrated Screening Example

	Likely Need Core Support	Likely Need Strategic Support	Likely Need Intensive Support
ODRs	0-1	2-5	6+
End of Year 3rd Grade DORF	100+	80-99	0-79

EOY Benchmark Decision Rules

T3 behavior

T3 literacy

T3 behavior �T1 literacy

T1 behavior

T3 literacy

Adapted from McIntosh & Goodman (2016 p. 71)

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Type of Need	Example	Intervention Suggestions
Academic only	Student has challenges in understanding math concepts, but there are no related behavioral difficulties	Academic intervention(s) only
Non-Academic/SEB only	Student seeks peer attention with challenging behavior on the playground and during lunch but not related to academic difficulties	Behavioral support(s) only
Non-related academic and non-academic/SEB	Student has academic and non-academic/SEB challenges. Challenges in one area are not linked to challenges in another	Separate academic and non-academic/SEB interventions (either simultaneously or in sequence)
Interrelated academic and non-academic/SEB	Student has difficulty reading grade level material and engages in contextually inappropriate behavior to escape the academic task	Academic intervention with integrated or embedded non-academic/SEB behavioral support strategies

Adapted from McIntosh & Goodman (2016)

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&

Academic Need

Non-Academic/

SEB Need

Accommodations

Differentiation of Instruction

Prioritize placement in small instructional groups based on primary academic instructional need

Adapted from McIntosh & Goodman (2016)

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Type of Need	Possible SEB Accommodations & Differentiation of Instruction
Interrelated academic and SEB Student engages in unwanted behavior due to deficits in academic enabler skills	Teach, practice, and acknowledge behavior expectations, with specific focus on appropriate classroom behavior Teach specific academic enabler skills (e.g., attending, organizations, engagement) Enroll in CICO.

Adapted from McIntosh & Goodman, 2016

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The Balcony View Also Matters

Intervention A

Intervention B

Intervention C

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Tools to Help You See That Balcony View

Tier 2 Tracker - Aggregate Version

Excel format
Google Sheets format
Tutorial PPT

Tier 2 Tracker - Disaggregate Version

Excel format
Google Sheets format
Tutorial PPT

DE-PBS Project Tier 2 Resources webpage

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Progress Monitoring:

The Power of Self-Reflection

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Student Self-Monitoring

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CICO

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Teacher Comments___________________________________________________________________________

Student Comments___________________________________________________________________________

Parent/Guardian Signature ___________________________________

Points Possible ______________

Goal to Meet ________________

Points Received _____________

Goal Met Yes No

Rating Scale:

2 = Great

1 = Sort of

0 = Try Again

Name ____________________

Date ____________________

Daily Progress Report

Goal	Period 1		Period 2		Period 3		Period 4
	Teacher	Student	Teacher	Student	Teacher	Student	Teacher	Student
Be Safe	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Responsible	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Respectful	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
TOTAL

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Teacher Comments: Kirby had a great P1! During P2, Kirby forgot his materials, but he was safe and respectful!

Student Comments: Today was a good day. I will work on hitting my locker up and coming to class prepared for every class - including the ones that require a notebook.

Parent/Guardian Signature ___________________________________

Points Possible - 48

Goal to Meet - 35

Points Received - 36

Goal Met Yes No

Rating Scale:

2 = Great

1 = Sort of

0 = Try Again

Name Kirby C.

Date 4/2/2024

Daily Progress Report

Goal	Period 1		Period 2		Period 3		Period 4
	Teacher	Student	Teacher	Student	Teacher	Student	Teacher	Student
Be Safe	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Responsible	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Be Respectful	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
TOTAL	4	5	3	3	4	5	6	6

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Professional Learning Standards

Today’s content was developed in accordance with the adopted professional learning standards from Leaning Forward.

These standards acknowledge that:

All educators have a responsibility to learn in order to improve student performance, and
The purpose of professional development is for educators to develop the knowledge, skills, �practices, and dispositions they need to help �students perform at higher levels.

Learn more about the Professional Learning Standards here and the Delaware Professional Development Standards guidance here.

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Transformational Processes Standard

Transformational Processes Standard: IMPLEMENTATION

Professional learning results in equitable and excellent outcomes for all students when:

Educators understand and apply research on change management,
Educators engage in feedback processes, and
Educators implement and sustain professional learning.

(Learning Forward, 2023)

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Thank you!

Your feedback is important and we really use it!