MTSS

1. MTSS An Introduction to VCS Multi-Tiered System of Supports

2. Multi-Tiered SYSTEM of SUPPORTS • SYSTEM (singular) • SUPPORTS (plural) Move from a System of Schools (and Departments) to a SCHOOL SYSTEM

3. RtI or MTSS? • 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 education decisions. (NASDSE, 2006) • MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.

4. Underlying Principles and Practices

5. Core Beliefs of MTSS • Every child learns and achieves to high standards • Learning includes academic and social (behavioral) competencies  • Every member of the learning community continues to grow, learn and reflect • Every leader at all levels are responsible for every child • Change is intentional, coherent and dynamic

6. How Does MTSS Relate to VPM? The main goal of MTSS is for schools to use their resources in ways that enables every child to be successful. This is accomplished by: • Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place • Implementing evidence-based interventions for all students and tailoring interventions based on student’s needs • Knowing what the academic and behavioral supports are throughout the system • Using progress monitoring data to know when to make a change in instruction • Ensuring that PD supports what our data indicate • This IS about Proficiency for ALL students

7. What are our barriers to MTSS? • Reluctant Intervention Providers (R.I.P.) Solutions: Statutory requirements Rule 6A-6.0331: General Education Intervention Rule: Evidence-based interventions addressing the identified area of concern must be implemented in the general education environment. The interventions selected for implementation should be developed through a process that uses student performance data to, among other things, identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Interventions shall be implemented as designed for a reasonable period of time and with a level of intensity that matches the student’s needs.

8. More solutions to R.I.P. & MTSS Reauthorization of ESEA? State Commitment Florida Educator Accomplished Practices (FEAP- 3h) • Teacher differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students. Volusia System for Evaluating Teachers (VSET- 1e) • Designing Coherent Instruction: Teacher coordinates knowledge of content of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and allows for different pathways according to student needs.

9. VSET supports MTSS…(and MTSS supports VSET) • 1d: Demonstrating knowledge of resources • 1e: Designing coherent instruction • 1f: Assessing student learning • 2d: Managing student behavior • 3d: Using assessment in instruction • 4d: Participating in a professional community

10. Where are we and where are we going?

11. What It’s All About… MTSS Data-Based Decision Making Integration & Sustainability