Roseburg Public School District MTI
Multi-Tiered Instruction (MTI) in
Roseburg Public Schools:
Matching Student Needs to Instruction
Version 3.4
Four Critical Questions of Learning:
1. What is it we expect students to know?
2. How will we know when they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond when they already know it?
Overview - MTI Team Process
Multi-tiered Instruction (MTI) is a structured, systematic process that supports the instructional/behavioral needs of all students. Strong teaming is a critical part of this process.
MTI team meetings serve three purposes:
- To review school-wide academic and behavior data in order to evaluate the effectiveness of core programs.
- To screen and identify students needing additional academic and/or behavior support.
- To plan, implement and modify interventions for these students. Depending on each student’s “response to intervention” (RTI), a formal referral for special education evaluation may result.
There are four types of team meetings that occur as part of the MTI process: Benchmark Meeting, Grade Level Meeting, Group Intervention Planning and Individualizing and Identifying Interventions. Each meeting and its purpose is described on the ensuing pages.
Team Roles:
For MTI to run efficiently and effectively there are key roles that need to be filled. Teams will need to determine the role of each member and their corresponding duties to best meet the needs of their school.
Summary of Suggested Team Roles:
- Facilitator – The facilitator guides meeting in a productive and proficient manner, updates members on progress and sets up follow-up meeting dates. The facilitator needs to be aware of several dynamics: restating comments and suggestions, keeping the meeting on track, valuing each person’s contribution, summarizing comments, and delicately guiding the discussion through each phase in order to reach the desired outcome or action plan. The facilitator is responsible for moving the team through the meeting.
- Note taker(s) – The note taker documents the meeting by typing up notes and distributing the notes/action plans to the team.
- Time Keeper – The time keeper moves the process along in an efficient manner.
- Classroom Teacher/CDS – These team members coordinate with, invite and prepare the family for the meeting and what to expect.
- MTI Meeting Coordinator – The meeting coordinator sets the meeting date, coordinates with teachers and decides who is appropriate to invite.
- MTI Data entry Coordinator – The data entry coordinator ensures timely entry of data, including interventions and progress monitoring data, into the MTI database.
Monitoring the Effectiveness of Your MTI Team Process and School-wide Implementation:
To monitor team effectiveness and school-wide implementation of MTI practices, evaluation will occur in the spring of each year. An electronic survey titled District Implementation Evaluation Tool-School Based (DIET-SB) will beadministered district-wide.
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October 2013 v3.4
Roseburg Public School District MTI
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October 2013 v3.4
Roseburg Public School District MTI
MTI RESPONSIBILITY CHART
Building Administration / Classroom Teachers / Specialists(Learning Specialists, Sped, School Psychs, ELD, Speech and Language, CDS / Counselors) / Central Office Administration / Parent/Guardian
Resource analysis:
Staffing, schedules and materials. / Implement instruction with fidelity from core adopted programs / Consult/collaborate regarding academic / behavior program development. / Collaborative District-wide MTI Coordination – Departments of Teaching and Learning and Student Services / Provides feedback and participates in decision making opportunities
MTI Team Coordinator / Monitor student progress / Serve as a resource for teachers and IAs by assisting in the design of strategies to support the specific needs of individual students / Monitors and supports availability of evidence based programs / Helps support their child’s learning and achievement goals and behavior
Observations & evaluations of programs and teachers / Provide additional classroom intervention as needed / Consult, collaborate and participate in SPED referrals and evaluations
Complete evaluation reports / Facilitate district-wide implementation of professional development / Communicates with staff regarding concerns
Provides professional development resources / Be an active member of the MTI Grade Level Team / Participate in team process for coordinating multi-tiered instruction / Facilitates MTI District Leadership Team meetings / Attends student / parent / teacher conferences
Participates in district leadership team for evaluation and program improvement / Provide program improvement input / Implement evidence based intervention instruction with fidelity / Attends building team meetings at least once a month / Attends school events
Completes annual review of project performance including LD Eligibility File reviews
MTI Meetings
Benchmark
Grade Level
Group Intervention Planning
Individualizing and Intensifying Interventions
Benchmark Meeting - Fall/Winter/Spring
Purpose: These meetings are designed to evaluate the effectiveness of core programs.
Membership: Principal, classroom teachers, and specialists as appropriate (learning specialist, special education teacher, School Psychologist, CDS, ELD, Alt. Ed, instructional coach).
Estimated time: 2 hours scheduled as needed to meet building needs
Planning for all students (Tier 1): Three times a year, fall, winter and spring, this team reviews data on student performance such as academic data, behavior referrals and attendance (e.g., DIBELS, CBMs, MAZE, OAKS, MAP, Core Program assessments, SWIS, Synergy, grades, etc.) in order to evaluate the effectiveness of core programs. Data should be reviewed for all studentsto look for trends in school improvement. Core programs should meet the needs of at least 80% of the student population.
Meeting outcome(s):Trends and data will be shared with all staff for use in developing grade level action plans.
Key Questions / Considerations for Benchmark Meetings
General questions
- Are 80% or more of all students meeting benchmark? 80% of subgroups?
Yes: Celebrate! Are all students making growth? Are students in subgroups making growth? Have you set ambitious goals for the next benchmark assessment?
No: Discuss the following questions about the core program:
Reading, Math and Writing
- Are all teachers using the program with a high degree of fidelity?
- Is instructional time protected? Are interruptions minimized?
- Is the instructional block sufficient, or is more time needed?
Attendance
- Is there a clearly articulated attendance policy? Is it being implemented?
- Is there sufficient outreach to families and a welcoming attitude toward all students?
Behavior
- Is there a school-wide behavior policy, behavior curriculum and behavior team?
- Are behavior expectations posted, taught, practiced, and reinforced at the building and classroom level?
- Are support personnel such as bus drivers and instructional assistants trained in positive behavior support?
- Is there a classroom behavior incentive system?
100% Data Meeting Agenda
School: Grade level:
Benchmarking period (check one): Fall Winter Spring
Norms: Stay engaged – Focus on what we can do – Listen to learn
Purpose: To determine effectiveness of the core program and make necessary adjustments tocore instruction.
Step 1: Problem Identification (What is the problem?)
Based on screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)?
a)Review and analyze current benchmark screening data. Record percentages below:
b)Review and analyze previous benchmark screening data. Record percentages below:
c)Using current and previous benchmarking data set a goal for next benchmarking period. Record below:
Previous Benchmarking / CurrentBenchmarking / *Goal for next Benchmarking:
% Above benchmark
% Below benchmark
% Well below benchmark
*Can also review movement of students between risk-status levels to help set goals (Summary of Effectiveness)
d)Review other available grade-wide data (e.g. OAKS, in-curriculum assessments, etc).
i)Determine percentage of students meeting minimum proficiency standards as set by the district
Step 2: Problem Analysis (Why is it happening?)
a)Using data, prioritize which big idea of reading is currently the most important common instructional need for most students (circle one):
Skill / Phonological Awareness / Phonics / Oral Reading Fluency / Vocabulary / Reading Comprehension% Above Benchmark
b)Does fidelity to the core need to be further examined and how will that be accomplished?
Step 3: Plan Identification (What is the plan?)
What instructional adjustments are needed to improve the health of the core?
Curriculum
Which priority skill(s) within the identified big idea will be targeted for instruction?:
What component(s) of the core can be used for this?
Instruction
What common instructional strategy will be used by all grade level teachers?:
When this is working what will it look like?
Environment
What active engagement/behavior management strategy will be used by all grade level teachers?:
When this is working what will it look like?
What professional development is needed to improve the core?
Step 4: Plan Implementation & Evaluation (Did it Work?)
Previous Benchmarking / Previously set GOAL / Actual current benchmarking% Above benchmark
% Below benchmark
% Well below benchmark
(Completed at next Benchmarking)
a)Does our current benchmarking data meet or exceed our agreed upon goal from the previous benchmarking period (or make significant progress towards our goal)?
- If YES, what did we do that worked?
- If NO:
1)Did we implement the strategies we agreed to?
- Instruction:
- Curriculum:
- Environment:
(a)Did we implement the core program with fidelity? YesNo
b)Proceed to Step 1 (Problem Identification) for new benchmarking period and analyze data to develop a new plan.
Skills and Priority Skills
Big Idea of Reading / Priority SkillsPhonemic Awareness / Word comparison
Rhyming
Sentence segmentation
Syllable segmentation and blending
Onset-rime blending and segmentation
Blending and segmenting individual phonemes
Phoneme deletion and manipulation
Phonics / Letter sounds
VC and CVC
Consonant Digraphs
CVCC and CCVC
Silent E
R-control vowels
Advanced consonants (Le.,-tch, kn, soft c &g)
Vowel Teams
Multi-syllable words
Prefixes and suffixes
Fluency / Accuracy
Prosody
o Expression, Emphasis, Phrasing, Volume, Smoothness, Rate
o CWPM
Vocabulary / Contextual Analysis
Morphemic Analysis
Expressive Vocabulary
Receptive Vocabulary
Reading Comprehension / Text Structure
Make Inferences and Analyze
Evaluate
Story Structure
Generate Questions
Summarize
Monitor Comprehension
Active Engagement Strategies – 100% of Students
Strategy / DescriptionVerbal
Precision Partner Talk / Teacher assigns A and B students; controls alternations,
begins with sentence starter, teacher drops and listens
Choral Response / 100% of the student respond with teacher prompt; use with
short, similar answers; teacher scan all mouths for response
Choral Passage Reading / Students read the selection aloud at a moderate rate, teacher
fades voice in as needed to ensure proper pace
Cloze Reading / Teacher reads the selection aloud and pauses on meaningful
words or at end of phrase, students will follow along and
read the deleted words.
Written
Response Boards / Teacher asks a question, students write their response on
individual white boards. After wait time, students display
boards; teacher gives feedback to students.
Quick Write / Teacher frames use of vocabulary; students write to
question or prompt for set, limited time, teacher monitors
and provides feedback.
Graphic Organizers / A diagram or visual organizer that provides spaces for
students to write or record elements of the content.
Action Responses
Physical Gestures; Hand signals / Students use physical gestures to provide a response
to the questions. Ex. Thumps up/down, number of fingers
Act Out / Act out a story, concept, or historical event
Facial Expressions / Student demonstrates understanding of vocabulary word
with expression; ex. Despondent
Common Instructional Strategies
Instructor models instructional tasks whenAppropriate
- Demonstrates the task (e.g. uses think alouds)
- Proceeds in step-by -step fashion
- Limits language to demonstration of skill
- Makes eye contact with students, speaks clearlywhile modeling skill
- Set the purpose for the instruction
- Identifies the important details of the conceptbeing taught
- Provides instructions that have only oneinterpretation
- Makes connection to previously-learned material
- Provides and elicits background information
- Emphasizes distinctive features of new concepts
- Uses visuals and manipulatives to teach content as necessary
- Makes relationships among concepts overt
- Engages students in discourse around newconcepts elaborates on student responses
- Provides more than one opportunity to practiceeach new skill
- Provides opportunities for practice after each stepin instruction
- Elicits group responses
- Provides extra practice based on accuracy ofstudent responses
initial student responses
- Provides affirmations for correct responses
- Promptly corrects errors with provision of correctmodel
- Limits corrective feedback language to the task athand
- Ensures mastery of all student before moving on
- Provides feedback during and after taskcompletion
- Provides specific feedback about student's accuracy
- Majority of feedback is positive
- Celebrates or displays examples of studentsuccess
- Gains student attention before initiatinginstruction
- Paces lesson to maintain attention
- Maintains dose proximity to students
- Transitions quickly between tasks
- Intervenes with off-task students to maintaintheir focus
- Independent work routines and procedurespreviously taught
- Models task before allowing students to workindependently
- Checks for student understanding of thetask(s)
- Students use previously-learned strategies orroutines when they come to a task they don'tunderstand
- Independent work is completed with highlevel of accuracy
- Elicits a high percentage of accurate responsefrom group
- Holds same standard of accuracy for highperformers and low performers
Grade Level Team Meetings
Purpose: These meetings are designed for planning for effective delivery of core instruction.
Membership: Grade level team teachers for core instruction and specialists according to building schedule.
Estimated time: 15-45 minutes
Planning for all students (Tier 1): Weekly grade level team meetings look at data, the implementation of the core curriculum, discusses differentiation and plans for effective teaming (i.e. - how does a team maximize the strengths of the team members?).
Meeting outcome(s): The grade level team will develop an action plan.
Key Questions / Considerations for Grade Level Team Meetings
General questions
- Are 80% or more of the student’s meeting benchmark?
Yes: Celebrate! Are all students making growth? Have you set ambitious goals for the next benchmark assessment?
No: Discuss the following questions about the core program:
Reading, Math and Writing
- Are all teachers using the program with a high degree of fidelity?
- Is the instructional block sufficient, or is more time needed?
Attendance
Review attendance data and identify students with more than 5 absences in a 30-day period
- Is there a group of students with a similar attendance issue?
- Would daily check-ins improve the group’s attendance?
- Is an attendance plan appropriate?
Behavior
Review behavior data and identify students with 3 or more discipline or counseling referrals in a 30-day period.
- Do behavior expectations need to be re-taught and reinforced to a select group of students?
- Are behavior prevention or intervention programs available?
- Do parents need more support with managing behavior at home?
- Does a student need a behavior plan with clearly defined skills to be taught and established supports and expectations?
- What other positive supports could be put in place to assist the student?
- Does a student need a Functional Behavior Assessment (FBA)?
- Should a referral to an outside resource such as Mental Health be made?
- What other environmental issues should be considered?
Grade Level Team Meeting Agenda/Log
Team: Date: Time:
Site: Facilitators: Recorder:
Team members present:
Time / Task1 minute / Community Agreements
2 minutes / Review District / School / Team SMART Goals
13-42 minutes / Team planning
Summary of activities and dialogue emphasized during this meeting:
Agreements regarding next meeting
Who / When / What / when completed
Date/Time/Site of next meeting:
Agenda items for next meeting:
GrIP Meetings
Purpose: GrIP meetings are designed to discuss students currently in interventions and whether to continue, modify, change or discontinue an intervention. NOTE: Parents should be notified that their child is involved in an intervention that is “in-addition-to” their core instruction. This notification needs to occur no later than fall conferences. The MTI Brochure should be provided to parents at the fall conference or as a student is initially assigned an intervention.
Membership: Principal, classroom teachers, special education teacher,literacy specialist, and school psychologist, CDS, and other specialists (ELD, Alt. Ed, instructional coach) as appropriate.
Estimated time: 45 minutes
Planning for all students in interventions (Tier 2 Strategic & Tier 3 Intensive): The GrIP team meets once every 7 weeks. The team focuses on groups of students whose data indicates they are performing below benchmark and have been screened and placed into targeted reading, writing, math or behavior interventions. These students are listed on the GrIP (Group Intervention Profile). This team focuses on time, design, and delivery of instruction and determines if: