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Section of 2.1-2.7.

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Be engaged!
Ask questions
Respectful of what others share
Mute on zoom unless speaking
Share out great ideas!
Will respectfully start/stop conversations as needed (auditory cue)

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Click the second tab 'Tiered Delivery System' and review column C in the MTSS Practice Profile Google Sheet to reveal recommended practices or considerations that help deepen the equity focus of your MTSS work.

Considerations informed by Kumashiro (2015).

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MDE MTSS Practice Profile_Completed Sample

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BEFORE YOU GO: If you haven't already signed in, please do so in the 2nd Padlet Column from the left.

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BEFORE YOU GO: If you haven't already signed in, please do so in the 2nd Padlet Column from the left.

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1. Check-in with Twinsburg City Schools based on Session #2 discussion of the Problem of Practice.
2. Discuss equity connections and inequities as related to Tiered Systems.
3. Review Tiered Delivery System in MDE MTSS Practice Profile.
4. Reflect/connect by discussing successful strategies for Tiered Delivery Systems and one Problem of Practice (PoP).
5. Recap what we've learned, with an emphasis on how it contributes to the overall success of using an equity lens.

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Please sign in with your name and district/building.

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Please sign in with your name and district/building.

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Participants ask probing questions of the presenter. Probing questions help the presenter expand their thinking about the dilemma.

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Group discusses the problem while the presenter listens & takes notes. Think about this from the perspective about this month's discussion around Tiered-Delivery Systems.

Possible questions to explore: What did we hear? What didn’t we hear that we think might be relevant? What questions does this issue raise for us?

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January 11, 2022!- Selection & Implementation of Instruction, Interventions and Support

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January 11, 2022!- Selection & Implementation of Instruction, Interventions and Support

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Selecting instructional practices, intervention and supports that are compatible to the local context, learner needs, and assets increases the probability that supports will be successful, as demonstrated by improved outcomes for individuals within an equitable system.

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Any burning questions that you have for the facilitators of the sessions? 

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Any burning questions that you have for the facilitators of the sessions? 

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If you did not attend the second session or want to review what was discussed, please click the link below to the previous padlet.

https://padlet.com/StateSupportTeam8/vkkh3w00fr08j7wb

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Clarifying questions should have "brief, factual answers" and are intended to help the group develop a deeper understanding.

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Share one “take away” from the discussion or something you will bring back to your own practice.

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Michigan Department of Education MTSS Practice Profile 5.0July2020

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Please familiarize yourself with this document. Pg 7 provides an overview of the framework. Please look at the second component (Tiered Delivery System) on p. 14-21 to see what is expected, developmental (emerging), and unacceptable practice. This will be discussed in greater detail during the session on 11/9.

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Presenter reflects on what they have heard and what they are now thinking. Share any points that resonated and potential next steps!

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Michigan Department of Education MTSS Practice Profile 5.0July2020

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Please familiarize yourself second component (Selection & Implementation) on p. 22-26 to see what is expected, developmental (emerging), and unacceptable practice. This will be discussed in greater detail during the session on Jan 11.

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What is something that your LEA does well in the area of Tiered Delivery Systems that you would like to share?

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What is something that your LEA does well in the area of Tiered Delivery Systems that you would like to share?

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Please note your district/building in your response :)

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Hudson will present an overview of a problem of practice they are encountering with regards to MTSS/equity and frame information for the group to consider: How do districts/community schools support students that move in and may not be at the same instructional level as other students?

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Complete your LEA's ratings in the areas of Tiered Delivery System, noting strengths, opportunities, and next steps. 

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Complete your LEA's ratings in the areas of Tiered Delivery System, noting strengths, opportunities, and next steps. 

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Use your LEA's individualized template (scroll down in this column). We estimate that this could be a 15-30 min conversation for your group.

As we learn about each of the 5 critical components of MTSS, we will add corresponding sections of the practice profile for you to reflect upon, as well as additional equity considerations and opportunities for your team to explore.

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MDE MTSS Practice Profile_Copley Fairlawn

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MDE MTSS Practice Profile_Cuyahoga Falls

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MDE MTSS Practice Profile_Summit Academy Akron Elem

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MDE MTSS Practice Profile_Summit Academy Akron MS

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MDE MTSS Practice Profile_Summit Academy Akron Secondary

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During Session #2, staff from Twinsburg shared a Problem of Practice related to Team-Based Leadership. Discussion centered around 1) Needing an MTSS DLT who share the same message to staff 2) Consistency & communication between buildings regarding MTSS and processes 3) Being intentional with practices/processes/systems in place and not reverting to past ineffective practices.

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Everyone will be randomly assigned to a breakout room.

Each breakout room will review a specific section of Tiered Delivery Systems (2.1-2.7).

Review the MDE MTSS Practice Profile Google Doc above & discuss the following question in your breakout room.

QUESTION: Which of these equity entry points best connects with the reasons that brought you to this network?

Click the 3 dots and go to edit in your designated 'yellow' padlet section and write about some items your group discussed.

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Integrated Multi-Tiered Systems of Support McIntosh & Goodman (p. 13-15)

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Integrated Multi-Tiered Systems of Support McIntosh & Goodman (p. 13-15)

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Triangle represents (functions of Tiers):
- NOT tiers of students (yellow kid, tier 3 kid...)
MTSS Tiers are...
- levels of prevention (primary, secondary, tertiary)
- types of support for students (universal, targeted, intensive)
- curricula (core, strategic, individualized
- Tiers of instruction (Tier 1, Tier 2, Tier 3)

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Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

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Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS (The Guilford Practical Intervention in the Schools Series)

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Amazon.com: Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS (The Guilford Practical Intervention in the Schools Series): 0001462524745: McIntosh, Kent, Goodman, Steve: Books

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State Development Team (2021). Fall 2021 Quad Meeting. 27, October 2021

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Gorski, P. "Promoting Equity and Equitable Opportunities to Learn." ODE and UC SDI. 27, October 2021.

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Gorski, P. "Promoting Equity and Equitable Opportunities to Learn." ODE and UC SDI. 27, October 2021.

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Our group identified with the entry point: How does the district team proactively identify potential inequities when defining systems, data, and practices across all three tiers.

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For one of us, the resistance of gen ed teachers to give up their time for the interventions to be implemented. For the other, it was creating a systematic, district-wide approach to MTSS in all buildings.

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At Summit, we came to the MTSS network due to having a larger number of white students being identified under the Autism category, however, that is our target population as a charter school. Many come to us already identified under this category.

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Our team discussion revolved around Tier 3 interventions for students with behavioral needs that are equitable. We felt that these were the most difficult to address in creative ways. FBAs and BIPs, counselor support.

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We agreed that all of the entry points were of equal importance in bringing us to the network

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Gorski, P. "Promoting Equity and Equitable Opportunities to Learn." ODE and UC SDI. 27, October 2021.

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Taxonomy of Intervention Intensity (NCII)

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Taxonomy of Intervention Intensity (NCII)

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Tool used to
1. guide selection and evaluation of an intervention platform.
2. guide the adaptation and intensification of an intervention.

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The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions:

Strength: the evidence of effectiveness for students with intensive needs;

Dosage: the number of opportunities the student has to respond and receive feedback from the teacher;

Alignment: how well the intervention matches the targeted academic skills or behaviors of concern, as well as incorporates grade-appropriate standards or behaviors we would expect for a particular context;

Attention to transfer: whether the intervention is explicitly designed to help students make connections between the skills taught in the intervention and skills learned in other contexts and environments;

Comprehensiveness: how well the intervention incorporates a comprehensive array of explicit instruction principles; and

Behavioral or academic support: whether an academic intervention incorporates behavioral strategies that may support students with self-regulation, motivation, or externalizing behaviors that may impact their ability to learn, or whether a behavioral intervention considers academic components as part of the intervention.

The final dimension of the Taxonomy, individualization, focuses on the ongoing use of progress monitoring data and other diagnostic data sources to intensify and individualize the intervention based on student need. This approach mirrors the remaining steps of the DBI process that consist of data collection and modification in an iterative process until improvement is seen.
Tools and Resources to Learn About the Taxonomy of Intervention Intensity

Fuchs, L. S., Fuchs, D., & Malone A. S. (2017). The taxonomy of intervention intensity. Teaching Exceptional Children, 50(1), 35-43.

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How to Intensify Intervention: Intensification Strategies | NCII

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Tools and resources that provide an overview of the Taxonomy of Intervention Intensity and supports for selecting, evaluating, and intensifying interventions.

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What resource, concept, or activity from today's session did you connect with that will help you consider equity more proactively when implementing a tiered delivery system?   

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What resource, concept, or activity from today's session did you connect with that will help you consider equity more proactively when implementing a tiered delivery system?   

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Assisting Students who are Struggling (IES Practice Guide)

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Assisting Students who are Struggling (IES Practice Guide)

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This guide offers specific recommendations to help educators identify students in need of intervention and implement evidence-based interventions to promote their reading achievement. It also describes how to carry out each recommendation, including how to address potential roadblocks in implementing them.

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Three-Tier Models of Reading and Behavior: A Research Review

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Three-Tier Models of Reading and Behavior: A Research Review

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- The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models.

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Leading Equity-Based MTSS for All Students McCart & Miller 

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Leading Equity-Based MTSS for All Students McCart & Miller 

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Tiered Instruction Matrix and Decision Rules p. 53-75
template in MS Word: https://guide.swiftschools.org/resource/103/swift-tiered-intervention-matrix

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Leading Equity-Based MTSS for All Students

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Leading Equity-Based MTSS for All Students [McCart, Amy, Miller, Dawn Dee] on Amazon.com. *FREE* shipping on qualifying offers. Leading Equity-Based MTSS for All Students

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Equity Literacy for All, Gorski and Swalwell

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Equity Literacy for All, Gorski and Swalwell

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"Schools can commit to a more robust multiculturalism by putting equity, rather than culture, at the center of the diversity conversation"
Includes resources

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Megan Foster
Towpath East

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Jennifer Farthing, Twinsburg City School District

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Jennifer Farthing, Twinsburg City School District

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Cuyahoga Falls

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Hudson

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Doreen Osmun Hudson

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Cuyahoga Falls

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Cuyahoga Falls

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Twinsburg City School District

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Oakmont Education

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Copley-Fairlawn

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Towpath Main Campus

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Summit Academy Akron Elementary

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1. added additional admin and gen ed staff to team at Twinsburg
2. PD Day - R-TFI (K-8) and are compiling the data. Eye opening. Jen facilitated

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Summit Academy Akron Elementary

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1) Parents seeking outside evaluations and receiving diagnoses.
2) Analyzing & addressing disproportionality
3) How to support parents in helping their child receive support without having to get a private evals/obtaining a diagnosis

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1) People's understanding of what "average" truly is...
2) A lot of students perform above average and anyone who performs "average" seems below peers.
3) On local normed assessments, students may perform below average but on national assessments perform average.

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SLD Identification & Dispro- what have you planned or done to address the referral/identification process?

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SLD Identification & Dispro- what have you planned or done to address the referral/identification process?

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1) Hudson shared Dispro data and redirection of funds at a board meeting.
2) Completed the Self Review Summary Report and shared improvement plan.
3) Identification has been appropriate when reviewed ETRs for many students.
4) Added in more social emotional intervention supports.

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Has Hudson reviewed Tier 1 supports in depth for students who may seem they are performing "below average"? 

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Has Hudson reviewed Tier 1 supports in depth for students who may seem they are performing "below average"? 

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1) Have utilized Tier 1 benchmarking/screening/diagnostics to more closely analyze what student needs.
2) Resetting Tier 1 decision points

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1) Liked hearing how Hudson has shared out information and data to other stakeholders.
2) Universal Design for Learners
3) Building more robust supports

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Same struggle in other districts and looking for solutions

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Are new students automatically put in some intervention or is it based on a screener?

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Are new students automatically put in some intervention or is it based on a screener?

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1) Not automatically placed in intervention but based on how they perform on Tier 1 screeners and classroom performance.

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Missing in some classes; great teachers but need more tools. Especially a challenge as students get older (4th grade and up)

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1) Appreciate that other districts also are trying to address this concern.
2) Want to make sure supporting staff to support students
3) Differentiation is a huge piece and a struggle for some if it doesn't fall into their traditional format for their classroom.
4) Continued PD for staff

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Trying to overcome that all intervention needs to come from an outside source (tutor, etc.)

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The importance of use of Univeral Screeners and creation of the decision rules!

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The importance of use of Univeral Screeners and creation of the decision rules!

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Strengthening Tier I is key: UDL, Differentiation, equitable in-class supports  

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Strengthening Tier I is key: UDL, Differentiation, equitable in-class supports  

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PD for Classroom Tier 1 intervention and differentiation is needed

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PD for Classroom Tier 1 intervention and differentiation is needed

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appreciated the breakout room discussion, even though it was short, we were able to reflect on our practices and areas of need

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appreciated the breakout room discussion, even though it was short, we were able to reflect on our practices and areas of need

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Sharing info with our teachers about data at staff meetings.

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Appreciate the sessions!  Just need time to try to get things moving in the District.  

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Appreciate the sessions!  Just need time to try to get things moving in the District.  