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Curriculum and Instruction » Multi-Tier System of Support (MTSS)

Multi-Tier System of Support (MTSS)

Westwood Heights School District

 

 

 

Multi-Tier System of Support

(MTSS) 

 

“Empowering all students to learn through systematic school-wide support”

 

Experience has demonstrated that in order to increase achievement, successful systems plan their improvement efforts collaboratively. Developing one common plan for improvement streamlines the school and district’s efforts and resources, and maximizes improvement for all learners. The Michigan Continuous School Improvement Process serves as a comprehensive process to organize the work through data analysis, goal setting, planning, implementing, monitoring, and evaluating. By strategically embedding an MTSS framework into the district and school improvement plan, a school system sets itself up for continuity and alignment in the implementation of a research-based system of MTSS. When working together, the Michigan Continuous School Improvement Process and the MTSS framework enhance and strengthen each other for the benefit of all learners.

 

 

What is 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.

 

The MTSS model provides the following:

 

  • High-quality instruction and intervention that is matched to the student’s individual needs.
  • Frequent assessment through progress monitoring to make decisions about change in instructional strategies and goals.
  • Educational decisions, based on the results of progress monitoring, which include intervention selection and possibly placement in special education programs.

 

 

Explanation of Each Tier:

 

Tier I:

Interventions at this level are referred to as primary interventions and are school/classroom-wide systems that are in place for ALL students.  This tier should adequately serve the student population.  The main Tier I academic intervention is the general education curriculum.  Students remain in Tier I throughout the school year unless they are not making adequate progress within the general education curriculum. 

 

Tier I is characterized by high-quality, scientifically based instruction that occurs in the general education classroom and is implemented by the general education teacher.  The use of scientifically based programs and practices ensure that student difficulties cannot be attributed to inappropriate or ineffective poor-quality classroom instruction. 

 

 

Tier II:

Interventions at this level are referred to as secondary interventions.  These interventions are specialized group systems for at-risk students.  This tier should adequately serve the population of students within the school, those for whom Tier I alone is not enough.  When a student is struggling, according to screening or progress monitoring, an appropriate instructional intervention is implemented and progress within that intervention is monitored. 

 

Tier II interventions are provided in small groups, usually 3-5 students.  Progress should be monitored at least bi-weekly.  Tier II should provide an intervention 4-5 times per week for 20-30 minutes per session.  The interventions that are used at Tier II are to be scientifically based and proven effective with the population that is targeted.  The Tier II interventions can be delivered by the general education teacher as well as the resource teacher (reading or math specialist).  Tier II is considered to be a group of interventions that are intended to remediate the student’s deficits and promote participation in the general education curriculum. 

 

Tier III:

 

Interventions at this level are referred to as tertiary interventions.  Tertiary interventions are specialized individualized systems for students with intensive needs.  Tier III services may mean the student receives special education services, but Tier III interventions do not automatically mean the student will be assessed and may qualify for special education. 

 

Tier III interventions are more intensive than Tier II interventions and typically involve smaller groups.  Tier III interventions should take place 5 days per week for an additional 60 minutes per session, in addition to the general education curriculum.  Progress should be monitored at least weekly, but can be monitored up to 3 times per week. 

  

 

School-Wide Screening:

 

Within the MTSS model, school-wide screening is used to determine which students might be at-risk and in need of closer monitoring in the general education curriculum.  School-wide screening also serves to identify students in need of further assessment and possible inclusion in Tier II and Tier III intervention.

 

It is recommended that schools use school-wide screening three times a year (fall, winter, spring) in combination with other progress monitoring techniques to identify students who require more intense interventions.  The data that is collected is compared to grade level criteria, which are available for the benchmarks in order to determine what students are not currently on target for in grade level.  This data is used, in conjunction with teacher input, to determine what students may be at risk for future academic difficulty.

 

 

District Screeners:

 

Scholastic Reading Inventory (SRI)

Scholastic Math Inventory (SMI)

Dynamic Indicators of Basic Early Literacy Skills (DIbels)

Michigan Literacy Progress Profile (MLPP)

 

 

Instructional Practices at Tier Levels:

 

Tier I

 

The delivery of instruction in Tier 1 is focused on grade level/subject area standards using effective large and small group instructional strategies.  Differentiated instruction occurs to a degree that is appropriate for the size and diverse learning abilities of the group and the instructional skills of the teacher. The number of minutes per day of Tier I instruction is based on district standards for what all students are expected to be exposed to for a particular content/subject area and is often determined by state guidelines or regulations. For instance, ninety minutes per day is the typical number of minutes that students in elementary grades receive instruction in literacy. Sixty minutes per day is the typical number of minutes of exposure to mathematics. The impact of Tier I instruction should result in students achieving grade level expectations (e.g., proficiency) or making significant growth in the case in which the typical student is performing below grade/subject standards.

 

Tier II Interventions:

 

READ180

Small group literacy instruction

Small group math instruction

FastFacts

Successmaker

 

 

Tier III Interventions

 

System44

Math180

Individual student groupings in reading and math

Special Education Program

 

 

 

McMonagle Elementary

Trifold for Program Evaluation Grades K-2

Intervention:  Tier II and III reading interventions

Specific Purpose for Intervention:  There are three specific tier 2/3 reading interventions (accuracy, fluency, and comprehension) provided to our lowest performing readers in Kindergarten thru second grade.

Eligibility Criteria/ Screening Procedure

  1. All students are given the Dibels Next Benchmark reading assessment at the beginning of the year.  The students who perform at the Intensive Intervention Level are then assessed with a DRA, MLPP protocol.

 

  1. The teachers closely analyze the protocol to determine the main reason why the student is struggling with reading.   (Accuracy, Fluency or Comprehension.)

 

  1. During Data Day meetings, the lowest performing students are then assigned to a small group intervention slot with a Title 1 paraprofessional. 

Key Components (program frequency, duration of intervention, ratio, strategies, implementation elements)

 

The small intervention groups meet 5 days a week for 20-30 minutes.  They are grouped by area of need and there can be 1, 2, 3, or 4 students in a group with a Title 1 paraprofessional.  This small group time will focus on the following different interventions:

 

  • Letter/Sound Identification
  • First Sound Fluency
  • Phoneme Segmentation Fluency
  • Nonsense Word Fluency (CVC)
  • Sight Word Recognition
  • Word Attack Skills
  • Reading For Fluency Practice
  • Reading For Comprehension

 

Exit Criteria and Expectations for Success

 

*Exit criteria:  Student shows improvement and is no longer performing at the Intensive Intervention Level on the Dibels Next Benchmark Assessment. This is given at the beginning, middle, and end of the school year.

*Progress monitoring:  After 4-6 weeks of small group intervention, students are progress monitored using Dibels Next. The teachers will also progress monitor these students using the DRA progress monitoring kit.

*Expectation for success:  The students are making gains and testing in the Strategic or Benchmark Level of Dibels.  They are no longer in the Intensive Intervention Level. Students are also making progress in the classroom and teachers assist in determining success.

 

 

 

McMonagle Elementary

Trifold for Program Evaluation Grades 3-6

Intervention:  Tier two/three reading interventions

Specific Purpose for Intervention:  There is specific tier 2/3 reading interventions (comprehension) provided to our lowest performing readers in third thru sixth grade.

Eligibility Criteria/ Screening Procedure

  1. All students take the SRI reading assessment at the beginning of the year.  The students who perform in urgent intervention level are then assessed with a DRA protocol.
  2. The teachers closely analyze the protocol to determine the main reason why the student is struggling with reading,   (First accuracy is considered.  If not accuracy then fluency is considered.  If neither of those interventions is needed then a comprehension intervention is put in place.)
  3. During Data Day meetings, the lowest performing students are then assigned to an intervention slot within the READ180/System 44 intervention program.

 

Key Components (program frequency, duration of intervention, ratio, strategies, and implementation elements)
Students meet with the reading teacher 50 minutes per day, 4 days per week. There are 8 students in each group, and 2 groups per session.  The teacher works with grades 3-6. Two different interventions are used based on the needs of students:

  • READ180- Computer intervention session-students will work with vocabulary, fluency, comprehension skills and word study.  Small group instruction- students work on comprehension strategies using informational text.
  • System 44- Computer intervention session- students work with systematic phonics and decoding strategies, syllable strategies, and word analysis. Small group instruction- guided and independent reading where students practice using these skills.

Exit Criteria and Expectations for Success

Exit criteria:  Student is accelerated and is no longer performing in the urgent intervention level during the SRI assessment.  The SRI assessment is given to the student by the reading teacher after 13 weeks of intervention.

 

Progress monitoring:  The SRI assessment also provides the SGP (student growth percentiles) for each of the students.  The students take the SRI assessment after 30 sessions.  The classroom teachers will progress monitor the students using the DRA progress monitoring kit.

 

Expectation for success:  The students are accelerated and have SGP scores at or above grade level Lexile band. Reading and Classroom teachers hold further data meetings to analyze student success.

 

 

 

 

 

Hamady Middle/High School

Trifold for Program Evaluation Grades 7-12

Intervention: Tier two/three reading interventions

Specific Purpose for Intervention: There is specific tier 2/3 reading interventions (comprehension) provided to our readers performing below grade level in seventh thru twelfth grade.

Eligibility Criteria/Screening

Procedure

  1. All students take the SRI reading assessment at the beginning of the year. The students who perform 200 points or more below proficient will qualify for tier one intervention in the Read 180 program. Students who perform 100 to 200 points below proficiency, but not low enough to qualify for Read 180, will be eligible for tier two small group intervention with a Title 1 teacher.

 

  1. The teacher will complete a QRI on these students to determine the area of most need (fluency, accuracy, comprehension) and then develop interventions to address those needs.

 

 

Key Components

Program frequency, duration of intervention, ratio, strategies, implementation elements.

  • Students meet with Title 1 teacher in small groups (4-5 student max), 1-2 times per week, for approximately 20-30 minutes.
  • Students will work on strategies needed to improve fluency, accuracy and comprehension.
  • Students will work on accuracy and fluency with the Read Naturally program.
  • Students will receive instruction in comprehension strategies using QVC, Text Coding and direction instruction.

Exit Criteria and Expectations for Success

In Read 180

Exit Criteria

Student is accelerated and has improved Lexile score from basic level to proficient.

Progress Monitoring

The SRI assessment also provides the SGP (student growth percentiles) for each of the students. The students take the SRI assessment after 10 sessions of Intervention.

Expectation for Success

The students are accelerated and have SGP scores at or above grade level Lexile band.

 

Grade Level Lexile Band

Grade 7: 970    Grade10: 1080

Grade 8: 1010  Grade11: 1185

Grade 9: 1050  Grade12: 1185

 

 

 

McMonagle Elementary

Trifold for Program Evaluation Grades K-2

Intervention:  Tier two/three math interventions

Specific Purpose for Intervention:  There are three specific tier 2/3 math interventions (accuracy, math fact fluency) provided to our lowest performing math students in Kindergarten thru second grade.

Eligibility Criteria/ Screening Procedure

  1. All students are given the Dibels easyCBM CCSS Benchmark math assessment at the beginning of the year.  The students who perform at the Intensive Intervention Level are further assessed by classroom teachers.

 

  1. The teachers closely analyze the protocol to determine the main reason why the student is struggling with math.

 

  1. During Data meetings, the lowest performing students are then assigned to a small group intervention.

Key Components (program frequency, duration of intervention, ratio, strategies, implementation elements)

The small intervention groups meet 5 days a week for 20-30 minutes.  They are grouped by area of need and there can be 1, 2, 3, or 4 students in a group with a Title 1 paraprofessional.  This small group time will focus on the following different interventions:

Exit Criteria and Expectations for Success

*Exit criteria:  Student shows improvement and is no longer performing at the Intensive Intervention Level on the Dibels easyCBM CCSS Benchmark Assessment. This is given at the beginning, middle, and end of the school year.

*Progress monitoring:  After 4-6 weeks of small group intervention, students are progress monitored using easyCBM. Teachers will also progress monitor these students using a variety of assessments.

*Expectation for success:  The students are making gains and testing in the Strategic or Benchmark Level of Dibels.  Students are also making progress in the classroom and teachers assist in determining success.

 

 

 

McMonagle Elementary

Trifold for Program Evaluation Grades 3-6

Intervention:  Tier two/three reading interventions

Specific Purpose for Intervention:  There are specific tier 2/3 math interventions provided to our lowest performing math students in third through sixth grade.

Eligibility Criteria/ Screening Procedure

  1. All students take the USA Test Prep Math Benchmark assessment at the beginning of the year.  The students who perform in urgent intervention level are then further evaluated by the classroom teacher.
  2. The teachers closely analyze the protocol to determine the main reason why the student is struggling with math
  3. During Data meetings, the lowest performing students are then assigned to a small group intervention slot with a Title 1 paraprofessional

Key Components (program frequency, duration of intervention, ratio, strategies, implementation elements)

 

The small intervention groups meet 5 days a week for 20-30 minutes.  They are grouped by area of need and there can be 1, 2, 3, or 4 students in a group with a Title 1 paraprofessional.  This small group time will focus on the following different interventions:

Exit Criteria and Expectations for Success

Exit criteria:  Student is accelerated and is no longer performing in the urgent intervention level during the USA Test Prep.  The assessment is given to the student by the math intervention teacher after 13 weeks of intervention.

 

Progress monitoring: 

 

Expectation for success:  The students are accelerated and have math scores at or above grade level test average. Math and Classroom teachers hold further data meetings to analyze student success.

 

 

 

 

Hamady Middle/High School

Trifold for Program Evaluation Grades 7-12

Intervention:  Tier two/three math interventions

Specific Purpose for Intervention:  There is specific tier 2/3 math interventions (comprehension) provided to our lowest performing students in eighth grade.

Eligibility Criteria/ Screening Procedure

  1. All students take the SMI math assessment at the beginning of the year.  The students who score between 200-600 on the quantile scale are classified below basic.
  2. The teacher closely analyzes the performance of the students in their math class in addition to their quantile score to determine their placement in Math 180.

 

Key Components (program frequency, duration of intervention, ratio, strategies, implementation elements)

Two different interventions:

  • Math 180 computer session where students will work with vocabulary, Number Sense, comprehension skills, and computation skills. 

 

  • Small group instruction with comprehension strategies with computation skills.

 

 

  • Students within the Math 180 program will rotate between the two centers.

Exit Criteria and Expectations for Success

Exit criteria:  Student is accelerated and is no longer performing in the urgent intervention level during the SMI assessment.  The SMI assessment is given to the student after 30 days of intervention.

 

Progress monitoring:  The Math 180 program provides an assessment after each lesson, topic, and block.  The data allows the teacher to determine whether or not the student has mastered the skill.  If not mastered, the program provides additional instruction both online and in the small group setting. 

 

Expectation for success:  The students are accelerated and have Quantile scores at or above grade level (1000 on quantile scale).

 

 

 

 

 

Hamady Middle/High School

READ180 Procedures

 

 

Students are identified needing intervention class through Scholastic Reading Inventory screening.  All students are assigned SRI test administration three times per year (beginning, middle, and end).  The class will take place as of an elective for students identified. 

 

 

Middle School License Count:  50

High School License Count: 60

 

READ180 – classes with no more than 20 students per class (if possible). 

 

Entry

Read 180 is a replacement curriculum for 7th, 8th, 9th and 10th grade Language Arts. The class covers all of the Common Core State Standards in a class period format for the entire school year. At semester time, students can test out of the class. The primary goal of the class is to raise the reading level of students who are not reading at or near grade level. Students should only take this course at the recommendation of teachers and/or counselors who have identified a need for enhanced reading instruction.



ONE of the following must be checked for a student to register for Read 180.

____ A score of 100 or more points less than grade level appropriate Lexile SCORE: ____

____ IEP indicating reading skills as an area of concern

____ Specific Observations related to Read 180 Placement:

 

Exit

 

In order for a student to exit a Read 180 class, four out of five of the following requirements must be met in a semester:

_____1. The student maintains an SRI Lexile score that is at grade level.

_____2. The student reads a minimum of one Read 180 book per quarter and scores at
               least a 70% on the Reading Counts quiz for the book.

_____3. The student maintains at least 80% in comprehension and vocabulary in the
              Student Segment Status Report.

_____4. The student averages at least a score of 70% or above on the rSkills tests taken at          the end of each workshop.

_____5. The student is passing, with a C average, all core classes.

 

Read 180 Exit Criteria Evaluation Form

Date _________________

Student name: ______________________________________       Grade: _____         

 Student ID:     ________________                                        School: ______________________

Most recent Lexile® Level (SRI®): _______    Date: _________

Year End Proficiency Lexile® ranges

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

190-530

420-650

520-820

740-940

830-1010

920-1070

970-1120

1010-1185

1050-1290

1110-1340

1170-1340

1220-1390

From Scholastic® Read 180® Placement, Assessment, and Reporting Guide

 

Read 180 Level

 

Below Basic

 

Basic

 

Proficient

 

Advanced

Standardized  tests and local benchmark assessment:  Proficient

(0)

(2)

(4)

(6)

SRI Lexile Growth (based on grade level (Elem = 140L, MS = 70L, HS = 50L)

Little or no growth:

 

Little or no change  (0)

Moderate growth:

 

Half a grade level (2)

 

Significant   growth:

 

One grade level       (4)

Exceptional growth:

 

More than one grade level                           (6)

 

Read 180 Instructional Software level

(Level 4 is closest to grade level.)

 

The student performs at level 1.

 

(0)

 

The student performs at level 2.

 

(2)

 

The student performs at level 3.

 

(4)

 

The student performs at level 4.

 

(6)

Context Passage score (Success Zone)and/or rSkills score(Student Progress Report)

 

The student achieves below 60% accuracy at their current level.

(0)

 

The student achieves between 60-79% accuracy at their current level.

                                     (2)

 

 

The student achieves between 80-89% accuracy at their current level.             

                                      (4)

 

The student achieves 90% or higher at their current level.  

                                   

                                      (6)

 

 

 

 

 

Independent reading

 

Reading Counts quiz average of less than 70%; poor print work accountability;

has read 0 to 1 books per quarter; demonstrates poor self-direction.                   (0)    

 

 

Reading Counts quiz average of 70-80%; fair print work accountability;

has read 1 or fewer books per quarter; demonstrates fair self-direction.                 (2)    

 

 

Reading Counts quiz average of 80% or higher; good print work accountability; has read at least 1-2 books per quarter; demonstrates good self-direction. 

                                     (4)    

 

 

Reading Counts quiz average of 90% or higher; high print work accountability; has read at least 1-3 books per quarter; demonstrates strong self-direction.

                                     (6)                         

Participation in structured engagement routines

 

Poor participation; makes connections to the topic that are unrelated; does not use complete sentences.

                                     (0)

 

Infrequent participation; has difficulty making connections to the topic; has difficulty using complete sentences.                   (2)

 

Frequent participation; makes connections to the topic; generally uses complete sentences 

                                      (4)

 

Regular participation; makes connections beyond the topic; always uses complete sentences.                  (6)

Written response

(rSkills Open-ended Response)

Insufficient writing; poor topic response; uses no or few writing conventions.

                                     (0)

Partially sufficient writing; fair topic response; uses few writing conventions.

                                     (2)

Sufficient writing; adequate topic responses; uses most writing conventions.

                                     (4)

Exemplary writing; thoughtful on-topic response; uses all or most writing conventions.             (6)

 

 

Teacher written recommendation/informal observation        (no weight)

[can include QRI data, student reflection, or other data as suggested below]

 

  • Applies reading and writing strategies in both Read 180 and other classes.
  • Participates and shares appropriately in discussions
  • Needs little or no prompting or support with independent work

Student Score       _____ / 42

 
  • Needs little or no scaffolding to produce coherent writing
  • Maintains an average grade of C- or higher

Please check one of the following:

 

q  Continue Read 180   (Below Basic/Basic)

q  Exit Read 180 (Proficient/Advanced) 

q  Exit Read 180, with reservations

 

 

 


Rubric Score

Advanced:  42-36

Basic:  26-18

Proficient: 35-27

Below Basic: 17 and below