Multi-Tiered Systems of Support The MTSS Framework for Brunswick County Schools Board of Education April 16, 2019
What is a Multi-Tiered System of Support? “MTSS refers to structures and procedures that schools offer to help each and every student be successful.” (Brown-Chidsey & Bickford, 2016)
6 Critical Components (Imperative for School Improvement) Leadership Building Capacity/Infrastructure for Implementation Communication and Collaboration Data-Based Problem Solving Three Tiered Instruction/Intervention Model Data-Evaluation
Goal: At least 80% of ALL students will succeed given core support. ● Three tiers describe the level and intensity of the instruction/interventions provided across the curriculum. ● Each layer supports core instruction ● All students have access to all tiers based on needs
Instead of Tiers, Think Layers
Tier/Layer 1 - ALL STUDENTS ● Core Instruction for Academics, Behavior, and Social- Emotional Learning ● Differentiated - Based on Learning Styles and Needs ● Strong Core = 80% or more students are growing ● Universal Screeners used to assess effectiveness Public Health Analogy: Vaccines, good nutrition, and exercise to prevent health conditions, wellness checks (Universal Screeners)
Tier/Layer 2 (15%) ● Supplemental - “Core plus More” ● Diagnostic Screener used to determine deficit ● Separate time on master schedule to provide targeted interventions and enrichments ● For Academics, Behavior, and Social-Emotional Learning ● Progress Monitoring Data Collected and Analyzed Public Health Analogy: Supplemental vitamins, pain reliever at the first sign of a headache, use of an inhaler, wearing glasses at night while driving, wearing a cast for a broken bone
Policy Code: 3405 Students At-Risk of Academic Failure ● The superintendent shall organize resources to implement a MTSS that uses data-driven, problem-solving, and research-based instructional practices for all students. ● School administrators and teachers shall address the needs of students identified as at-risk of academic failure through the supports available in the MTSS and/or other processes established by the superintendent. Adopted: June 1, 2010 Revised: July 9, 2013, September 9, 2014, June 15, 2016, March 8, 2018 (technical change only)
Tier 2...not just for at-risk students...
Tier/Layer 3- (5%) ● Most Intensive Level - “Core plus More plus More”, frequently through EC services ● Often individualized (Ex. Behavior Plan) ● Progress Monitoring Data Collected and Analyzed Public Health Analogy: Taking insulin daily to treat diabetes, open-heart surgery, dialysis
Essential Components of a MTSS NC 1503 - 2.5 (d)(11) ● A system of high-quality core instruction and scientific research-based intervention ● Multiple tiers of instruction that vary in intensity, matched to student need ● A systematic process of problem-solving/data-based decision making ● A comprehensive, balanced assessment system that includes common formative assessments, interim/benchmark assessments, outcome assessments, universal screening, progress monitoring and diagnostic assessments (Academics, Behavior, and Social-Emotional Learning)
Specific Learning Disability Policy Full Implementation-Effective July 1, 2020 ● SLD policy as specified in the NC Policies Governing Services for Children with Disabilities became effective February 5, 2016 for all North Carolina LEAs, charter schools, and State Operated programs, with full implementation by July 1, 2020. ● Determining eligibility for Specific Learning Disabilities will use Responsiveness to Instruction as a component of a comprehensive evaluation ○ Consider within a context of a multi-tiered system of support (MTSS) ○ Evidence-based instruction
Components of Appropriate Instruction ● Differentiated Core Instruction - Instruction, Curriculum, and Environment ● Intervention System - Systematic, Explicit, Targeted ● Team Initiated Problem Solving (TIPS) ● Balanced Assessment System
Other relevant policy codes... ● 3130 Grouping for Instruction ● 4001 Equal Educational Opportunities ● 1730/4022/7231 Nondiscrimination on the Basis of Disability ● 3400 Evaluation of Student Progress
Where are we now? ● Our district is part of State Cohort 4 ○ There are 4 cohorts ● We are currently in Module 3 as a district ○ There are 3 modules ● 13 schools are currently implementing at various stages and support is offered based on need ● Final 6 schools start implementation the Fall of 2019 ● Professional Development has been provided monthly for three year ● District Data Analysis occurs monthly through the District MTSS team ● School MTSS Contact Leads in Place (Job Description)
Additional Information... NC MTSS Livebinder
In Summary, MTSS is…. ● A framework for every student and every employee in BCS ● Focuses on differentiated CORE instruction in academics, behavior, and social-emotional learning before adding layers of support ● Utilizes a systematic problem solving approach to analyze how students are responding to classroom instruction ● About total school improvement ● RTI + PBIS = MTSS ● An important part of our Strategic Plan! ○ Goal 2 Taken from NC DPI PBIS Module I Training Presentation (Revised July 2015)
Personalized Education
References: Batsche, G., Elliott, J., Graden, J. Grimes, J. Kovaleski, J., Prasse, D., Tilly, D. (2005). Response to intervention: Policy considerations and Implementation. Alexandria, VA: National Association of State Directors of Special Education. Brown-Chidsey, R., & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: building academic and behavioral success in schools . New York, NY: The Guildford Press. Fuchs, D., & Fuchs. L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 92-99 MTSS Assessment Guidance. (n.d.). In Assessment in a Multi-Tiered System of Support (pp. 1-15). Retrieved November 6, 2017, from https://www.livebinders.com/media/get/MTQ3NjQxMDk= http://mtss.ncdpi.wikispaces.net MTSS Graphic obtained from http://images.slideplayer.com/36/10659673/slides/slide_9.jpg
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