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Multi-Tiered Systems of Support (MTSS)

Parent Presentation October 2020

Park Ridge-Niles School District 64

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Dr. Lori Lopez - Assistant Superintendent of Student Learning
Ms. Angela Phillips - Assistant Director of Student Services
Ms. Aubrey Hulsebosch - School Psychologist
Dr. Kevin Dwyer - Principal of Roosevelt School
Ms. Alyssa Zommick - Special Education Coordinator at Roosevelt
Ms. Sarah Kwak - Resource Teacher at Franklin School
Dr. Lea Anne Frost - Director of Student Services

Presenters:

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01: An Introduction to MTSS

04: The Role of Parents in the MTSS Process

02: Problem Solving Method of Decision-Making

05: MTSS and Special Education

03: Using Data to Inform Instruction

Questions

Multi-Tiered Systems of Support (MTSS) Parent Presentation

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An Introduction to MTSS

01

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An intervention or strategy with specific instruction that is matched and used to help with a student need

A process designed to help schools focus on and provide high-quality instruction through research-based or evidence-based interventions and strategies to students who may be struggling academically, behaviorally or socially

What is Multi-Tiered Systems of Support

Student progress is monitored often to check the effectiveness of the interventions and is used to shape instruction and make educational decisions

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1

A Tiered Model of School Supports

Using a problem solving method of decision-making at each Tier

Analyzing data to inform the instruction and intervention at each Tier

2

3

01

What is Multi-Tiered Systems of Support

MTSS Has 3 Important Parts:

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01

TIER 1

TIER 2

TIER 3

Core Instruction and Supports

Targeted Supplemental Instruction and Intervention

Intensive Individualized Instruction and Intervention

What is Multi-Tiered Systems of Support

There are 3 TIERS

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01

What is Multi-Tiered Systems of Support

TIER 1 / Universal Interventions

80-90% of all students in all settings; preventative practice, differentiated instruction, foundational curriculum with a general education teacher

1

TIER 2 / Secondary Interventions

5-15% of students, some students (at risk); high efficiency, rapid response, small group intervention, some individualizing, in addition to core curriculum; service delivered through interventionist or student service provider in collaboration with general education teacher

2

TIER 3 / Tertiary İnterventions

1-5% of students, individual students; assessment-based, high intensity, in addition to core curriculum; service delivered through interventionist or student service provider in collaboration with general education teacher

3

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01

What is Multi-Tiered Systems of Support

Classroom assessments
Common assessments

Universal Screeners
Standardized Assessments

Balanced Assessment Portfolio

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Problem Solving Method of Decision-Making

02

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02

STEP

2

STEP

4

STEP

3

STEP

1

Identify the Problem: Determine the gap or difference, may be defined using school-wide, small group, or individual student data

Monitor Student Progress: Collect and use school-wide, small group, and individual student data to determine if the plan is working or if changes are needed

Analyze the Problem: Use information collected from a variety of sources to determine why academic, behavior or social concerns may be occurring

Develop and Implement a Plan: Set a goal, select instruction, monitor progress, carry out plan and monitor for fidelity

Steps of Problem Solving

Problem Solving

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02

TIER 1

2005

Universal Screening data is used to determine if core curriculum is effective
Grade level teams analyze data to determine how many students are meeting benchmarks and grade level standards
If the majority of students are not meeting, changes and/or improvements in core curriculum and instruction occur immediately
Universal Screening data is used to make instructional changes to better meet student skill needs

Universal data is used to identify students who may need more support or differentiated instruction
Student receives Tier 1 intervention or strategy minimally for 6-8 weeks

Problem Solving

Problem Solving for All Students

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02

TIER 2

A data review team uses Universal Screening data to identify groups of students who have some risk of not meeting grade level standards and those who have common needs
Identify research or evidence-based interventions or strategies that are proven to effectively address the specific skill need(s) of the small group

Universal data is used to identify students who may need small group support
Student receives Tier 2 intervention or strategies minimally for 12-16 weeks

Problem Solving

2005

Problem Solving for All Students

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02

TIER 3

Individual Problem-Solving Team (IPST) monitors data to determine large gaps in skills for small groups of students and/or individual students to have intense skill needs
Create plans utilizing research or evidence-based interventions and strategies can be provided to address the needs of small groups of students
Some students may have specific skill needs that require individualization

Individualized Problem-Solving Team (IPST) uses data is used to identify students who need intense intervention
Student receives Tier 3 intervention or strategy minimally for 6-8 weeks

Problem Solving

2005

Problem Solving for All Students

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Using Data to Inform Instruction

03

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TIER 1

Data is collected as often as 3 times a year, screening and benchmarking, compare to grade level benchmarks, determine if core is effective, also monitor behavioral and social skills

TIER 2

Data collected monthly to determine extra instruction, interventions and/or strategies that are making a difference & determine whether a change is needed

TIER 3

Data is collected at least weekly so decisions and changes can be responsive to individual student need

03

Using Data to Inform Instruction

LL

In the MTSS model, tools used for universal screening are in line with the district’s instructional materials and practices. Progress monitoring tools, however, may vary across tiers. Additionally, all of the screening and progress monitoring tools are research or evidence-based.

At Tier 1, data is typically collected three times per year through universal screening. There are established expectations for student performance at each grade level. Student performance is compared to these expectations to determine if the core curriculum is effective and if students are growing.

At Tier 2, another layer of instruction is added to support student growth, Data is typically collected monthly to determine the impact of this instruction and to determine where this instruction needs to be adapted.

At Tier 3, students are progress-monitored weekly to determine the impact if these more intensive interventions.

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03

Universal Screenings

Is the student making enough progress?

Can the student continue to make progress?

Is the student making progress?

Is the current plan filling the gaps?

The information collected through Universal Screening and Progress Monitoring is used to help the team answer the following questions about the student’s skills:

Using Data to Inform Instruction

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The Role of Parents in the MTSS Process

04

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04

3

1

2

TIER 1

Grade level team and/or teacher has concern regarding Universal Screening (academic, behaviorally, or socially)
Teacher shares concern with parent
Teacher differentiates instruction

TIER 2

Student data is reviewed by Data Review Team
Small group plan is created with Interventionist and, based on need, consultation with student service provider
Parents are communicated with regarding the plan by the Interventionist
Parents receive progress monitoring reports from Interventionist and teacher

TIER 3

A meeting is schedule with the Individualized Problem-Solving Team and parent
More individualized intensive plan is created
Parents receive progress monitoring reports from Interventionist and teacher

The Role of Parents

SK

Within the Tier 1 process, your child’s teacher will share information obtained from Universal Screeners within the areas of academics, behavior, or social skills. Your child’s teacher will share any concerns with you, as well as how they are differentiating instruction.

Within the Tier 2 process, your child’s data will be reviewed by the Data Review team. This data will help the Data Review team create small group plans with the Interventionist and/or Student Service providers. This plan will be communicated to you by the building’s Interventionist. You will receive progress monitoring reports from your child’s Interventionist or teacher.

Within the Tier 3 process, you will be involved in a meeting with the Individualized Problem-Solving team to create an individualized and intensive plan. You will receive progress monitoring reports from your child’s Interventionist or teacher.

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Suggestions to Consider

Communicate regularly with your child’s teacher

When possible, use the same strategies or interventions at home

Ask what interventions, matched to your child’s needs, are being used to address academic, behavioral, or social concerns

Ask the school to provide you with regular progress monitoring reports

If your child is in TIER 3, attend the Individualized problem-solving team meeting

Always ask questions when things are not clear!

Praise your child for any progress or general improvement in the area(s) of concern

Ask the school about the formal guidelines they are using for progress monitoring

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MTSS and Special Education

05

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05

01

TEAM QUESTION:

Is the data showing that the student has a significant skill deficit and is making insufficient progress, even when provided with intense, research or evidence-based interventions or strategies?

02

TEAM QUESTION:

Does the student need to receive ongoing, additional, and substantial specialized supports and services in order to participate and make progress in the general education curriculum?

MTSS and Special Education

TWO CONSIDERATIONS

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05

To Determine Special Education Eligibility:

Existing data collected during MTSS will be used
School team along with parents will determine if the data is sufficient
The need for additional data will be determined
Parent consent for evaluation is required
During this process, the student will continue to receive interventions

MTSS and Special Education

LF

At the domain meeting, we will consider data that we have, data that we need, and who will collect that data. The completion of a domain document coupled with written consent from the parent will initiate an initial evaluation for special education eligibility. The school evaluation team will have 60 school days by which to complete the evaluation, schedule a meeting with the parents to review the results, determine special education eligibility and, if needed, develop an individualized education plan or IEP. If the student is not eligible for special education, the team may discuss eligibility under 504 and/or continuation of intervention services.

Just to review, eligibility for a 504 involves

The student has a physical or mental condition (i.e., any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory, cardiovascular, reproductive, digestive, genito-urinary, hemic, lymphatic, skin, and endocrine or any mental or psychological disorder such as intellectual disability, organic brain syndrome, emotional or mental illness, or specific learning disability) that substantially limits one or more of the student’s major life activities (i.e., caring for one’s self, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, breathing, learning and working) or major bodily functions (i.e., functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions); has a record of such an impairment; or is regarded as having such an impairment; and; b. Because of the identified disabling condition, the student is in need of accommodations/adaptations and/or related services. If a student meets the criteria for a 504, a plan will be developed and implemented.

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ADDITIONAL RESOURCES:

Illinois MTSS Network

Midwest PBIS Network

MTSS and the use of Fastbridge Assessments

Part 226.130 of the Illinois Administrative Code

Every Student Succeeds Act

Office of Special Education Programs

D64 Parent Guidance Document

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THANK YOU