Multi-Tiered System of Supports
TBAISD Leadership Academy
Leigh Kennedy and Marianne Swank
“RtI is an integrated, multi-tiered system of
instruction, assessment, and intervention
designed to meet the achievement and
behavioral needs of all learners.” (MDE, 2011)
n MDE & Eleven Essential Components of RtI
n MTSS & Increased Student Achievement
n MTSS models & Keeping RtI/MTSS on Track
n TBAISD Support for Implementation
n “Implementing a RtI [MTSS] model is a
means to expand a school’s capacity to
provide rigorous curriculum and instruction
for all students, reach and support diverse
learners, and deliver early interventions to
at-risk learners to close skill or
performance gaps with peers.”
Purpose Text Rendering
n Collaboratively construct meaning, clarify, and expand our thinking about a text or
n A facilitator to guide the process.
n A scribe to track commonalities and implications.
n Individually read the document and mark the sentence, the phrase, and the word that
you think is particularly important for your work as a leader.
n 1. First Round: Each person shares a phrase from the document that
he/she thinks/feels is particularly significant. Scribe records each phrase.
n 2. Second Round: Each person shares a sentence that he/she thinks/feels
is particularly significant. Scribe records each phrase.
n 3. Third Round: Each person shares the word that he/she thinks/feels is
particularly significant. The scribe records words.
n 4. Scribe summarizes commonalities. Group discusses what they heard and
discusses implications for their district/building. Scribe records implications.
n 5. The group ‘shares out’ some commonalities that emerged and
implications for district/buildings.
STATE OF MICHIGAN
DEPARTMENT OF EDUCATION
Designing School-Wide Support Systems for
Academic Systems Behavioral Systems
Intensive, Individual Interventions Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•High Intensity •Intense, durable procedures
Strategic Group Interventions Strategic Group Interventions
•Some students (at-risk) 5-10% 5-10% •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Universal Interventions 80-90% 80-90% Universal Interventions
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
AIMSweb NWF: First Grade, 2009-2010
Before Implementation of Research-Based Core
AIMSweb NWF: First Grade2010-2011
AFTER Implementation of Research-Based Core
SWIS Behavior Data—
SWIS Behavior Data—
SWIS Behavior Data—
Three MTSS Models
n Standard Protocol Model
¨ A standard set of research-based interventions implemented progressing
¨ Assumes GE teacher provides quality curriculum & used universal
screener to determine students for tier 2 support.
n Problem-Solving Model
¨ A standard problem-solving process for instructional decision making to
guide, implement, & assess instruction across all three tiers.
n Define the problem, plan intervention, implement intervention, & evaluate progress.
n The Combined Approach
¨ A set group of SBRR interventions are used to address the most common
n A problem-solving approach used to determine which intervention to
n Repeat problem-solving approach to determine a more
n Leadership supports
Keeping RtI on Track
(VanDerHeyden & Tilly, 2010)
Expert Group Jigsaw
n Each member of a team takes on a portion/aspect of a
topic or skill.
n The team splits up and everyone goes to an “expert”
group of all the people from all the teams taking on the
n The “expert” group masters the topic/skill or does the
research necessary. The “expert” group plans a way to
present their learning in the best possible way and
practices the presentation if necessary.
n The “experts” all return to their teams where they make
presentations to their team members.
Synthesis is done in the teams.
Stages of Implementation
TBAISD Support of MTSS
n TBAISD Cabinet
n TBAISD MTSS Implementation Team
¨ MTSS Facilitator
¨ MTSS Liaison
n Support to LEA Implementation Team
¨ Content Expertise
Cards at tables are numbered 1-3. The number you receive
determines which question you answer.
•Consider the 11 essential components of MTSS, what might
the implications be as you support effective teaching?
•What might your role be in ensuring MTSS fidelity of
implementation within your building/district?
•As we think about our focus today at Leadership Academy,
how might an administrator’s understanding of MTSS positively
impact teacher evaluation?
“For every increment of performance
expected, we have an equal responsibility
to provide them with the capacity to meet
(R. Elmore, 2002)
TBAISD MTSS Facilitator: