Multi-Tiered Systems of Support (MTSS) NJCLD Meeting June 15, 2015 Dr. George M. Batsche Professor and Director Institute for School Reform University.

Multi-Tiered Systems of Support (MTSS)

NJCLD Meeting

June 15, 2015

Dr. George M. Batsche

Professor and Director

Institute for School Reform

University of South Florida

Discussion Points Today

• What is MTSS, really?• Why is Tier 1 so important?• What is its relationship between MTSS and

students with disabilities? • Why is integrating Academic, Behavior and

UDL components SO important in an MTSS system of schooling?

• Lesson Study: Integrating Academic, Behavior and UDL Components into Instruction.

• What is on the horizon?

3

“Change is hard because people overestimate the value of what they have and under-estimate the value of what they may gain by giving that up”

Belasco & Stayer, Flight of the Buffalo: Soaring to Excellence, Learning to Let Employees Lead, 1994

What is MTSS, Really?

Response to Intervention

• RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.

(Batsche, et al., 2005)

• Problem-solving is the process that is used to develop effective instruction/interventions.

MTSS• A Multi-Tiered System of Supports (MTSS) is a term used

to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

Critical Components of MTSS

Data Evaluation

Problem Solving Process

Multiple Tiers of Instruction & Intervention

Leadership

Capacity Building

Infrastructure

Communication &

Collaboration

MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

Function of MTSS

What is MTSS? What is MTSS not?

An overall integrated system of service delivery

A special education approach

Effective for all students including those who are at risk for school failure as well as students with disabilities

An eligibility system – a way of reducing the number of students placed into special education

An excellent opportunity to more effectively align IDEA and NCLB principles and practices with standards drive instruction

Not limited to students with learning disabilities

A process designed to maximize student achievement

A way to avoid special education placement

Focused on outcomes A hoop to jump through to ensure special education placement

About student progress About labeling

Levels of Implementation and Analysis

• Student• Classroom• Grade• Subject Area• Building• District

Multi-tier model of service delivery

• Standards Based Instruction

• Assessments to inform instruction

• Enables efficient use of school resources

• Evidence-based programs and practice

• Focus on integration & alignment with core (Academic & Behavior)

• Frequency & intensity of instruct/intervention match to student need

Data Evaluation

Problem Solving Process

Multiple Tiers of Instruction & Intervention

Leadership

Capacity Building

Infrastructure

Communication &

Collaboration

=+

Three Tiered Model of Student SupportsHow would you summarize this graph?

.

100.0%

0.0%0.0%

50.0%

0.0%

50.0%

100.0%

0.0%0.0%

80.0%

20.0%

0.0%

85.4%

10.2%

4.5%

80.0%

0.0%

20.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

07-08 Asian-Islander(1st)

07-08 Black (1st) 07-08 Hispanic (1st) 07-08 Multi-Racial(1st)

07-08 White 07-08 Unreported

Van R. Butler Elementary School 07-08 First Grade

Instructional Level by Ethnicity

Intial Strategic Intensive

100.0%

0.0%0.0%

100.0%

0.0%0.0%

100.0%

0.0%0.0%

100.0%

0.0%0.0%

95.3%

3.6%1.3%

78.6%

14.3%

7.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

07-08 Asian-Islander(2nd)

08-09 Black (2nd) 08-09 Hispanic (2nd) 08-09 Multi-Racial(2nd)

08-09 White (2nd) 08-09 Unreported(14)

Van R. Butler Elementary School 08-09 Second Grade

Instructional Level by Ethnicity

Intial Strategic Intensive

Tier 1GOAL: 100% of students pass

benchmark assessments

Tier 1 effective if approx. 80% are meeting benchmark assessments with only access to Core.

Tier 2For approx. 20% of

students

Tier 1 Core

+ Supplemental

…to pass benchmark assessments.

Tier 2 Effective if approx. 70-80% of students in group improve performance (i.e., gap is closing)

Tier 3For Approx 5% of

Students

Tier 1 Core

+Supplemental

+Intensive Individual

Instruction

…to pass benchmark assessments.

Tier 3 Effective if there is progress (i.e., gap closing).

Problem Solving Process

Did It Work?Response to

Intervention (RtI)

Problem AnalysisWHY are they not doing

it?Identify Variables that

Contribute to the Lack of Desired Outcomes

Identify the GoalWhat Do We Want Students to Know,

Understand and Be Able to Do? (KUD) CCSS

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Family and Community Engagement

Why is Tier 1 So Important?

MTSS• A method to deliver educational services to

students, based on their needs, with the appropriate intensity to accelerate performance

• A method to allocate resources in such a say as to ensure return on investment (ROI) (students receive appropriate resources to be successful)

• A method to budget accurately.

A High Tide Floats All Boats

• Students receiving special education services did best in schools where all children performed well. (Heller, Holtzman and Messick, 1982)

• Recently, we looked at the same issue in Florida and the data were the same as in 1982!

Student Performance and Resource Allocation

• If students are not successful in Tier 1 (Core Instruction), then additional supports (Tier 2, 3, SDI) are needed.

• In most schools, 80% of the resources (staff, space, busing, materials, etc) are allocated to Tier 1 (Core)

District Example

Student Performance and Resource Allocation

• If only 40% of students in Tier 1 are proficient and 80% of the resources exist in Tier 1

Then…..• 20% of the resources are expected to

“fix” 60% of the students.• This will not work no matter how

effective supplemental, intensive and SDI might be.

So…….

• We must work to ensure that Tier 1 (Core instruction) is appropriate and effective in order to best support the success of students with disabilities.

• Unless we do, students with disabilities will never succeed in an environment that places ALL students at risk for success.

That is why the following appeared in IDEIA 2004/2006

• (5) SPECIAL RULE FOR ELIBIGILITY DETERMINATION- In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is—

(A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the ESEA of 1965);(B) lack of appropriate instruction in math; or(C) limited English proficiency.

A High Tide Floats All Boats

• As advocates for students with disabilities, we must be as concerned about the quality of Tier 1 instruction and outcomes as the quality of special education instruction.

• Most students with disabilities spend more time in Tier 1 than in any other level of instruction and support.

Data Used for Evaluation

Which Line Represents the Greatest Growth?

Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)0

10

20

30

40

50

60

70

Discovery Education Assessment Results: Math

Mikenzi

Class Average

Grade Average

Per

cent

Cor

rect

Which Line Grew the Most?How Do You Interpret Drop?

12-F

eb-1

4

19-F

eb-1

4

26-F

eb-1

4

5-M

ar-1

4

12-M

ar-1

4

19-M

ar-1

4

26-M

ar-1

4

2-Apr

-14

9-Apr

-14

16-A

pr-1

4

23-A

pr-1

4

30-A

pr-1

40

10

20

30

40

50

60

70

80

90

100

On-task Classroom Behavior

Mikenzi

Trend Line

Peers

Goal Line

Aim Line

% o

f T

ime

On

-tas

k (2

0 m

in.)

Baseline

What is the relationship between MTSS and students

with disabiltities?

What is the difference between a student who is significantly “behind” and one with a

SLD?

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Intensity vs. Severity

Intensity is measured by how far behind a student is academically or how different the behavior is from peers or norms.

Severity is degree to which the student does or does not respond to evidence-based and well delivered intervention.

A student could have an intense problem, but catch up quickly. Not Severe

A student could have an intense problem, but NOT respond to well delivered interventions. Severe

Decision Matrix

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Intensity vs. Severity

An INTENSE problem is not necessarily a severe problem.

Students with disabilities exhibit BOTH intensity AND severity

The Relationship Between Severity, Intensity of Instruction and Eligibility for

SLD

Severity

• IF severity is defined as the degree to which students do or do not respond to increasingly intensified instruction

• THEN we must have a common language/common understanding of what is meant by intensified instruction and how we deliver intensified instruction

MTSS provides a systematic way to intensify instruction.

Intensifying Instruction

• Time– More time, more practice and rehearsal, more opportunity

for feedback

• Focus– Narrowing the range of instruction

• Reading: 5 Big Ideas, SOME of the 5 Big Ideas

• Type– More explicit, more frequent, errorless

Type of Instruction Needed:Specially Designed or Intensified?

Intensive vs Specially Designed• Intensive instruction:

– Most time we can provide– Narrowest focus– Designed to overcome barriers (e.g., loss of

opportunity, lack of sufficient instructional time, background, language) that are not the result of a disability

• Specially Designed Instruction– Designed to reduce or eliminate the barriers

related to a disability

Characteristics of Specially Designed Instruction

• Focus is to reduce or eliminate the impact of a disability on academic and/or behavioral progress

• Designed specifically for an individual student following individual problem-solving

• Could be implemented in Tiers 1, 2 and/or 3• Examples include: text to speech, unique

teaching strategies to teach a skill or alternatives to a skill, feedback protocols

45

MTSS & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports.

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports.

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports.

General academic and behavior instruction and support provided to all students in all settings.

Revised 12/7/09

Integrating Academic, Behavior and Universal

Design Components in a MTSS

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Integrated MTSS

Parallel SystemIntegrated System

“MTSS”

Academic Behavior

Cycle of Academic and Behavioral Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with grade

level academic task

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…

Academic problems lead to behavior problems?

or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

48

Highly Effective Practices:Research

• High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)

• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

49

School-wide Behavior & Reading Support

The integration/combination of the two:•are critical for school success•utilize the three tiered prevention model•incorporate a team approach at school level, grade level, and individual level•share the critical feature of data-based decision making•produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

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What Elements MUST Be Present to Have and Integrated MTSS Model?

• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)

• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)

• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)

• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

Student AchievementStudent Performance

• Academic Skills– Goal setting tied to state/district standards– Common Core State Standards– Developmental Standards

• Academic Behaviors-Student Engagement– Behaviors associated with successful completion of the academic

skills– On-task, listening, following-directions, ignoring distractions, self-

monitoring, goal setting, content of private speech– Productivity

• Inter-/Intra-Personal Behaviors– Behaviors that support social skills– Social/emotional development

Which Line Represents the Greatest Growth?

Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)0

10

20

30

40

50

60

70

Discovery Education Assessment Results: Math

Mikenzi

Class Average

Grade Average

Per

cent

Cor

rect

Which Line Grew the Most?How Do You Interpret Drop?

12-F

eb-1

4

19-F

eb-1

4

26-F

eb-1

4

5-M

ar-1

4

12-M

ar-1

4

19-M

ar-1

4

26-M

ar-1

4

2-Apr

-14

9-Apr

-14

16-A

pr-1

4

23-A

pr-1

4

30-A

pr-1

40

10

20

30

40

50

60

70

80

90

100

On-task Classroom Behavior

Mikenzi

Trend Line

Peers

Goal Line

Aim Line

% o

f T

ime

On

-tas

k (2

0 m

in.)

Baseline

Lesson Study

The strength of MTSS to “differentiate and intensify” instruction will turn into a weakness unless we can

integrate our instruction with Tier 1.

How do we do that?Lesson Study!!

A High Tide Floats All Boats

Lesson Study

• Method to integrate academic and behavior instruction/intervention into a single system

• Integrate learning goals, instructional strategies, student engagement factors and performance criteria

• Identify problem behaviors that would interfere with learning and address those behaviors

Good Teaching is a Product of Good Planning

Athletic Games are Won and Lost on the Practice Field

Characteristics of Effective Planning-Tier 1

• All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services– Question: at YOUR grade level lesson

planning meetings, do ALL providers of instruction attend or just the general education teachers?

Lesson StudyTiers 2/3/SDI

Characteristics of Effective Planning-Tiers 2/3/SDI

• Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting

• Instructional strategies, engagement behaviors, behavior supports, instructional materials that support student success in Tier 1 are identified.

Characteristics of Effective Planning-Tier 2/3/SDI

• If the student is receiving instruction at multiple tiers (2/3), the providers can parcel out their instructional goals and strategies

• Aligning instruction across tiers to the common lesson goal(s) provides the student(s) with additional exposure and integrated practice

• Using teaching strategies aligned with Tier 1 tasks and standards is critical

Characteristics of Effective Planning-Tier 2/3/SDI

• Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis

• This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1

Characteristics of Effective Planning-Tier 2/3/SDI

• Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1

• The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1

In Need of Attention….

Emerging Directions• Early warning systems for students with

disabilities.• Universal Design for Learning principles

to increase the effectiveness of transition plans

• Increased use of technology to engage students more fully

• Teaching students problem-solving skills to increase their capacity to become “expert learners.”

In Need of Attention• COEs embracing MTSS at the pre-service

level and integrating academic, behavior and UDL components in the planning and delivery of instruction/interventions across core, supplemental/intensive and SDI

• Improved use of problem-solving to guide instructional decision making

• More explicit inclusion of parents/care givers and students in the planning, delivery and evaluation of instructional services