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MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)

Response to Intervention (RtI)

GUIDE

Inspiring our Students to Learn, Dream and Achieve

Manatee County Public Schools (2017-2018)

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MTSS GUIDE

Table of Contents

1. Introduction (Page 3)

2. Tiered Levels of Support (Page 5)

3. Problem Solving (Page 8)

4. Early Warning Systems (Page 17)

5. Assessments (Page 19)

6. Graphing Student Data (2)

7. Appendices (Page 25)

a. Getting Started with Implementation of the MTSS Framework (Page 25)b. Suggested Outline for Initial Grade Level/Content Area Team Meeting (Page 26)c. Suggested Outline for Follow-Up Grade Level/Content Area Meeting (Page 27)d. Suggested Outline for Intensive Support Team (IST) Meeting (Page 28)e. Gap Analysis Worksheet (Page 30)f. Suggested Outline for IST Data Review Meeting (Page 31)g. Information Required at Intensive Support Team (IST) Meetings (Page 33)h. Procedures for Obtaining Consent to Evaluate (Page 34)i. Frequently Asked Questions (Page 36)j. Definition of Tiered Interventions (Page 38)k. Additional Resources (Page 39)l. Sample of a Manatee County High School Early Warning System (EWS) (Page 40)m. RIOT by ICEL (Page 41)n. Tier 3 Initial Problem Solving Worksheet (PSW) (Page 42)o. Tier 3 Data Review Meeting form (Page 46)p. Intervention and Data Collection Documentation form (Page 48)q. Resource Maps for Reading (Elementary, Middle, High) (Page 50)r. Resource Maps for Math (Elementary, Middle, High) (Page 59)

Note: This document should be used in conjunction with the MTSS Guide for Behavior, which can be found on the link below:

http://www.manateeschools.net/pages/SDMC/Departments/Teaching___Learning/ESE/Student_Services/Multi_Tiered_System_of_Support

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INTRODUCTION

Manatee County Public Schools are committed to providing high quality instruction and support

to all students academically and behaviorally. A Multi-Tiered System of Supports (MTSS)

provides high quality instruction and intervention matched to student needs using learning rate

over time and level of performance to inform instructional decisions. The primary purpose of the

MTSS framework is to provide support by generating and implementing effective research-

based academic and behavioral strategies for all students. The MTSS framework utilizes the

Problem Solving Model and students’ Response to Intervention (RtI) to inform

instruction/intervention. This guide should be used as a reference for the essential components

of an MTSS framework so that all students in the Manatee County Public Schools have the best

opportunity to achieve academically and behaviorally.

Many existing terms and initiatives share the common elements of data-based problem-solving

to inform instruction and intervention (e.g., Positive Behavior Support [PBS], Problem

Solving/Response to Intervention [PS/RtI], Continuous Improvement Model [CIM], Lesson

Study). These initiatives share the core characteristic of data-based problem-solving and fall under the “umbrella” of MTSS. They should be viewed as complimentary, rather than competing initiatives.

Why are schools required to implement the MTSS Framework?Florida DOE Rule 6A-6.0331(1) (e), F.A.C., requires that schools implement evidence-based

interventions to address the identified area(s) of concern in the general education environment.

These interventions must be developed through a problem-solving process that uses student

performance data to identify and analyze the area(s) of concern, matches interventions with skill

deficits, and monitors the effectiveness of the interventions. The intensity and instructional

focus of the interventions should be matched to student need. Interventions must be

implemented as designed and delivered long enough to have the expected effect. Ongoing

progress monitoring must be conducted in order to evaluate the student’s progress and to revise

the interventions when they do not result in sufficient improvement. These practices have been included in the district’s Special Programs & Placement Manual and have been approved by the FL DOE (2014).

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Core Principles The MTSS framework is designed to meet the academic and behavioral needs of ALL learners.

An understanding of the core principles is essential for successful implementation of the

framework at the district and school levels.

Core Principles of the MTSS framework:

We can effectively teach all children.

It is best to intervene early.

Actively engaged administrative leadership for data-based decision making is essential.

A multi-tiered model of service delivery should be used to match instructional resources

with student need.

Data should be used to guide meaningful decision making. Reliable, valid, and

instructionally relevant assessments should include screening measures, diagnostic

measures, progress monitoring measures, formative measures, and summative

(outcome) measures, including program evaluation.

All students should be administered universal screenings during the school year to

determine achievement toward expectations. Student progress should be monitored to

inform instruction and to identify those who are not making expected progress

academically and/or behaviorally.

Ongoing, systematic problem solving should be used for all students in all grades to

make decisions regarding student needs.

Highly effective personnel should deliver research-based instruction and evidence-based

practices with fidelity.

Curriculum and instructional approaches that have a high probability of success for most

students should be utilized.

Core instruction should be differentiated to meet individual learning needs.

Professional development and follow-up coaching should be provided to ensure effective

instruction and problem solving at all levels.

Students and their parents should be part of the problem solving process and

educational decision making.

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TIERED LEVELS OF SUPPORT

The MTSS framework is a three-tiered system of supports designed to meet the academic and

behavioral needs of ALL students. The curriculum and instruction are based on the Florida

Standards and district behavioral expectations.

Tier 1: Core Tier 1 is what “ALL” students receive in the form of instruction (academic and behavior) and

student supports. Tier 1 academic instruction focuses on the implementation of the state’s

curriculum standards. Tier 1 behavioral instruction is based on district expectations. The

amount of time schools spend teaching curriculum standards varies, depending on student

variables (school readiness, second language acquisition, economic factors) and student

performance levels to ensure that all students reach and/or exceed state proficiency levels.

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The following are essential components of Tier 1 instruction:

• High quality research-based instruction for ALL students.

• Periodic screening of ALL students in relation to grade level academic and behavioral

expectations.

• Core instruction that is effective with approximately 80% of ALL students.

• Differentiated instruction as needed, with flexible small groups and other differentiation

strategies.

Tier 2: Core + MoreTier 2 interventions should be implemented when screening data indicate that core instruction

alone is not sufficient for some students to make adequate gains. Tier 2 interventions are

provided in addition to Tier 1 instruction. Typically, Tier 2 interventions are delivered to

approximately 20% or less of the student population. The goal of Tier 2 intervention is to enable

students to meet Tier 1 expectations. Tier 2 interventions are more “intense” (reduced group

size, increased amount of time/frequency of intervention delivery, narrowed focus of the

intervention) than Tier 1 instruction. Tier 2 interventions can be delivered by a variety of

professionals. These interventions are delivered in a small group setting and are designed to

meet the specific needs of a student and his/her peers with similar needs. The goal of Tier 2

intervention is that at least 70% of the students across the grade level receiving the same

intervention demonstrate a positive response. If 70% of the students receiving the interventions

are not demonstrating a positive response, the Instructional Leadership Team (ILT) and/or

grade level/content area team should engage in problem solving to determine why the students

are not responding as expected. Tier 3 intervention should be considered for the few students

who are demonstrating insufficient progress.

The following are essential components of Tier 2 interventions:

• Interventions target specific skill deficits that have been identified by data.

• The total number of minutes of instruction (Tier 1 instruction plus Tier 2 intervention) is

greater than the number of minutes of instruction provided to the majority of the students

for that targeted skill.

• The interventions are delivered by qualified individuals in small groups. Interventions

should be delivered by a certified teacher.

• The interventions are delivered as designed (fidelity).

• Progress monitoring occurs more frequently than at the Tier 1 level.

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Tier 3: Core + More + More Tier 3 interventions are intended for students with significant and/or enduring deficits who

require the most intensive services available in a school. These interventions are provided to

students for whom data indicate that core instruction plus one or two different Tier 2

interventions that have not resulted in adequate progress. Tier 3 interventions are typically

delivered to 5% or less of the total student population and are provided to very small groups or

individual students. They require more time and a more narrow focus of instruction/intervention

than Tier 2 supports. Collaboration and coordination among the staff (general and specialized)

providing the interventions to the student is essential at this level of intensity. The expected

outcome of Tier 3 interventions, combined with Tiers 1 and 2, is that the student(s) will achieve

grade level expectations (academic and/or behavioral). The addition of Tier 3 intervention is

determined by the Intensive Support Team. Although the programs or strategies at the Tier 3

level may be similar to those offered at the Tier 2 level, the intervention is classified as

“intensive” if it is individualized to meet the needs of a particular student and the duration and/or

intensity of the intervention is increased to accelerate student progress.

Tier 3 supports are the most explicit and intensive instruction and are characterized by:

More instructional time

Individualized instruction

More precisely targeted instruction at the appropriate level

Clearer and more detailed explanations of skills

More systematic instructional sequences

More extensive opportunities for practice

More opportunities for error correction and feedback

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PROBLEM SOLVING

Problem solving (PS) is an integral component of the MTSS framework and is designed for use

when making decisions in both general education and exceptional student education, creating a

well-integrated system of instruction and intervention guided by student assessment data. Each

school is expected to create and support Problem Solving Teams that engage in problem

solving for academics and behavior at the three tiers of instruction/intervention. These teams

utilize the PS model to meet the academic and behavioral needs of all students. Problem

Solving Team meetings should be scheduled regularly at each school. By combining a strong

PS process with ongoing progress monitoring (PM), teams can assess the effectiveness of core

instruction and intervention at each of the tiers, ensuring that all students have the opportunity

to be successful, both academically and behaviorally.

All schools should engage in problem solving at the Tiers 1, 2, and 3 levels. This necessitates

various Problem Solving Teams. Examples of Problem Solving Teams at the school level

include Instructional Leadership Teams, Content Area/Grade Level Teams, Intensive Support

Teams, and Individual Education Plan (IEP) Teams. Membership on the teams should be fluid,

dependent on the focus of problem-solving. Coordination and collaboration between the

Problem Solving Teams is imperative.

To support the MTSS framework in Manatee County, the following Problem Solving Teams are

recommended: Instructional Leadership Team, content area/grade level teams, and Intensive

Support Team. At some schools, members on all three Problem Solving Teams may be the

same but at most schools team membership will vary.

Instructional Leadership Team (ILT)

The ILT provides the guidance and support for universal (Tier 1) and supplemental targeted (Tier 2) supports. The ILT should establish and monitor the school-wide academic and behavioral expectations, develop goals and allocate the resources needed to implement the instructional/intervention plans with fidelity. The ILT should meet regularly and have an agenda and goals for every meeting. Documentation, which includes evidence of the problem solving process, should be kept.

The principal, with assistance from at least one team member with expertise in the MTSS framework, should facilitate the ILT problem solving meetings. The principal should ensure that teams are using a problem solving process and are making decisions based on data. Team

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members should be chosen based on the skill needed for the role they assume on the team. Instructional specialists and other itinerant support personnel should be considered for inclusion on this team. In order to ensure communication between problem solving teams, some members should be on multiple teams. Ideally, the individuals responsible for delivering the interventions would be also be included on the team.

Essential roles for effective problem solving at the Tier 1 level include:

Problem solving facilitator, typically the principal Staff with expertise in MTSS and problem solving Content area specialist with expertise in core and targeted academic and behavioral

interventions Data management and analysis expert Note taker Individuals responsible for providing the interventions

Grade Level/Content Area Team

The purpose of the Grade Level/Content Area Team is to support the work of the ILT by ensuring that the supplemental (Tier 2) intervention plans are implemented with fidelity and are effective. These teams should collaborate with the ILT when identifying students in need of Tier 2 intervention and analyzing the data in order to determine the effectiveness of the interventions. They should meet on a regular basis and have an agenda and goal for each meeting. Documentation, which includes evidence of the problem solving process, should be kept.

Essential roles for effective grade level/content area team problem solving include:

Problem solving facilitator, typically an administrator Staff with expertise in MTSS and problem solving Grade level or content area teachers Content area specialist with expertise in core and targeted academic and behavioral

interventions Data management and analysis expert Note taker Individuals responsible for providing the interventions

Intensive Support Team (IST)

The purpose of the IST is to engage in problem solving at the Tier 3 level in order to develop individual intervention plans, to support the implementation of interventions with fidelity, to analyze the data to determine a student’s response to intervention and to make adjustments to intervention plans as indicated by the data. Members on the IST should vary according to the identified problem. Selection of the team members should be based on their knowledge of the student, the type of problem (academic or behavior), grade-level expectations, the PS process,

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evidence-based interventions, and ability to analyze the data. All team members should receive training on the MTSS framework and the problem solving process.

The team facilitator should consult with the grade level or content area teams to identify the students in need of more individualized problem solving. The facilitator should establish a meeting agenda, invite team members (including parents), and have the necessary documentation forms available. Intervention data must be available at the meeting in order to engage in effective problem solving (See Appendix for Tier 3 Checklist). The facilitator should ensure that teams are using the data and engaging in the problem solving process. The IST should meet regularly. Meeting notes should be documented on one of the following forms:

Report of Conference Tier 3 Problem Solving Worksheet (Team Meeting Notes section) Tier 3 Data Review Meeting (Team Meeting Notes section)

Essential roles for effective problem solving at the IST level include:

Problem solving facilitator Parent(s) Student’s teacher(s) Expert(s) in the area of student needs Tier 3 problem solving worksheet recorder Staff with expertise in MTSS and problem solving Data management and analysis expert Note taker Individuals responsible for providing the interventions Student (if appropriate)

Problem Solving CycleThe problem solving cycle is a self-corrective, decision-making model focused on academic

and/or behavioral intervention development and progress monitoring of student response to

intervention. The problem solving cycle is used to plan, evaluate, and revise all tiers of

instruction. The four-step problem solving cycle includes a structured format that is used when

analyzing possible reasons for the lack of progress for a student or group of students' academic

achievement or behavioral functioning. Utilizing a structured problem solving approach when

exploring, identifying, and prioritizing concerns helps teams make efficient use of time and

increases the probability that appropriate interventions are selected.

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Step 1: Problem IdentificationWhat is the discrepancy between what is expected and what is occurring?

The goal for all students is to meet or exceed academic and/or behavioral benchmarks;

consequently a problem exists when students are not attaining benchmarks.

Guiding Questions:

What is the current expected level of performance (academic and/or behavioral)?

What is the current level of student(s) performance?

Is there a difference between the student(s) performance and the expectation?

The problem should be stated in objective, measurable terms using direct measures of

academics or behavior. The definition of the problem must focus on teachable skills (i.e.

phoneme blending, time on task, etc.) that can be measured.

The first step in problem solving is to determine if there is a difference, or gap, between the

students’ performance and the goal or expectations. Expectations should be based on

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normative standards, criterion-based measures, peer performance, instructional standards,

developmental standards, district or state assessments, and/or teacher expectations.

It is imperative to determine whether the identified problem exists for only one student, a small

group of students, or a large group of students since this knowledge will lead to different types

of interventions. For large group problems, changes in overall curriculum at the Tier 1 level of

instruction are necessary and problem solving is conducted on a larger scale. When problem

solving at the Tier 1 level is required, it is recommended that the Instructional Leadership team

(ILT) plan, implement, and monitor the instructional changes/practices. If data indicate that a

problem is occurring for small groups or individual students, then the grade level/content area

team or the Intensive Support Team should be responsible for planning, implementing, and

monitoring the interventions.

Step 2: Problem AnalysisWhy is the problem occurring?

The goal of problem analysis is to answer the question, “Why is this problem occurring?” During

this step, relevant information about the problem is gathered as to why student(s) are not

achieving benchmarks.

Guiding Questions:

What is it about the interaction between the instruction, curriculum, environment and

learner (ICEL) that is contributing to the problem?

Instruction: How we teach what is being taught.

Curriculum: What is being taught

Environment: Context where learning is to occur

Learner: Characteristics intrinsic to the individual in relation to the concern

The Problem Solving Team should collect data using RIOT (Review, Interview, Observe, Test)

procedures to address each of the above domains. Data collection typically includes review of

classwork and assessment data, parent, teacher and student interviews, and observations in

instructional settings. A RIOT by ICEL worksheet to organize the collection of these data is

included in the appendix. Once sufficient data have been collected the team should generate

hypotheses regarding the cause of the problems.

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Step 3: Intervention DesignWhat are we going to do about the problem?

The goal of this step is to develop a research-based intervention plan that matches the identified

student(s) needs and has the most likelihood of success.

Guiding Question:

What will be done to address the identified area of concern and ensure that the goal is

met?

Intervention plans must:

• explicitly define the skills to be taught;

• focus on measurable objectives;

• set realistic goals for the student(s) considering how far below the expectation the

student(s) are;

• define who will complete various tasks, when and how;

• describe a plan for measuring and monitoring effectiveness of instructional efforts;

• reflect the resources/materials needed; and

• include a date and time to review the student’s response to the intervention.

Another fundamental component of the plan is progress monitoring. Data should reflect how a

student or group of students is responding to the prescribed intervention. The PS team should

determine how often progress monitoring will occur, what measures will be used and how data

will be analyzed and disseminated. Additionally, data review timelines should be established.

Setting Ambitious and Realistic Goals:In order for meaningful decisions to be made throughout the problem-solving process, it is

essential for the goal(s) to be realistic, yet challenging. Implemented at both the group and

individual levels, teams should be mindful that the ultimate goal is to close the academic and

behavioral gaps and to meet academic/behavioral expectations established by state and/or local

standards.

Core instruction should be effective for at least 80% of all students. When universal screening

data demonstrate that this is not the case, teams should assess the need for improvement

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within the Tier 1 instruction. Adjusting the core instruction to improve outcomes for all children

should be addressed before decisions for Tier 2 targeted interventions are made. When

adjustments to Tier 1 instruction are necessary, goals that reflect the intended improvement of

student performance should be established.

When a problem solving team identifies a student or groups of students as at-risk and core

instruction is adjusted and monitored, establishing a goal and a time frame for achieving that

goal is key. The goal should specify the minimal expected performance.

Step 4: Implementation/Response to Intervention Is the plan working?

The goal is to determine if the intervention(s) are resulting in the desired results.

Guiding Questions:

Is the response positive, insufficient or poor?

Should adjustments be made to ensure the fidelity of the intervention implementation?

Should the intervention be intensified by reducing the size of the group, increasing the

amount of time/frequency that the intervention is delivered, or narrowing the focus of the

intervention?

The team works together to ensure that the plan is implemented with fidelity and is effective in

achieving the identified goals. If the students’ response to the intervention is insufficient or poor,

implementation fidelity should be reviewed. If implementation fidelity is problematic, supportive

strategies to increase the fidelity should be initiated. If the intervention was implemented as

intended, the team should reengage in the steps of problem solving. Teams should ask “Is the

instruction/intervention aligned with the verified hypothesis or are there other aligned

interventions to consider?” (Intervention Design); “Are there other hypotheses to consider?”

(Problem Analysis); and “Is the problem identified correctly?” (Problem Identification).

There are three possible responses to intervention:

1. A positive response occurs when the gap between the expectation and the students’

performance is closing and the students are making progress toward the

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benchmark/goal. The intervention should continue until the students reach the targeted

goal and/or demonstrate mastery in the core. Once students achieve mastery, the team

should plan how the intervention supports will be faded or discontinued.

2. An insufficient response occurs when the gap between the current and expected

performance remains consistent. It is neither increasing nor decreasing. In this

situation, the first step should be to evaluate whether the intervention is being

implemented as designed (fidelity). Secondly, teams should consider increasing the

intensity of the current intervention for a period of time to assess impact. If the rate of

progress does not improve, teams should reengage in the problem solving cycle. The

intensity can be increased by reducing the size of the group, increasing the amount of

time/frequency that the intervention is delivered or narrowing the focus of the

intervention.

3. A poor response occurs when the gap widens and the student falls further behind. In

this situation, the first step should be to evaluate whether the intervention is being

implemented as designed (fidelity). If the poor response is not due to lack of fidelity,

teams should reengage in the problem solving cycle.

Decision-Making Model CombinedManatee County Public Schools use a hybrid decision-making model which combines the

problem solving and standard protocol models. A standard protocol model is typically used for

Tier 2 interventions that address common problems for up to approximately 20% of the students

in each grade-level. Typically the ILT, based on its school data and resources, creates the

standard protocol plan and updates the plan annually. The standard protocol model involves the

provision of a research-based intervention for a specific amount of time, duration, and frequency

(i.e., minutes per day, days per week, and number of weeks) for small groups of students

having similar needs. A primary feature of the standard protocol model involves standardized

instruction or intervention with minimal analysis of skill deficits. The intervention has a set of

well-defined steps or procedures, which when implemented appropriately, increases the

probability of producing positive outcomes for students. Intervention groups are formed by

identifying the general nature of the deficit and matching it to a prescribed treatment or

protocol. Because the procedures within a standard protocol model are clear and specific,

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intervention fidelity should be easy to verify. The problem-solving method is used for students

who need more specific interventions to address their individual needs.

Resource maps for reading and math are included in the appendix of this guide. These are fluid

documents that will change as data reveal which interventions are most effective. Problem

solving teams should use the resource maps as guides when creating standard protocols for

their schools. All schools are expected to have standard protocols for reading, math and

behavior. (A resource map for behavior is included in the MTSS Guide for Behavior.) These

protocols should be updated annually.

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EARLY WARNING SYSTEMS

Currently, Senate Bill 850 requires middle schools to use a state-developed Early Warning

System (EWS). It is likely that high schools and elementary schools will be given a state-

developed EWS in the near future. In the meantime, high schools and elementary schools are

encouraged to develop their own EWS based on their specific data.

In 2011-2012, approximately 25 percent of Florida’s high school students dropped out of school

before graduating. Research indicates that the choice to drop out of school is not usually a

hasty decision but rather the result of years of a slow process of disengagement. Recent

research cited by the Florida Bureau of School Improvement indicates that many students begin

sending clear ‘warning signals’ years before dropping out of school and that some of these

signals appear as early as elementary school. Research also shows that most at-risk students

could graduate if they were afforded the appropriate preventions, early interventions and

supports. When an EWS is employed by use of indicator data along with the problem-solving

process, preventions, interventions and supports can be directly matched to student needs at

the individual school. Every school should create and utilize a EWS throughout the school year.

The ILT is typically responsible for creating the EWS and determining how it will be

implemented for academics and behavior.

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The following table provides examples of early warning indicators suggested by the state:

Early Warning Indicators:

INDICATOR ELEMENTARY SCHOOL

MIDDLE SCHOOL HIGH SCHOOL

Attendance Missed 10% or more of instructional time

Missed 10% or more of instructional time

Missed 10% or more of instructional time In ninth grade with one or more absences within the first 20 days

Referrals & Suspensions

Two or more behavior referrals AND/OR One or more referrals with suspension defined in s. 1003.01. (5) F.S.

Two or more behavior referrals AND/OR One or more referrals with suspension defined in s. 1003.01.(5) F.S.

Two or more behavior referrals AND/OR One or more referrals with suspension defined in s. 1003.01.(5) F.S.

Course Failures Not proficient in reading by third grade

Failed a mathematics course Failed an English Language Arts course Failed two or more courses in any subject

In ninth grade with two or more failed courses in any subject In ninth grade and failed to progress on time to tenth grade

Standardized Assessment Data

Level 1 on State-Wide Assessments in ELA or Math



Credits (units) GPAs (middle and high school)

Grade point average less than 2.0

Retentions Retained pursuant to s.1008.25(4)(c), F.S.

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ASSESSMENTS

Three Types of Assessment: Reliable and on-going data collection is a major component of any MTSS framework. The

following types of assessments should be used to make data-based decisions:

1. Universal Screeners are assessments of academic and behavioral skills that are

administered to all students. These screeners can be used to identify effective

instruction at each tier by indicating the percentage of students who are achieving at

expected levels, to compare subgroup scores to the scores of the total population, and

to identify students in need of supplemental instruction/intervention. Some universal

screening data can also be used to calculate the difference (gap) between the

benchmark and the median scores of groups of students or the scores of individual

students. Some of the screening tools used in Manatee County include: i-Ready, Florida

Standard Assessment, and school identified academic or behavioral screeners. (This is

not an exhaustive list and is subject to change.)

2. Diagnostic Assessments are targeted assessments that help to further identify skill

deficits for appropriate targeted intervention. They may be formal or informal

assessments that identify a student’s strengths and weaknesses in a particular skill area.

Diagnostic assessments are typically administered to the students identified by the

screener as having the most need for intervention. Examples of diagnostic assessments

include i-Ready, SuccessMaker, DRA-2, and Running Records.

3. Ongoing Progress Monitoring (OPM) measures are brief assessments used to

determine whether students who are receiving Tier 2 and/or Tier 3 interventions are

making adequate progress. OPM also provides information on the effectiveness of

intervention and whether the intervention needs to be modified. The frequency of the

OPM is based upon the intensity of the intervention (daily, weekly, twice monthly). The

following are examples of OPM assessments used in Manatee County: i-Ready, oral

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reading fluency measures, math facts fluency checks, SuccessMaker, curriculum-based

measures, Achieve3000.

Data Used to Answer Questions at the Tier 1 Level:Universal Screeners include formative and/or summative measures. These assessments

monitor progress of all students and evaluate the effectiveness of Tier 1 instruction and

supports.

Data used at the Tier 1 level should provide answers to specific questions in order to help guide

problem-solving for the Instructional Leadership Teams. Those questions may include but are

not limited to:

1. What percent of students are meeting grade level expectations and/or are “on-‐track” for

promotion/graduation?

2. Is Tier 1 instruction for each grade level or content or subject area effective (i.e.,

approximately 80% or more students are proficient or making significant growth?)

3. How effective have improvement plans (i.e., SIP) been at increasing the growth of all

students in addition to reaching higher percentages of students reaching proficiency in

content and subject areas?

4. Which students demonstrate significant gaps between their current performances on

Tier 1 assessments and grade level expectations and/or peer performance?

Data Used to Answer Questions at the Tier 2 Level:Assessments at the Tier 2 level should vary according to student needs. The frequency of

assessments is typically as infrequent as once a month to as frequent as daily, depending on the

needs of the small group of students. Assessments at the Tier 2 level should answer specific

questions, such as: 1. Which students require supplemental instruction based on an analysis of their current

data in relation to Tier 1 standards of performance?

2. How should students receiving supplemental instruction be grouped together for small

group instruction (e.g., based on skill/content/subject area of need)?

3. For which students will a standard protocol model be used to address commonly

occurring concerns?

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4. Which students will need modified interventions or more in-‐depth problem solving

(particularly problem analysis) in order to ensure an appropriate match between the

instruction/service supports and the students’ needs?

5. Which students are demonstrating a positive response to the supplemental

instruction/intervention being provided to them? Which are demonstrating insufficient or

poor responses to instruction/intervention? (Fidelity of intervention implementation should be

checked for those not demonstrating a positive response.)

6. Are the majority of students within a supplemental instructional group demonstrating a

positive response to the instruction? Typically, in order to be considered effective, the

intervention should result in a positive response for at least 70% of the students.

7. What modifications to the intervention are needed to increase positive responses to the

instruction/intervention at the Tier 2 level?

8. Which students may need more intensive services? Which students may need other

skills targeted? Can intervention fading be considered for some students?

9. Are students who are demonstrating progress at the Tier 2 level also demonstrating

progress on the Tier 1 assessments? If not, why not?

Data Used to Answer Questions at the Tier 3 Level:Assessments at the Tier 3 level are more frequent and assess very specific academic or

behavioral skills. Generally, the further behind a student is and/or the less responsive a student

is to previous interventions, the more frequent the progress monitoring should occur. Many of

the questions posed at the Tier 2 level are applicable to the Tier 3 level. However, the focus at

the Tier 3 level is generally on the individual student. Additional questions the problem solving

team should ask may include, but are not limited to, the following:

1. Is the intervention appropriately matched to the student’s deficit areas?

2. Does the intervention plan address both academic and behavioral needs, if necessary?

3. Is the student responding positively to the intervention? Is the student also

demonstrating improvements in his or her Tier 1 assessment performance? If not, why

not? What goals/needs should be targeted next? Do the data suggest that the student

continues to need Tier 3 interventions; if not does he or she still need Tier 2

interventions?

4. Does this student need a long-‐term (2 or more years) plan for catching up to grade level

standards (including transition plans between grades)?

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GRAPHING STUDENT DATAAccording to the National Center on Response to Intervention, “progress monitoring data

allow teachers to evaluate the academic performance of students over time, quantify rates of

improvement or responsiveness to instruction, and evaluate instructional effectiveness.” The

FL DOE General Education Procedures require that data are shared with parents in a visual

format that is easy to understand. Graphing of students data allows teachers, parents and

other stakeholders to quickly look at how a student is responding to an intervention,

particularly when compared to peers.

Graphs should include: a title identifying the skill, labeled x and y-axes, the student(s) data

points, intervention change lines, a trend line, and an aim line. Equal increments of time

(such as dates) go on the x-axis and assessment data (such as # words correct per minute

or # of daily behavior points earned) are plotted on the y-axis. The purpose of the

intervention change line is to show instructional changes on the student’s graph to provide a

full picture of the student’s progress and the strategies used to improve outcomes.

After 5-10 data points, if the team can confidently predict the next data point, then a pattern

has been established. If a pattern exists, evaluate student growth through examination of the

last 3-5 data points relative to aim line:

Positive response: rate of growth (slope) of trend line matches or exceeds aim line.

The gap between current and expected performance is closing or has closed.

Insufficient response: rate of growth (slope) of the trend line is parallel to aim line.

The gap between current and expected performance remains consistent. It is neither

increasing nor decreasing.

Poor response: rate of growth (slope) of the trend line is flatter than aim line. The gap

between current and expected performance is widening.

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If a pattern has not been established, reasons for data variability should be explored as part

of the problem solving process. Teams should consider the following variables:

Data collection procedures Data collection tools Student engagement with task Student attendance Student engagement with intervention Intervention fidelity

The initial step in data collection is to determine the student’s baseline performance prior to

the start of the intervention. Additionally, it is important to gather data on the peer or

subgroup performance (i.e., grade level peers, ELL peers, low SES/economically

disadvantaged peers). This may be accomplished by reviewing previously collected data or

by collecting data from a group of typically performing or subgroup peers. As an example,

we might administer a grade level ORF probe to a small sample of peers and compare the

median ORF scores to the scores of the students receiving tiered interventions. Additionally,

progress monitoring data are compared with grade-level expectations. For ORF measures,

the Hasbrouck & Tindal Oral Reading Fluency Data are used for comparison purposes (See

Appendix or Hyperlink). This comparison must be done at regular intervals, as determined

by one of the school’s problem solving teams.

The first data point plotted is the current level of performance for each student. Next, the

target goal should be plotted on the graph. Teams should predict how long (i.e., number of

weeks or months) it should take student(s) to reach this goal. This will help determine if

student(s) are demonstrating a positive response to the interventions and closing the gap

between their performance and the grade level expectation. Connecting the current

performance data point to the goal data point, establishes the aim line. The aim line

represents the expected rate of student progress over time and identifies the desired

outcome. As data are collected for each student, the data are plotted on the graph and are

used to make decisions regarding the effectiveness of the intervention.

If possible, graphs should also include a trend line. Comparing a student’s aim line with the

trend line helps teachers and problem solving teams make data-based decisions about a

student’s progress. The trend line represents a line of "best fit" through a student's data

points. The trend line can be compared with the aim line to help inform responsiveness to

intervention. This will aid problem solving teams in determining whether a student's

response to the intervention can be characterized as "positive," "insufficient," or "poor."

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At the Tier 2 intervention level, multiple students’ data can be graphed on the same graph.

This allows for comparison of the rate of progress for all students in the intervention group.

When several students’ data are included on one graph, identifying information about the

students (i.e., names) should be removed before sharing the graph with parents. At the Tier

3 intervention level, each student’s data should be graphed individually.

*

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Insufficient Response to Intervention

Adapted from GTIPS

Adapted from GTIPS

Adapted from GTIPS

APPENDICES

GETTING STARTED WITH IMPLEMENTATION OF THE MTSS FRAMEWORK

1. Identify the school-based teams that will problem solve at the Tiers 1, 2, and 3 levels. Define the roles and responsibilities of each team member. Establish meeting days and times for each team. Decide how results from Tier 1 problem solving meetings will be shared with the Tiers 2 and 3 problem solving teams.

2. Use universal screening data to determine if there is a large group or small group problem in an academic or behavioral area. Use this information to problem solve at the Tier 1 and/or Tier 2 level.

3. Analyze universal screening data to identify the academic and/or behavioral needs of the students with the most significant needs. Tier 2 instruction/intervention should be limited to approximately 20 to 25% of the students at each grade level in order to allocate resources effectively. Students receiving ESE services should not be excluded from general education interventions. Use the school standard protocols to identify intervention and progress monitoring options.

4. Review intervention plans indicated in the School Improvement Plan (SIP) at the Tier 1 level and share with appropriate stakeholders. Intervention plans should include the identified deficit area(s), the targeted intervention(s) and the plan(s) for progress monitoring.

5. Develop your school standard protocol/resource map for academics and behavior. Schools are also expected to develop an Early Warning System (EWS) based on data. (Senate Bill 850 mandates this for middle schools.)

6. Share Tier 2 intervention plan (standard protocol/resource map) with appropriate stakeholders. Intervention plans should include the identified deficit area(s), the targeted intervention(s) and the plan(s) for progress monitoring. Teachers should share Tier 2 intervention plans with parents.

7. Using Tier 2 progress monitoring data, teams identify students who are receiving Tier 2 interventions who will also require intensive individualized intervention (Tier 3). Generally, the number of students receiving this level of intervention should not exceed 5% of the school population. Teams should engage in problem solving at the individual student level and complete the Tier 3 Problem Solving Worksheet (PSW).

8. Problem solving teams schedule follow-up meetings to determine the effectiveness of instruction/intervention. Progress should be monitored at the Tiers 1, 2, and 3 levels.

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SUGGESTED OUTLINE FOR INITIAL GRADE LEVEL/CONTENTAREA TEAM MEETINGS

Tier 2 Problem Solving

1) With guidance from the ILT, the grade level or content area team identifies the lowest achieving students in the grade level. Ideally, the core instruction is effective for approximately 80% of students in the grade level. If not, problem solving must also occur at the Tier 1 level. Tier 2 instruction/intervention should be limited to approximately 20% to 25% of the students at each grade level in order to allocate resources effectively. Students receiving ESE services should not be excluded from general education interventions.

2) Engage in the four-step problem solving cycle to identify the problem and determine why it is occurring.

3) Using the school’s previously developed standard protocol plan, match students with the most appropriate intervention. Ensure that the following information is included: who will deliver the intervention, where and when it will occur, what materials will be needed, what data will be collected and how often, and when the next data review meeting will be held. Grade level teams should be consistent regarding the type of progress monitoring data collected. For example, if two or more intervention groups are focusing on letter recognition, all of these groups should be using the same progress monitoring tool.

4) Determine realistic goals. The team must consider how far behind students are in order to set realistic short and long-term goals. These goals can then be used at data review meetings to determine the effectiveness of the interventions.

5) Complete the Intervention & Data Collection Documentation form (MIS 41-01052) and provide a copy to those providing the interventions.

Note: The outcome of these meetings should be documented in order to facilitate communication with other school-based problem solving teams.

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SUGGESTED OUTLINE FOR FOLLOW-UP GRADE LEVEL/CONTENT AREA TEAM MEETINGS


1) Review data (preferably graphed) to determine effectiveness of the interventions. The goal of Tier 2 intervention and supports is to enable student(s) to meet Tier 1 expectations. Typically, 5 to 10 data points are needed to evaluate the effectiveness of the intervention. More data points will result in better decisions. However, if it becomes clear before 5 to 10 data points are collected that the student is not responding positively to the intervention, the intervention should be changed. See graphing section of this guide for more detailed information.

2) In order for Tier 2 interventions to be considered effective, at least 70% of students in the grade level receiving those supports should be demonstrating a positive response to the interventions.

3) If the intervention was implemented as intended and at least 70% of the students in the grade level receiving the Tier 2 support are not demonstrating a positive response, then the grade level/content area team should reinitiate the problem solving cycle for the Tier 2 level of support. Teams should consider modifying the intervention plan by increasing the intervention time/frequency, decreasing the group size, changing the goal, and/or changing the intervention. (Refer to your school’s standard protocol plan for available interventions.) If fidelity of intervention implementation is insufficient, teams should develop plans to improve fidelity and assign support as needed.

4) If data indicate that only a small percentage of the students in the grade level receiving tier 2 supports are not making adequate progress, teams should consider altering or intensifying the intervention plans (i.e., increasing the intervention time/frequency, decreasing the group size, changing the goal, and/or changing the intervention) for those students.

5) If changes in the Tier 2 interventions continue to result in insufficient or poor progress for those students (the gap between the student’s achievement/behavior and the expected achievement/behavior is not closing), the students should be referred to the Intensive Support Team (IST) for individual problem solving. Students receiving ESE services should not be excluded from individual problem solving. Typically, 1 to 5% of the student population in each grade will require intensive individualized support.

6) For students who are achieving their targeted goals, teams should consider fading the intervention.

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7) Modify the Intervention & Data Collection Documentation form (MIS 41-01052) as needed and provide a copy to interventionists.

Note: The outcome of these meetings should be documented in order to facilitate communication with other school-based problem solving teams.

SUGGESTED OUTLINE FOR INITIAL INTENSIVE SUPPORT TEAM (IST)

MEETING


IST meetings are scheduled when data indicate that problem solving at an individual student level is needed or when a parent requests an evaluation. Note: no more than approximately 1 to 5% of the student population in each grade should require intensive individualized support. Parents must be invited to IST meetings. The Problem Solving (PS) process and intervention/progress monitoring plan must be documented on the Manatee County Public Schools Tier 3 Problem Solving Worksheet (PSW). Teams may choose to document additional information on a Report of Conference Form. In order to save time, teams may wish to complete parts of page 1 of the Tier 3 PSW prior to the IST meeting. Schools should allow a minimum of 30 minutes for individual problem solving; 45 minutes is preferred. The times suggested below are for a 30 minute meeting.

Introduction of team members (1 minute) Problem Identification (7 minutes):

1) Teacher or parents presents the academic and/or behavioral concern(s).a. Presenting problem(s), including summary of instruction and interventions.b. Tier 2 data, including comparison of peer/subgroup performance, expectation

and students rate of progress. Determine if there is a significant gap between student performance and his/her peer group performance and/or expectation. Refer to Gap Analysis Worksheet (MIS 41-01053) to help determine if there is a significant gap.

c. Information gathered from the observation of the student during instruction/intervention in the area of concern. (This observation should be conducted prior to the IST meeting and documented on MIS 41-00327 Documentation of Observation Revised.)

2) Team members review relevant background information, including academic and behavioral history, attendance, vision/hearing screenings, and medical history if relevant (See Tier 3 Checklist). Teams may wish to use the RIOT/ICEL matrix to organize these data (See Appendix) prior to the meeting.

3) Team members share relevant concerns; remember to focus on alterable variables. 4) Team members determine if a Tier 3 intervention plan is warranted.

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Problem Analysis (10 minutes):

1) Team members develop hypotheses statements focusing on alterable variables.2) Using data, the team determines the most valid and alterable hypothesis or hypotheses

for the target skill(s). 3) Team members set ambitious, but realistic and measurable short and long-term goal(s).

Teams should consider how far below the expectation the student is currently functioning in order to set realistic goals.

Plan Development and Implementation (10 minutes):

1) The team designs an intervention plan that targets the identified skill/performance deficit(s).

2) Team members create a progress monitoring plan.3) The team determines additional supports necessary for the intervention and progress

monitoring plans to be implemented with fidelity.4) The team determines how fidelity of the intervention will be documented and monitored.

Plan Data Review/RtI Meeting (2 minutes):

1) Team briefly reviews the plan and summarizes the responsibilities of team members. 2) Team members sign the plan. 3) Team schedules a follow-up meeting to review fidelity of intervention and response to

intervention. A sufficient amount of time should be given for the intervention to be implemented and for data to be collected before reconvening. In some situations, such as with severe behavioral cases, teams may need to reconvene more frequently.

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GAP ANALYSIS WORKSHEET

Student or Group: ________________________________________________Source of Data for Gap Analysis: ___________________________________Benchmark/Expected Level of Performance: __________________________

Current level of student performance

Peers Level of performance: (Choose appropriate peer group(s). Use median scores.) National

District

Grade Level

Class

Subgroup:

Subgroup:

Subgroup:

Benchmark ÷ Student Score = Gap

________ ÷ __________ = ______________ Significant ____ Not Significant

PEER GROUP:

Peer Median Score ÷ Student Score = Gap

__________ ÷ __________ = ______________ Significant ____ Not Significant

Benchmark ÷ Peer Median Score = Gap

__________ ÷ __________ = ______________Significant ____Not Significant

PEER GROUP:





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PEER GROUP:





PEER GROUP:





***Note: Typically, a gap of 1.5 or more is considered significant***

SUGGESTED OUTLINE FOR IST DATA REVIEW MEETING


The purpose of an IST review meeting is to analyze the student’s response to instruction and interventions. Data review meetings typically last 30 minutes or less. Introduce team members (1 minute)

Review Tier 3 intervention, progress monitoring data, and the fidelity of implementation of intervention (14 minutes):

If fidelity of implementation is satisfactory, teams analyze progress monitoring data to determine if the response to intervention is positive, insufficient, or poor.

If fidelity of implementation is questionable, teams should develop a plan to improve fidelity.

Plan Next Steps (15 minutes): Based on data, determine if the current intervention should be continued as is, or with modifications, or if a new intervention plan should be developed.

If the team determines that the student’s response to intervention is positive (gap is closing and the point at which the student will meet the goal can be extrapolated), then choose one of the following options:

Continue intervention plan with current goal. Continue intervention plan and increase the goal. Fade intervention to determine if student has acquired functional independence.

Determine how this will be done.

If the team determines that the student’s response to intervention is insufficient (gap between current and expected performance remains consistent), then choose one of the following options:

Determine if the intervention was implemented as intended.o If yes, increase intensity of current intervention for a short period of time and

assess impact. If rate improves, continue. If rate does not improve, return to the problem solving cycle.

o If no, employ strategies to increase implementation fidelity. Explain how this will be done.

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If the team determines that the student’s response to intervention is poor (gap continues to widen), then choose one of the following options:

Determine if the intervention was implemented as intended.o If no, employ strategies to increase implementation fidelity. Explain how this will

be done.o If yes, return to the problem solving cycle by considering the following questions:

Was the problem identified correctly (problem identification)? Are there other hypotheses to consider (problem analysis)? Is the intervention aligned with the verified hypotheses (intervention

design)?

Next Steps (2 minutes):

1) Team briefly reviews the plan and summarizes the responsibilities of team members. 2) Team members sign the plan. 3) Teams schedule next follow-up meeting to review fidelity of intervention and response to

intervention.

When should teams decide to make a referral for ESE consideration?

1) The interventions are effective but require sustained and substantial effort that cannot be delivered with general education resources, or

2) The student does not make adequate growth when given effective core instruction, effective supplemental instruction/intervention, and intensive, individualized, evidence-based interventions, or

3) The parent(s) request an evaluation and there is evidence the student may be a student with a disability.

The decision to obtain consent for an evaluation should be made by the Intensive Support Team (IST), with input from the parent. Individual school personnel should not obtain consent for evaluation independent of a problem solving team meeting. Evidence of problem solving and the intervention plan must be documented on the Tier 3 Problem Solving Worksheet (PSW). Teacher and parents must be part of the problem solving team.

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INFORMATION REQUIRED AT INTENSIVE SUPPORT TEAM MEETINGS

o Results of Vision and Hearing Screening (If screenings have not been completed within the last year, please request.)

o Student Observation (Should occur during core instruction in the area of concern and/or during Tier 2 intervention. Should be documented on the Problem Solving Team Documentation of Observation Form – MIS 41-00327.)

o Parent Involvement and Communication Documentation Form (MIS 41-00994)

o Intervention and Data Collection Documentation Form

o Progress Monitoring Data (preferably graphed), indicating Response to Tier 2 Intervention(s)

o Results of Universal Screeners and Diagnostic Assessments

o Previous Problem Solving Documentation (if available)

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o Attendance Record

o Cumulative Folder

o Report Card from Current School Year

o Discipline Data (if relevant)

o ESE or Section 504 File (if applicable)

o Relevant Medical Information

o Targeted FBA/BIP (if applicable)

o Work Samples Illustrating the Student’s Difficulties

If the student is classified as ELL, also bring:

o NABE and English Language Learner Interview Forms

o Language Proficiency Assessment Data (CELLA, Idea Oral Language Proficiency Data, etc.)

o ELL Peer Comparison Data

PROCEDURES FOR OBTAINING CONSENT TO EVALUATE

Adherence to these procedures will ensure that all schools and problem solving teams are compliant with FL DOE Statutes.

The decision to obtain consent should be made by the Intensive Support Team (IST), with input from the parent. Individual school personnel should not obtain consent for evaluation independent of a problem solving team meeting. Evidence of problem solving and the intervention plan must be documented on the Tier 3 Problem Solving Worksheet (PSW). Teacher and parents must be part of the problem solving team.

When a parent requests an evaluation, an Intensive Support Team (IST) meeting will be scheduled and the team will convene within 30 days of the verbal or written request. The IST examines the data and determines if an evaluation is warranted. If data do not support the need for an evaluation, the team can deny the parent’s request. If data do support the need for an evaluation, problem solving should be completed and an intervention should be created.

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Tiers 2 and 3 interventions can occur concurrently if warranted. Tier 2 intervention plans should be documented on the Intervention and Data Collection Documentation form. Tier 3 intervention plans should be documented on the Tier 3 PSW.

Best practice is for ISTs to gather the following data prior to obtaining consent:o Documentation of Observation (MIS 41-00327)o Intervention & Data Collection Documentation form (MIS 41-01052)o Tier 3 Problem Solving Worksheet (PSW) (MIS 41-00983)o Parent Involvement & Communication Documentation (MIS 41-00994) o Tier 3 Data Review Meeting form (MIS 41-01054)

School psychologists will not administer individual standardized assessments until a Tier 3 PSW has been completed. Student services personnel are available to assist ISTs in engaging in the problem solving process and completing the Tier 3 PSW.

The problem identified on the Tier 3 PSW should be referenced in the psychological report as part of the reason for referral.

Cases that currently have consent with no evidence of problem solving should be handled in one of the following ways: (This includes cases in which psychological evaluations have been completed)

1. Discontinue the evaluation using the Prior Written Notice Form (MIS 41-00911).2. Declare the student ineligible for ESE services due to insufficient data (i.e., lack

of evidence of problem solving, tiered interventions, progress monitoring data).3. Convene an IST meeting, including the parent, to engage in problem solving and

complete a problem solving plan.4. If the 60-day timeline is approaching and the school believes the student may be

a student with a Specific Learning Disability (SLD), ISTs should meet with parents to consider an extension of the 60-day timeline. Problem solving and intervention documentation should occur at this time, if not completed previously.

In most cases, the date of evaluation entered into the FOCUS is the date that the last piece of data was gathered before sending the file for compliance. The date of evaluation is usually not the date of the psychological evaluation.

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FREQUENTLY ASKED QUESTIONS

1. When students are deemed eligible for ESE services, do interventions have to continue in the classroom, and if so, who is responsible for progress monitoring?

The goal for ESE students, like non-ESE students, is to meet grade level standards. Typically, if an ESE student is demonstrating a gap between his/her performance and the expectation, then he/she should receive the interventions that his/her classmates receive, in addition to additional interventions if needed. The intensity of interventions and frequency of progress monitoring should not decrease once the student becomes eligible for ESE services. Progress monitoring can be done by the classroom teacher, interventionist, or the ESE teacher.

2. Do all students who have been retained have to receive Tier 3 interventions, or just Tier 2 interventions?

Generally, all students who have been retained should receive Tier 2 intervention. Whether they receive Tier 3 intervention depends on the intensity of the problem (how far behind they are from the expectation and their peers). They should be monitored more closely than the other students in their grade level because the gap between their skills and those of their peers may not seem significant at the beginning of the year. The

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gap may increase over the course of the school year due to a slower rate of academic progress.

3. Can i-Ready be used for progress monitoring?

i-Ready is used to monitor Tier 1 progress. Progress monitoring with i-Ready consists of a mini-diagnostic which may be administered once per month. This may not be frequent enough to monitor Tier 2.

4. How do tiered interventions carry over from one school year to the next?

Students receiving tiered interventions should continue to receive the same level of intervention at the start of the next school year if the previous year’s data indicated insufficient or poor progress. End of school year data should be used to update the intervention plan as soon as possible, ideally at the start of the new school year.

5. When do we consider discontinuing Tier 3 interventions?

If the goal has been met, based on several data points, the team should consider fading (reducing the frequency or intensity of the Tier 3 intervention) with continued progress monitoring. If ongoing progress monitoring continues to show a positive response, the team may consider eliminating the Tier 3 interventions, and continue with core and Tier 2 intervention only.

6. If a student misses 10 percent or more of a school year, can the student be considered for ESE eligibility?

Absences do no automatically rule out ESE eligibility. However, the problem solving team must consider the effects of frequent absences on a student’s rate of progress. We cannot expect students who miss a great deal of instruction to make the same amount of gains as their peers who attended school regularly. We also cannot expect those students to fully benefit from tiers 2 and 3 interventions if they are not at school to receive them. If the problem solving team believes that attendance is contributing to a student’s poor rate of progress, an intervention plan to improve the attendance should be implemented.

7. What is MTSS for behavior? Is that something “different” or “separate” from MTSS for academics?

The framework of MTSS and its components are the same, whether we are intervening for academics or behavior. For some students, both academic and behavioral interventions will be necessary. Problem solving should occur to develop the plans for intervention.

8. How do IST Teams handle parent requests for evaluation?

Refer to the Procedures for Obtaining Consent to Evaluate document in the appendix.

9. What role do classroom grades play in MTSS?

Classroom grades are one valuable piece of data that can be used to determine a student’s needs. Grades involve some degree of subjectivity and should never be used as the sole measure of a student’s progress. It is preferable to use a variety of data sources for making decisions.

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10. Are elementary and high schools required by the state to have an Early Warning System?

Not at this time. Based on legislation, under SB 850, only middle schools are required to use an EWS, using the criteria delineated by the state, to identify students who are “off-track” for graduation. It is best practice and the districts recommendation that elementary and high schools create an EWS based on their data and utilize it to identify the students who are “off-track” and in need of additional interventions.

11. Can a paraprofessional provide Tier 3 intervention for a student?

Paraprofessionals can provide tiered interventions if trained to deliver the interventions with fidelity and closely supervised by a teacher.

12. For ELL students, can pull out services with the ESOL aide or ESOL teacher be considered their Tier 2 intervention?

Typically, no. ELL students receive ESOL intervention/support as part of their core (Tier 1) instruction. Tier 2 interventions are targeted to the areas of deficit and are in addition to the instruction/intervention provided to all ELL students. Additionally, in order to be considered Tier 2, the response to intervention would need to be progress monitored.

13. What evaluations MUST be administered by the School Psychologist when teams wish to consider eligibility for students under the SLD classification?

The current Manatee County SP & P requires that the school psychologist administer at least an individual test of achievement. Other tests may be administered, based on the referral questions to be answered. This will be determined by the individual school psychologist on a case by case basis.

DEFINITION OF TIERED INTERVENTIONS

Tiered interventions are instructional activities that target specific skill deficits that have been identified by data. Students’ responses to these activities must be monitored regularly and modified as indicated by the data. Since academic engagement time (minutes per day of quality instruction) is the best predictor of rate of progress, acceleration of skill acquisition requires minutes in addition to Tier 1 instruction. Therefore, Tiers 2 and 3 intervention require that the total number of minutes of instruction (Tier 1 instruction plus intervention) is greater that the number of minutes of instruction provided to the majority of the students for that targeted skill.

Tiers 2 and 3 are differentiated by the intensity of the intervention. An increase in the number of minutes of exposure to quality instruction/intervention and/or the narrowing of the focus of instruction would be defined as “more intensive instruction.” Tiers 2 and 3 interventions can be provided in the general education classroom by the general education teacher, in the general education classroom by a supplemental instruction teacher (such as an ESOL teacher, reading interventionist, ESE teacher, etc.) or outside of the general education classroom. Tier 3 instruction is characterized by the greatest number of minutes of instruction available in a

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building and the narrowest focus of that instruction. Tier 3 instruction is provided to individual students or to very small groups. Approximately 20% of the student population typically requires Tier 2 intervention and from 1 to 5% requires Tier 3 intervention.

Example of tiered interventions: Reading Wonders and i-Ready data reveal that 3 students in a third grade classroom are unable to blend phonemes in order to produce single-syllable words. Consequently, after the students receive whole-group and small group differentiated instruction from their classroom teacher, the school’s reading interventionist engages in phoneme blending activities from i-Ready and the Wonders Tier 2 Intervention Book with this group of students. She does this in the classroom during the Language Arts Instruction block while some students are working independently and others are working with the classroom teacher in a small group. Progress monitoring data (ORF) collected every other week reveal that two of the students are progressing at a rate that will allow them to catch up with their 3rd grade peers in a reasonable period of time. However, after calculating his rate of progress, it is determined that one of the students will not catch up with his peers. Further diagnostic assessment reveals that this student is unable to segment many sounds. At this point, the Intensive Support Team engages in problem solving and a Tier 3 intervention is added. This intervention, consisting of Elkonin Box activities from FCRR, is delivered by the student’s classroom teacher daily for a specified amount of time during the Extended Reading Support time, while the student’s classmates are working independently. The student’s progress in sound segmentation is monitored weekly.

ADDITIONAL RESOURCES

Florida’s Multi-Tiered System of Supports (includes resources for teachers and parents) http://www.florida-rti.org/

Response to Intervention and Instruction (RtI 2) for English Language Learners http://www.wida.us/resources/

Just Read, Florida www.justreadflorida.com Florida Center for Reading Research http://www.fcrr.org/ Florida Positive Behavior Support http://flpbs.fmhi.usf.edu/index.cfm Positive Behavioral Interventions and Supports https://www.pbis.org/ PBIS World www.pbisworld.com Intervention Central http://www.interventioncentral.org/ RTI Action Network http://www.rtinetwork.org/ National Center on Intensive Intervention www.intensiveintervention.org Easy CBM www.easycbm.com

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http://www.easycbm.com/

http://www.intensiveintervention.org/

http://www.rtinetwork.org/

http://www.interventioncentral.org/

http://www.pbisworld.com/

https://www.pbis.org/

http://flpbs.fmhi.usf.edu/index.cfm

http://www.fcrr.org/

http://www.justreadflorida.com/

http://www.wida.us/resources/

http://www.florida-rti.org/

SAMPLE OF A MANATEE COUNTY HIGH SCHOOL EARLY WARNING SYSTEM (EWS)

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4+ ODR's per

semesterAttendance: < 70%

days present

ELA: Lowest 5% of Cohort3 or more F's in core classes per semester

2-3 ODR's per semesterAttendance: 70%-85% of days

presentELA: lowest 20% of Cohort

2 Fs in core classes per semester

Level 1/Level 2 ODR per district code of conductAttendance: >80% of days present

ELA: 20% or greater of Cohort1 F in core classes per semester

RIOT BY ICEL

Student: Date:R

ReviewI

InterviewO

ObserveTTest

IInstruction

Has the student been Instructed in the skill?

CCurriculum

Does the curriculum contain the skill?

EEnvironment

Does the environment support the acquisition and display of the skill?

LLearner

What student variables are relevant?

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SCHOOL DISTRICT OF MANATEE COUNTYTIER 3 PROBLEM SOLVING WORKSHEET (PSW)

DEMOGRAPHIC INFORMATION:

Student: School: Date of Initial Meeting:

Teacher(s): Grade: Choose an item.

DOB: Revision Date(s): Section 504 Plan: Choose an item. If Yes, Specify Area(s) of Disability:

Vision Screening Date: Result: Choose an item.

Hearing Screening Date: Result: Choose an item.

ELL Status: Choose an item.Attached:o NABEo ELL Background form

ESE: Choose an item.If Yes, List Area(s) of Exceptionality:

Review of existing data, including anecdotal, social, psychological, medical, achievement (including classroom, district and state assessments) and attendance data completed and documented in Report of Conference dated: _____________________________.

STEP I. PROBLEM IDENTIFICATION: What is the discrepancy between what is expected and what is occurring?

General Description of Concern:

Description of Core Instruction (Tier 1):

Description of Targeted/Supplemental Intervention (Tier 2):

Replacement Behavior or Target Skill: (What do we expect the student to do? Should be objective & measurable)

Current Level of Student’s Performance: (Example: FAIR, Tier 2 progress monitoring data, ODR’s, behavior points)

Current Expected Level of Performance: (Same data tool(s) as listed above)

Current Level of Performance of Peer Group(s): (Same data tool(s) as listed above)

Rationale for Tier 3 Intervention/Support: (Example: Based on above data, student’s performance is ____ compared to peer group and/or expected level or performance)

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STEP II. PROBLEM ANALYSIS: Why is the problem occurring? Generate one or more hypothesis and prediction statement by stating the most likely reasons the problem is occurring. Address potential domains of instruction, curriculum, environment, and learner. Hypothesis: The problem is occurring because___________. Prediction Statement: If___________ would occur the problem would be reduced.

o Hypothesis 1:

o Prediction Statement:

o Alterable? Choose an item. If yes, provide sources of data used to validate or rule out hypothesis:

o Hypothesis verified? Choose an item.

o Hypothesis 2:




o Hypothesis 3:




o Hypothesis 4:




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STEP II. PROBLEM ANALYSIS: Why is the problem occurring? Generate one or more hypothesis and prediction statement by stating the most likely reasons the problem is occurring. Address potential domains of instruction, curriculum, environment, and learner. Hypothesis: The problem is occurring because___________. Prediction Statement: If___________ would occur the problem would be reduced.

Select the most valid and alterable hypothesis or hypotheses for the target skill:

GOAL: (Example: In 8 weeks, when student is given an Oral Reading Fluency (ORF) probe on a third grade level, he/she will read 107 words correct per minute)

STEP III. PLAN DEVELOPMENT AND IMPLEMENTATION: What are we going to do about the problem?

Instructional/Intervention Plan

Instructional Strategy/Intervention Person Responsible When and how often will it occur? Where will it occur?

Support Plan: (What training and/or coaching will be provided? Who will provide the materials? What materials will be needed?)What will be done? Person Responsible When and how often will it occur? Where will it

occur?

Documentation of Fidelity: (Example: Intervention and Data Collection Documentation, Documentation of Observation Form, etc….)What will be done? Person Responsible When and how often will it occur? Where will it

occur?

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Progress Monitoring PlanProgress Monitoring Tool Person Responsible When and how often will it occur? Projected date

of data review

Team Meeting Notes (Optional) : (This meeting will be documented on a Report of Conference form. Include relevant information regarding attendance, retentions, medical findings, etc….)

STEP IV. RESPONSE TO INSTRUCTION/INTERVENTION: Is the plan working?

Data will be reviewed on: _____________________________ to assess response to instruction/intervention. Findings will be documented on the Tier 3 Data Review Meeting form.

****Attach Report of Conference ****

46

SCHOOL DISTRICT OF MANATEE COUNTYTIER 3 DATA REVIEW MEETING

Student: Target Skill:

Meeting Date: Goal:

STEP IV. RESPONSE TO INTERVENTION: Is it working?

A. Are data graphed and sufficient to make decisions?

☐ If yes, review and attach graphed data and continue to Item B.☐ If no, implement plan and continue collecting and graphing progress monitoring data.

B. Based on the graphed progress monitoring data, what is the student’s response to intervention?

☐ Positive Response: Gap is closing and the point at which the student will meet the goal can be extrapolated – even if it is long range.

Actions: ☐ Continue intervention plan with current goal. ☐ Continue intervention plan with goal increased to: ☐ Fade intervention to determine if student has acquired functional independence. Explain how this will be done.

☐ Questionable Response: Rate at which gap is widening slows considerably, but gap is still widening. Or gap stops widening but closure does not occur.

Actions: Was the intervention implemented as intended? ☐ If yes, increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving. ☐ If no, employ strategies to increase implementation integrity. Explain how this will be done:

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☐ Poor Response: Gap continues to widen with no change in rate.

Actions: Was the intervention implemented as intended? ☐ If no, employ strategies to increase implementation integrity. Explain how this will be done: ☐ If yes, return to problem solving process by considering the following questions: -Was the problem identified correctly (problem identification)? -Are there other hypotheses to consider (problem analysis)? -Is the intervention aligned with the verified hypothesis (intervention design)?

What did the Tier 3 Problem Solving Team decide to do and why? (List modifications to the Problem Solving Worksheet or attach revised Problem Solving Worksheet pages.)

Data will be reviewed again on ______________________. Findings will be documented on a Tier 3 data review form.

****Attach Report of Conference****

48

SCHOOL DISTRICT OF MANATEE COUNTYIntervention and Data Collection Documentation

☐ Tier 2 (Targeted)

☐ Tier 3 (Intensive)

Intervention Focus: (Check ONLY the Areas that are Targeted for Intervention):

☐ Mathematics Calculation ☐ Reading Fluency Skills ☐ Reading Comprehension ☐ Phonological Processing☐ Mathematics Problem

Solving☐ Oral Expression ☐ Written Expression ☐ Behavior

☐ Basic Reading Skills ☐ Listening comprehension ☐ Social Interaction ☐ Other:

Hypothesis: The problem is occurring because _________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________

Intervention: (Specify intervention and amount of time provided.) ___________________________

Person Providing Intervention: ______________ Grade Level: ____________________________________

Progress Monitoring Tool: ____________________ ________ Goal: _________________________________________________________________________________________________________________

Student Name (s)

Progress Monitoring Data/Dates

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Student Name (s)

Dates Intervention Provided (Attendance):

Student Name (s)

Dates Intervention Provided (Attendance) - Continued:

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District Resource Map for Reading Updated 8/20/2015Elementary (Grades K-5)

The following resource maps were developed in collaboration with district curriculum and instructional specialists. These are fluid documents that will change as we learn more about the effectiveness of the interventions. Problem solving teams should use the district resource maps as guides when creating the individualized standard protocols/resource maps for their schools.

TIER UNIVERSAL SCREENERS

DIAGNOSTIC ASSESSMENTS

INSTRUCTION/INTERVENTION

DURATION/FREQUENCY OF

INSTRUCTION

PROGRESS MONITORING

TIER 1

Core instruction for ALL students based on state standards

i-Ready(K-5)

Florida Standards Assessments (3-5)

i-Ready (3 times per year)

Running Records(Fountas and Pinnel Benchmark, Teachers College, Wonders, DRA-2)

Developmental Spelling Inventory (Words Their Way)

Wonders Supplemental Materials Differentiated

Instruction- Leveled Reader Lessons, Leveling Up Lessons, Skill Lessons from Wonders, Words Their Way

i-Ready individualized automatic lessons, as determined by diagnostic assessment

120 Minutes Daily of ELA Instruction (90 Minutes Uninterrupted)

Requires Progress Monitoring

Classroom Assessments

Wonders Assessments (Weekly Assessments, Unit Assessments, Quick Checks)

Running Records(Fountas and Pinnel Benchmark, Teachers College, Wonders, DRA-2)

i-Ready mini diagnostics

Quarterly Assessments (3-5)

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INSTRUCTION

PROGRESS MONITORING

TIER 2

Core + More In addition to Tier

1 instruction Delivered to

approximately 20% or less of the student population

i-Ready(K-5)

Florida Standards Assessments (3-5)

Note: Look at the above data from the previous school year. Rank order students in each grade level. Identify students who are below grade level. Of these students, the lowest 20 to 25%(approximately) should receive Tier 2 interventions.


Wonders Diagnostic Assessments


Wonders Tier 2 Intervention Books targeted for specific skills

FCRR Literacy Activities SRA Reading

Laboratory 2.0 Fountas & Pinnell-

Leveled Literacy Intervention (LLI)

Saxon Phonics SRA Reading Mastery Words Their Way Making Words (Phonics

& Spelling Activities) i-Ready Lessons

Targeted to Specific Areas of Deficit (Two 30-Minute Sessions Per Week on the computer, in addition to small-group teacher-led instruction)

Ready Toolbox Lessons targeted to area of deficit, on student’s instructional level

120 Minutes Daily of ELA Instruction (90 Minutes Uninterrupted)AND 30 Minutes Daily of Differentiated Instruction (Intervention Must be outside of 90 minutes)

Can be provided within the core reading block during rotational time. Minutes of targeted instruction must be greater than the number of minutes provided to majority of students. Required number of minutes varies, depending on student age, the severity of the skill deficit and the time needed to deliver the intervention.

Typically conducted every other week

Letter-Naming Fluency (Wonders, EasyCBM.com)

Letter-Sound Fluency (Wonders, EasyCBM.com)

First Sound Fluency (DIBELS Next)

Phoneme Segmentation Fluency (DIBELS Next, EasyCBM.com)

Nonsense Word Fluency (DIBELS Next)

Oral Reading Fluency Passages (Wonders, DIBELS Next, EasyCBM.com)

Sight Word Recognition Measures (Word Reading Fluency from EasyCBM.com)

ORF Retell (DIBELS Next)

DAZE (DIBELS Next)

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INSTRUCTION

PROGRESS MONITORING

TIER 3

Core + More + More

In addition to Tiers 1 & 2 Instruction

Result of Problem Solving

Face-to-face teacher-led instruction

Delivered to approximately 5% or less of the total student population

More precisely targeted instruction

Students in need of Tier 3 intervention are identified through individual problem solving


Wonders Diagnostic Assessments


Wonders Tier 2 Intervention Books (targeted for specific skills)

FCRR Literacy Activities Saxon Phonics Words Their Way Making Words (Phonics

& Spelling Activities) Teacher-led i-Ready

lessons targeted to specific skills. (Delivered face-to-face by teacher)

Must be provided outside the core reading block. Number of minutes should be in addition to Tiers 1 & 2 instruction. Required number of minutes varies, depending on student age, the severity of the skill deficit and the time needed to deliver the intervention.

Typically conducted weekly

Letter-Naming Fluency (Wonders, EasyCBM.com)

Letter-Sound Fluency (Wonders, EasyCBM.com)

First Sound Fluency (DIBELS Next)

Phoneme Segmentation Fluency (DIBELS Next, EasyCBM.com)

Nonsense Word Fluency (DIBELS Next)

Oral Reading Fluency Passages (Wonders, DIBELS Next, EasyCBM.com)

Sight Word Recognition Measures (Word Reading Fluency from EasyCBM.com)

ORF Retell (DIBELS Next)

DAZE (DIBELS Next)

District Resource Map for Reading Updated 8/20/2015Middle School (Grades 6-8)

53


TIERUNIVERSAL SCREENERS




INSTRUCTIONPROGRESS

MONITORING

TIER 1


Florida Standards Assessments

Core Language Arts Course (Collections) One Period DailyRequires Progress

Monitoring


Quarterly Assessments





INSTRUCTIONPROGRESS

MONITORING

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TIER 2

Core + More In addition to

Tier 1 instruction

Delivered to approximately 20% or less of the student population



SuccessMaker

Note: Look at the above data from the previous school year. Rank order students in each grade level. Identify students who are below grade level. Of these students, the lowest 20 to 25% (approximately) should receive Tier 2 interventions.

Fluency Probes

Success Maker

i-Ready (for incoming 6th Graders)

FCRR MAZE Probes

Intensive Reading or Intensive Language Arts Course (must be a combination of computer and small group instruction)

AdditionalOne Period Daily

Half of the class time on Success Maker and half of the class time on teacher directed small-group instruction

Typically conducted every

other week

Success Maker

ORF measures (at least one time per month)


PROGRESS MONITORING

Computer-Based Instruction

Success Maker

Small Group Instruction

Florida Ready (LAFS)

Close Reading CPALMS

(Exemplar Lessons)

Other supplemental resources targeting specific skills

UNIVERSAL DIAGNOSTIC INSTRUCTION/DURATION/

FREQUENCY OF

55

TIER SCREENERS ASSESSMENTS INTERVENTION INSTRUCTION



SuccessMaker Fluency

Probes Maze ORF Measures

(One time per month in addition to the Tier 2 monthly ORF)

TIER 3

Core + More + More







SuccessMaker


Fluency Probes

Success Maker

i-Ready (for incoming 6th Graders)

FCRR MAZE Probes

Delivered within the Intensive Reading or Intensive Language Arts Course

An additional Intensive Reading Class focusing on foundational reading skillsComputer-Based

Instruction

Success Maker

Small-Group Instruction

Leveled Toolkit lessons

SuccessMaker Print Pals

Other supplemental resources targeting specific skills

Corrective Reading

Could include:Phonics or Fluency lessonsStandard or skills lessonsVocabulary developmentClose Reading/Comprehensive Instructional Sequence strategiesGuided writing

District Resource Map for Reading Updated 8/20/2015 High School

56






INSTRUCTIONPROGRESS

MONITORING

TIER 1



Core English/Language Arts Course (Collections)

One Period DailyRequires Progress

Monitoring







INSTRUCTIONPROGRESS

MONITORING

57

TIER 2


Tier 1 instruction Delivered to



Note: Look at the above data from the previous school year. Rank order students in each grade level. Identify students who are below grade level. Of these students, the lowest 20 to 25% (approximately) should receive Tier 2 interventions.

Fluency Probes Success Maker

(incoming 9th Graders)

FCRR MAZE Probes

Level Sets for Achieve3000

Teengagement

Intensive Reading/Language Arts

Course:

Achieve3000 (9-12) Teengagement (9-10) Study Island (9-12) The Real ACT Prep

Guide (11-12)

Other supplemental resources could include:

Standard or skills lessons

Vocabulary development

Close Reading/ Comprehensive Instructional Sequence strategies



Teengagement Assessment

ORF measures (at least one time per month)






INSTRUCTIONPROGRESS

MONITORING

58

TIER 3

Core + More + More








Fluency Probes Success Maker

(incoming 9th Graders)

FCRR MAZE Probes

Level Sets for Achieve3000

Teengagement

Delivered within the Intensive Reading Class

Leveled Toolkit lessons

The Real ACT Prep Guide (11-12)

Other supplemental resources could include: Phonics or Fluency

lessons Standard or skills

lessons Vocabulary

development Close Reading/

Comprehensive Instructional Sequence strategies

Intensive Reading course focusing on foundational reading skills


ORF Measures (One time per month in addition to the Tier 2 monthly ORF)

Fluency Probes MAZE Quarterly

Assessments

District Resource Map for Math Updated 8/20/2015 Elementary (Grades K-5)

59





DURATION/FREQUENCY OF INSTRUCTION

PROGRESS MONITORING

TIER 1


i-Ready i-Ready (3 times per year)

Go Math Think Central (Online

component to support Go Math)

Number Talks i-Ready individualized

automatic lessons, as determined by diagnostic assessment

60 Minutes DailyRequires Progress

Monitoring

Unit Assessments i-Ready Quarterly

Assessments (3-5)





PROGRESS MONITORING

Typically conducted

60

TIER 2


Tier 1 instruction Delivered to


i-Ready


i-Ready Go Math Think Central (Online


Number Talks i-Ready Lessons Targeted to

Specific Areas of Deficit (Two 30-Minute Sessions Per Week on the computer, in addition to small-group teacher-led instruction)

Must be provided in addition to Tier 1 instruction. Required number of minutes varies, depending on student age, the severity of the skill deficit and the time needed to deliver the intervention.

every other week

EasyCBM.com (Numbers and Operations; Geometry; Measurement; Numbers Operations and Algebra)

Interventioncentral.org (to generate assessment probes)






PROGRESS MONITORING

Typically conducted

61

TIER 3

Core + More + More






i-Ready


i-Ready Go Math Think Central (Online


Number Talks Teacher-led i-Ready lessons

targeted to specific skills. (Delivered face to face by teacher)

Must be provided in addition to Tiers 1 and 2 instruction outside of the math block. Required number of minutes varies, depending on student age, the severity of the skill deficit and the time needed to deliver the intervention. Instruction should be more intensive and individualized than Tier 2 math instruction.

weekly

EasyCBM.com (Numbers and Operations; Geometry; Measurement; Numbers Operations and Algebra)

Interventioncentral.org (to generate assessment probes)


District Resource Map for Math Updated 8/20/2015

Middle School

62






PROGRESS MONITORING

TIER 1



Core Math Class Advanced Math

Class

One Period Daily Requires Progress

Monitoring

Unit Assessments Quarterly

Assessments Mid-Quarter

Assessments for priority/focus schools





PROGRESS MONITORING

63

TIER 2


Tier 1 instruction




Success Maker Intensive Math Class: Success Maker

Differentiated centers should focus on student need.

Computer-based instruction, in addition to small-group instruction.



Unit Assessments Quarterly

Assessments Mid-Quarter

Assessments for priority/focus schools

Success Maker EasyCBM.com

(Numbers and Operations; Algebra Numbers, Operations and Ratios; Number and Operations, Algebra, & Geometry; Measurement, Geometry, & Algebra; Algebra)

64





PROGRESS MONITORING

TIER 3

Core + More + More








Success Maker Intensive Math Class: Success Maker


Tier 3 instruction must be provided in addition to Tiers 1 and 2. Required number of minutes varies, depending on the severity of the skill deficit and the time needed to deliver the intervention. Tier 3 instruction should be more intensive and individualized than Tier 2 math instruction.



Mid-Quarter Assessments for priority/focus schools

Success Maker EasyCBM.com

(Numbers and Operations; Algebra Numbers, Operations and Ratios; Number and Operations, Algebra, & Geometry; Measurement, Geometry, & Algebra; Algebra)

65

District Resource Map for Math Updated 8/20/2015 High School






PROGRESS MONITORING

TIER 1


FCAT 2.0/ Florida

Standards Assessment

Core Math Class Advanced Placement

Math Class Dual Enrollment

One Period Daily Requires Progress

Monitoring

Unit Assessments


66





PROGRESS MONITORING

TIER 2


Tier 1 instruction


FCAT 2.0/ Florida

Standard Assessment


Success Maker Intensive Math Class:


Computer-based instruction, in addition to small-group instruction.

Additional One Period Daily


Success Maker Quarterly

Assessments Algebra 1b

Assessments

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PROGRESS MONITORING

TIER 3

Core + More + More






FCAT 2.0/ Florida

Standard Assessment


Success Maker Intensive Math Class:


Tier 3 instruction must be provided in addition to Tiers 1 and 2. Required number of minutes varies, depending on the severity of the skill deficit and the time needed to deliver the intervention. Instruction should be more intensive and individualized than Tier 2 math instruction.


Success Maker Quarterly

Assessments Algebra 1b

Assessments

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fl02202357.schoolwires.net€¦ · web viewto enable students to meet tier 1 expectations. tier 2...

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