"Wayne is UNBELIEVABLE! He remembers grade levels and information about everything we have asked of him! I am amazed." [Evaluating Your System]
"It clarified the MTSS process to me and it gave my team an action plan with which to start the process at our school." [Building Your Systems]
"We know that our support system has weaknesses. But this training gave us a way to systematically approach the task of assessing where those weakness are exactly." [Building Your Systems]
"Because of this training we have implemented uniform pathways in math and reading for all students in grades 1-10 in ALL of our buildings!"
"We are a better school for having gone through this training. It has gone from "my kids" to "our kids" approach."
"Wayne helped us deliver the "message" of MTSS to our HS staff, refined our plans for the upcoming school year and assess the strategies at the elementary school."
"This training transformed my job description... and I'm SO THANKFUL for that!"
"We've made lots of positive changes in our middle school. Now, we can focus on beefing up our core instead of always trying to catch those intensive kids, because we know their needs are already being met. Yay!"
"The beauty of a training session such as this is the opportunity to plan with our team, uninterrupted. That's hard to do in the school building. I also like how Wayne has it set up - so we can actually accomplish something while here. This is SO good for us!" [Evaluating Your System]
Visit www.ndmtss.org for more information.
Director of Teaching & Learning
NDMTSS Essential Components
- Assessment: Screening, progress monitoring, and other supporting assessments are used to inform databased decision-making.
- Four Purposes for assessment:
- Universal Screening – all students assessed to determine which students may need additional supports – high or low and the effectiveness of the core curriculum
- Diagnostic – identify skill deficits and inform instructional match at all tiers
- Progress Monitoring – frequent assessment to determine whether students are making adequate progress toward a specific preset goal
- Outcome – measures performance of the educational system – e.g. NDSA, ACT
- Data-Based Decision Making: An ongoing team process that begins with identified questions with clearly established protocols to evaluate and inform decisions and actions at student, classroom, grade level, school, and system levels. Basic steps include gathering accurate and reliable data, correctly interpreting and validating data, using data to make meaningful instructional changes for students, establishing and managing increasingly intensive tiers of support, and evaluating the process at all tiers to ensure the system is working.
- Multi-Tier Instruction:
- Tier 1
- Focus - All students• Instruction and Supports – district curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction
- Setting – General classroom (small or large group)
- Assessment – Screening, continuous progress monitoring, and outcome measures
- Tier 2
- Focus - Students identified as at risk of performing below or significantly above expected outcomes
- Instruction and Supports - Targeted, supplemental instruction practices that are evidence-based (large or small group); additional layer to Tier 1
- Setting – General education and/or optimal setting for need of students
- Assessment – Diagnostic, Progress monitoring
- Tier 3
- Focus – Students who present with exceptionally high academic or very low academic or behavior achievement, or who have not responded to Tier 1 and Tier 2 instruction, or students with disabilities who do not meet their IEP goals; additional layer to Tier 1 and Tier 2
- Instruction – Intensive intervention adapted to address individual student needs through the systematic use of assessment data, validated interventions, and research-based instruction or behavior support strategies
- Setting – General or special education depending on the needs of the student
- Assessment – Diagnostic and progress monitoring
- Infrastructure and Support Mechanisms: Alignment of resources and supports necessary to implement an effective system includes, but is not limited to: Shared Vision, Prevention Focus, Culture, Leadership, Professional Development, Schedules, Resources, Communication, Leadership Teams(Training note: reasonable, practical, and doable)
- Fidelity and Evaluation: Fidelity happens across multiple points within the NDMTSS framework; system process, and multi-tiered instruction. Did you do what you said you would do? Evaluation occurs frequently and helps to determine the effectiveness of the system, process, or multi-tiered instruction. Did it work? How can it be improved?
MTSS Core Training for Elementary
In-depth study of the essential components associated with implementation of a school-wide Multi-Tiered Systems of Support approach. Primary focus will be given to the development and use of elements used as part of a three-tier instructional model including the establishment of:
- Effective systems
- Universal screening
- Research-based interventions, and
- Problem solving for systems, groups, and individual students.
MTSS in Secondary Schools: A Blueprint for Implementation
Implementing and sustaining MTSS in middle and high schools. Specific information for establishing tiered support structures within the secondary framework will be provided, with particular emphasis on tier I. Examples of data systems for universal screening and progress monitoring will be identified. Specific Reading and Math interventions (that really work) and examples of successful secondary MTSS models will be discussed. Participants will receive several tools useful for implementing MTSS at the secondary level, including Placement Pathways for Reading, Math and "Good Standing"; CBMs for secondary schools; and an MTSS Implementation Checklist.
Team membership from each building or district should consist of some of the following individuals:
- District administrators (special education, superintendent, assistant superintedent, professional development/curriculum coordinator)
- Building administrator (1 required per team)
- General education content area teachers
- (Grades K-6: elementary | Grades 6-12: secondary)
- Special education teachers
- Reading specialists
- Instructional coaches
Building administrators will invite team members based on their roles, expertise, leadership abilities and authority to make school and district decisions (budgeting, schedules, course offerings, PD)