DPS MTSS & iReady

INTRODUCTION FOR NEW TEACHERS

Learning Outcomes

Definition and Components of

MTSS
Tiers I, II, and III are connected to
the work of PLCs (CFIP)
Severe Behavior
What does MTSS mean?

MTSS is an acronym for

Multi-tiered System of Support

Includes RTI (Response to Intervention)

Includes PBIS (Positive Behavior
Intervention Support)
North Carolina DPI Definition
of MTSS

NC MTSS is a multi-tiered framework

which promotes school improvement
through engaging, research-based
academic and behavioral practices. NC
MTSS employs a systems approach using
data-driven problem-solving to maximize
growth for all.
Components of MTSS

1.Leadership
2.Data-based Problem Solving
3.Data Evaluation
4.Three Tiers Instruction/Intervention
5.Building Capacity/Infrastructure for
Implementation
6.Communication and Collaboration
Components of MTSS in DPS
1. Leadership
School administrative teams
TLL Specialists (All content areas & MTSS)
MTSS Facilitators
2. Data-based Problem Solving
CFIP and/or data analysis meetings
3. Data Evaluation
Universal screening and summative data (mClass DIBELs, i-Ready universal screening and
diagnostic, EOG/EOC proficiency level)
Attendance
ODRs
Graduation rates
4. Three Tiers Instruction/Intervention
Framework for Instruction, Bottom-Line Expectations
Scheduling for supplemental and intensive support
5. Building Capacity/Infrastructure for Implementation
PD for universal screeners, diagnostic tools and supplemental instructional tools
Master schedule
6. Communication and Collaboration
MTSS website
MTSS
Differentiated Core (Tier I)

100% of students

Effectiveness goal: At
least 80% of students
succeed on Core
instruction alone.
DPS Framework for Instruction
 Layer 1 - Framework

Layer 2 Vision and

Guiding Questions
DPS Central

Layer 3 - Guide
 CFIP: A Problem Solving
Process (evaluating Tier I)
Step 1: What data will
be analyzed and
when was it
administered?

Step 2: What
questions about
student achievement
are we trying to
answer? Sample Data Sheet
 CFIP: A Problem Solving
Process (planning for Tier II)
Step 3: What patterns
of mastery and non-
mastery does the data
show? Who needs
enrichment and who
needs additional
instruction?

Step 4: What
instructional changes
will we take to address
student needs? How
will we know if it Common Assessment Analysis
working?
Supplemental Support (Tier II)

Approximately 20%
of students

Effectiveness goal:
At least 95% of all
students succeed
with Core Instruction
plus Supplemental
Support.
Supplemental Support (Tier II)
May be a standard
protocol/program
More explicit and direct
instruction
Immediate corrective
feedback
Increased opportunities for
students to respond
Small group format
Regular progress
monitoring to see if it is
working
 Documentation for
Supplemental Support

DPS Central
 CFIP: A Problem Solving
Process (planning for Tier III)

Step 5: Who still

needs additional
assistance to become
proficient? What
additional
interventions will we
implement? How will
we know if it is
working?
How to refer a student for Intensive Support
(Tier III)

DPS Central MTSS

 Intensive Support (Tier III)
Approximately 5% of students.

Increased frequency or
intensity of standard protocol
More narrowly defined
instructional targets
Explicit instruction
More involved corrective
feedback
Guided practice
opportunities
Narrowly defined task content
that is gradually accelerated
More frequent progress
monitoring
 Intensive Support (Tier III)
Effectiveness is measured by:
Level of proficiency
Rate of growth toward
grade-level expectations

Will the student catch up to

her peers if she continues to
receive this level of support?

When will the student catch

up to her peers?
 Severe Behavior
Students displaying highly
disruptive and/or aggressive
behavior
District expectations include at
least the following:
Positive behavior support interventions
PBIS World
Behaviors documented in Educators
Handbook
Consult with PLC to determine if this is a
pattern of behavior and if student is on
path for suspension
Refer to MTSS Problem Solving Team by
completing the MTSS Form 1 Referral to
Tier III
MTSS
Where can I get additional
resources?

central.dpsnc.net/mtss
For Further Assistance

Please contact
Elementary
Judy Parks at judith.parks@dpsnc.net or
560.2000 ext. 21752
Middle
Justine Ward at justine.ward@dpsnc.net
or 560.2000 ext. 21751

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