1. UCP of Central Florida
From RtI to MTSS
2013-2014

2. Welcome & Introductions
Presenters
 Audience
 Parking Lot
 Materials and Supplies


3. Routines
Learning Goal
 Rating Scale/Self Assessment
 Celebration of Success


4. Expectations
Respectful Listening
 Be engaged/Multi tasking
 Ipad/Cell phones


5. Agenda
Define Response to Intervention
 RtI to Mulit Tiered System of Supports
(MTSS) Rationale
 Define MTSS
 Discuss 3 Big Ideas of MTSS

◦ Multi tiered service delivery model
◦ Data based decision making
◦ Problem solving process

6. Learning Goal

Participants will be able to describe
RtI and MTSS and name the 3 big
ideas of MTSS
 Response to Intervention
 Multi-Tiered System of Supports

7. How will we learn this?

Describing RtI and MTSS and anming
the 3 big ideas of MTSS through
discussions, examples, and activities.

8. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4

9. RtI Myths or Truths
A statement will appear on the screen.
 Participants will hold up their response
cards identify if they think the
statements are Myths (M) or Truths (T)


10. Let’s Play….

11. Myth or Truth
The outcome and intent of RtI is to
identify students with a disability.

12. Myth or Truth

Tier 3 = Special Education

13. Myth or Truth

The primary focus of RtI is to reduce
the number of students receiving
Exceptional Student Education (ESE)

14. Myth or Truth

The sole function of RtI is pre-referral.

15. Myth or Truth

Comprehensive evaluations do not
change with RtI, so districts should
continue to do traditional
assessments.

16. Myth or Truth

The research base for RtI is limited to
reading.

17. Myth or Truth

No current RtI research including
student outcome data are available.

18. Myth or Truth

There are only 3 tiers in an RtI model.

19. Myth or Truth

Tier 2 requires 6-8 weeks of
intervention.

20. Myth or Truth

Tweaking what we’re doing is
essentially all that’s needed in an RtI
model.

21. Uncovering the Truths: Jigsaw
Each group assigned a section of the
NASDE Myths and Truths document.
 All group members read assigned
section, identify at least one key point
(truth) and bullet their responses on
an index card.
 Groups choose a “recorder” to list all
truths (bullet form) on chart paper and
s designated “spokesperson” to share
with whole group.


22. Review time…

Technical Definition of RtI

23. What is RtI?

A practice of providing high quality
instruction and interventions matched
to student need, monitoring progress
frequently to make decisions about
changes in instruction or goals and
applying child response data to
important educational decisions.
 NASDSE, 2006
 National Association of State Directors of Special
Education

24. Quick Write…

Define RtI in your own words....

25. “RtI is not a special ed initiative;
RtI is not a general ed initiative;
RtI is EVERY ED initiative.”
~Judy Elliot

26. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4

27. RtI has now
become
MTSS!!!!

28. Multi-Tiered System of Supports
(MTSS)
Evidence based model of schooling
that uses data based problem solving.
 Integrated instruction and intervention
delivered to students in varying
intenstities (multiple tiers) based on
need.
 “Need-driven” decision making
focused on the success of ALL
students.


29. Why FL, Why Now????
The shift from RtI to MTSS…
Research based initiatives/efforts were
merged to form MTSS:
-A preventative, integrated data based
planning and problem solving system.

30. The Shift Cont.
MTSS reinforces a SYSTEM vs a
process that can sometimes be
confused with RtI
 MTSS provides a structure/continuum
of supports for all students, while RtI is
often thought of in terms of “he’s going
through RtI” or “she’s in RtI”


31. Importance of Language…
In order to be clear and align ourselves
with the state…
MTSS will be the term used going
forward!

32. Core Principals of MTSS








We can effectively teach ALL children.
Intervene early
Use a multi tier model of service delivery
Use a problem solving model to make decisions
within a mult tier model.
Use scientific research based validated
intervention and instruction to the extent
available.
Monitor student progress to inform instruction.
Use data to make decisions. **A data based
decision regarding student response to
intervention is central to RtI practices.
Use assessment for screening, diagnostic, and
progress monitoring.

33. Quick Write

Define MTSS in your own words…

34. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4

35. 
10 Minute Break

36. Focus of the Day
1. Multi Tiered Model of Service
Delivery
 2. Data-Based Decision Making
 3. Problem Solving Process


37. Big Idea #1

Multi Tiered Model of Service Delivery
◦ What does this mean to us as educators?
◦ What does it look like in our schools?

38. Multi Tiered System of
Supports

39. Tier 1 Characterized
Effective interventions must be built on
solid foundations of high quality core
instruction
 School and district resources should be
directed first and foremost to improve
Tier 1 core instruction
 Approximately 80% of students achieve
proficiency
 Screening utilized with all students 3
times a year
 We CANNOT intervene our way out of
core instructional problem(s)


40. Tier 1: Dig a Little Deeper…



What is your current core program(s)?
Do you know if it is validated by
scientifically-based research?
Thoughts to consider:
◦ How would you determine it’s scientifically
based?
◦ What does the research tell you about it’s
effectiveness?
◦ What kind of demographics or sample
population was included in the research?
◦ How does the sample population align with
your school population?

41. Tier 2 Characterized
For appx 20% of students
 Core + Supplemental
 Increasingly intensified services:

◦
◦
◦
◦
More time to practice
Focused/narrow skills or content
Direct instruction of content
Increase frequency of progress
monitoring (monthly or bi-weekly)
 **provided as soon as a student is identified as
“at risk” through benchmark/screening
assessments

42. Tier 3 Characterized
For appx 5% of students
 Core + Supplemental + Intensive
Individual Instruction
 More frequent progress monitoring
(weekly)
 Intensity Increases in:

◦
◦
◦
◦
Group Size (2 or 3 students or 1:1)
Time/duration
Frequency (days per week)
More individual explicit instruction, targeted
at appropriate level

43. Collaborative Learning Activity

Stand up, Partner Up, Share

Describe a type of support at your
school and where it would fit within
Multi Tiered Systems of Supports

44. Big Idea #2
Data Based Decision Making (DBDM)
 An objective approach for using
assessment data for the purpose of
making educationally relevant
instructional decisions.
 Promotes good instructional matching
 Increases our likelihood of intervention
success

45. DBDM cont.
Decide what is important for student to
know
 Teach what is important for students to
know
 Keep track of how students are doing
 Make changes according to the results
you collect


46. Decision Making Rubric
Are over 20% of
students
struggling?
Are between 5%
and 20% of
students
struggling?
Are 5% or fewer
students
struggling?
Skill needs will be
most efficiently
addressed during
Core/Content
Area Instruction;
examine delivery,
curriculum, &
environment for
needed
adaptations.
Develop small
group
intervention
Design
Individualized
Intervention

47. Popcorn Out

Identify one thing that Data Based
Decision Making helps us to do.

48. Big Idea #3

Problem Solving Process
What is it
and
how is it useful?

49. Problem Solving Process
Step 1:
What is the
problem?
Step 4:
Is it
working?
PSP
Step 3:
What are
we going to
do about it?
Step 2:
Why is it
occuring?

50. Assessment Answers
Questions!
Typical Questions
Assessments
Purpose
Screening
“First Alert”
Diagnostics
“In depth review”
Who needs extra
support?
How should groups be
formed? Which skills
need to be
emphasized?
Progress Monitoring
“Growth Charts”
Have we
accomplished our
goals for a student? A
class? A district?
What are the things to
Outcome
“Reaching our Goals”
Who is at risk?
Who needs close
monitoring?
What are a student’s
strengths &
weaknesses?

51. Assessment

What does it look like at my school?
◦ Create four door foldabel with your team
(table partners).
◦ Identify what assessment(s) are available
across the four types.
◦ Each team will review their foldable with
the whole group.

52. Why is Progress Monitoring the
KEY?
Improve student outcomes
 Enhance motivation
 Visual comparison of performance
 Timely decisions about instruction
 Determine intervention success


53. RALLY TIME

Name the 3 Big Ideas of MTSS

54. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4

55. Questions & Feedback