Transcript MTSS Overview for LEP Coordinators.2014.10.3

Multi-Tiered System of Support (MTSS):
Overview
Objectives
Become familiar with:
Common language of MTSS
Tier I, II, III
2
Responsiveness to Instruction
PBIS
RtI
RtI/PBIS/MTSS
Positive Behavior Intervention and
Support
Multi-Tiered System of Support
(MTSS)
NC MTSS Definition
NC MTSS is a multi-tiered framework which
promotes school improvement through engaging,
research-based academic and behavioral practices.
NC MTSS employs a systems approach using datadriven problem-solving to maximize growth for all.
NCDPI MTSS Vision
Every NC Pre K-12 public education system
implements and sustains all components of a MultiTiered System of Support to ensure college and
career readiness for all students.
NCDPI MTSS Mission
NCDPI will prepare and support LEAs to implement a
Multi-Tiered System of Support for total school
improvement by providing professional development,
coaching and technical assistance, research and
evaluation, and communication and visibility that results
in college and career readiness for all students.
NCDPI believes that MTSS is the most effective and
efficient approach to improving school outcomes and
student performance thereby ensuring equitable access
to a sound basic education.
Critical Components of MTSS
1. Leadership and Shared Responsibility
2. Problem-Solving/Data Driven Decision Making
3. Assessment
4. Curriculum and Instruction
5. Sustainability and Integration
6. Family and Community Collaboration
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Shift in Focus
Process for some
students
Framework for total
school improvement
Tier I: Core
Who: All students are in Tier I (Core)
What: Evidence-based programs and practices demonstrated to produce
good academic and behavior outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting academic and
behavior benchmarks in Core alone.
What about subgroups?
Slide adapted from G. Batsche
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Tier I – Core
• Includes all students
• Focus on all students across a grade and
response to core
• Monitor response (of all students) to
instructional changes
Analyzing Foundational Core
Analyzing Foundational Core
• Are at least 80% of your students proficient in
each subgroup with foundational core alone?
• What is working? Why? How do you know?
• What’s not working? Why? How do you know?
• Do teachers have needed skills & content
knowledge?
Tier II: Supplemental Instruction
Who: Students needing supplemental support in addition to Core instruction
(approx. 20% of students)
What: Evidence-based programs and practices demonstrated to improve
academic and behavior performance in Core
Effectiveness: If at least 70-80% of students improve academic and behavior
performance
(toward Core standards)
Slide adapted from G. Batsche
Tier II –
Supplemental + Core
• Instruction is connected to core content
• Supplemental instruction does not supplant
core
• Analysis of effectiveness of Tier II instruction
for all students (towards Core Standards)
Tier III: Intensive Instruction
Who: Students needing Intensive support in addition to Supplemental and
Core instruction
(approx. 5% of students)
What: Evidence-based programs and practices demonstrated to improve
academic and behavior performance
Effectiveness: Academic and behavior progress toward performance in Core
Slide adapted from G. Batsche
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Tier III – Intensive + Supplemental
+ Core
• Instruction is most intensive in the building
• Increase intensity and frequency (time,
duration, or digging deeper in specific skill)
• Analysis of effectiveness of Tier III instruction
for all students (towards Core Standards)
Tier II –
Supplemental + Foundational Core
• Instruction is connected to core content
• Supplemental instruction does not supplant
core
• Documentation is on same form for individual
student
• Analysis of effectiveness of Tier II instruction
for all students (towards Core Standards)
Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
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State Support
• Professional Development
• Coaching
• Evaluation Tools
• Communication
Statewide Support
Amy Jablonski,
[email protected]
MTSS Statewide Consultant
Angie Cloninger
Beth Kolb
[email protected]
MTSS Consultant, Region 1 & 2
[email protected]
MTSS Consultant, Region 4 & 6
Amy Miller
Lynn Bailey
[email protected]
MTSS Consultant, Region 3 & 5
[email protected]
MTSS Consultant, Region 7 & 8