Multi-Tiered Systems of

Support (MTSS)
 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?
 “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

3
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
Multiple Tiers Problem
of Instruction Solving
& Intervention Process

Data
Leadership
Evaluation

Capacity Communicati
Building on &
Infrastructure 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?
An overall integrated system of service A special education approach
delivery
Effective for all students including
those who are at risk for school failure
as well as students with disabilities
An excellent opportunity to more
effectively align IDEA and NCLB
principles and practices with standards
drive instruction
A process designed to maximize
student achievement
Focused on outcomes
About student progress
What is MTSS not?
An eligibility system – a way of
reducing the number of students
placed into special education
Not limited to students with learning
disabilities
A way to avoid special education
placement
A hoop to jump through to ensure
special education placement
About labeling
 Levels of Implementation
and Analysis
• Student
• Classroom
• Grade
• Subject Area
• Building
• District
 Multiple
Multiple Tiers Problem

Multi-tier model of
Tiers Problem
of Instruction
of Instruction &
& Solving
Solving
Intervention
Intervention Process
Process

service delivery Leadersh Data

Data
ip Evaluation
Evaluation

Capacity
Capacity Communicatio
Communicatio
Building
Building n
n&&
Infrastructure
Infrastructure Collaboration
Collaboration

• 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
 Tier
Tier312
Tier
For
GOAL:
Forapprox.
100%
Approx 20%
5% of of
of
students
students
Students pass
benchmark
Tier
Tier11Core
assessments
Core

+
Tier 1 effective if approx.
80% are meeting
Supplemental
Supplemental
benchmark assessments

+
with only access to Core.
…to pass benchmark
Intensive Individual
assessments.
Instruction
Tier 2 Effective if approx. 70-
80% of students in group
…to pass benchmark
improve performance
assessments.
(i.e., gap is closing)

Tier 3 Effective if there is

progress (i.e., gap closing).
 Problem Solving Process
Identify
Identify the
the Goal
Goal
What
What Do
Do We
We Want
Want Students
Students to
to Know,
Know,
Understand
Understand and
and Be
Be Able
Able to
to Do?
Do?

Did
Did ItIt Work?
Work? Problem
Problem Analysis
Analysis
Response
Response to to WHY
WHY are
are they
they notnot doing
doing
Intervention
Intervention (RtI)
(RtI) it?
it?
Identify
Identify Variables
Variables thatthat
Contribute
Contribute to
to the
the Lack
Lack of
of
Desired
Desired Outcomes
Outcomes

Implement
Implement Plan
Plan
Implement
Implement As
As Intended
Intended
Progress
Progress Monitor
Monitor
Modify
Modify as
as Necessary
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)
 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.
 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.
 What is the relationship
between MTSS and students
with disabilitities?
 What is the difference between a student
who is significantly “behind” and one with a
SLD?
 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

24
Decision Matrix
 Intensity vs. Severity

An INTENSE problem is not necessarily a

severe problem.

Students with disabilities exhibit BOTH

intensity AND severity

26
 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
 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
37
 Integrating Academic,
Behavior and Universal
Design Components in a
MTSS
 Integrated MTSS
Integrated System
Parallel System “MTSS”

Academic Behavior

39
 Cycle of Academic and Behavioral
Failure: Aggressive Response
(McIntosh, 2008)

Teacher presents
student with grade
So, which is it…
level academic task

Academic problems lead to behavior

Not sure…
problems?
Student’s academic Student engages
Probably
skills do not improve a combination
or of bothin problem
behavior
Behavior problems lead to academic
problems?
Student escapes Teacher removes
academic task academic task or
removes student
40
 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
41
behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown,
2010)
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)
42
 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 Achievement
Student 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?
Discovery Education Assessment Results: Math
70

60

50

Mikenzi
Percent Correct

40
Class Average
Grade Average
30

20

10

0
Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)
 Which Line Grew the Most?
How Do You Interpret Drop?
On-task Classroom Behavior
100
Baseline
90

80

70
% of Time On-task (20 min.)

60 Mikenzi
Trend Line
50
Peers
40 Goal Line
Aim Line
30

20

10

0
4 4 4 4 4 4 4 4 4 4 4
b-1 b-1 r-1 r-1 r-1 r-1 r-1 r-1 r-1 r-1 r-1
e e a a a a p p p p p
2-F 6-F 5-M 2-M 9-M 6-M 2-A 9-A 6-A 3-A 0-A
1 2 1 1 2 1 2 3
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 Study
Tiers 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