Kristina Wehren's Portfolio Page
Navigation links: ETAP 623 Spring 2024 | Building an Effective MTSS Framework
About Me
I have over 7 years of experience as a Reading Teacher and also have experience teaching special education, regular education, and instructional coaching. I have my bachelor’s degree in Childhood and Special Education and my master’s degree in Literacy Education. Currently I am pursuing a second master’s degree in Curriculum Development and Instructional Technology. In my free time I enjoy reading, working on puzzles, crafting with my Cricut, and spending time with family.
My Topic and Purpose
School districts have used the Response-to-Intervention (RTI) process to provide students with academic support since 2004. In 2015, President Obama signed the Every Student Succeeds Act (ESSA) into law and the Multi-Tiered Support System (MTSS) began. While there are many similarities between RTI and MTSS, the MTSS framework provides students with support beyond just academics.
I have had the pleasure of participating on many RTI and MTSS committees both at the school and district level over the course of my career. It is an area within the education field that I am passionate about. I hope this course will help other teachers not only see and understand the benefits of the MTSS process, but also see first-hand how well students can be supported when the process is used effectively.
Scope of Learning Outcomes and Content
Upon completion of this course, learners will be able to:
- identify differences between RTI and MTSS
- identify student outliers using data
- identify the best interventions and progress monitoring methods
- create a MTSS plan for students in their class using their own data points, choose an intervention, and determine how to progress monitor the intervention
Needs Assessment
The Problem
Teachers are tasked with delivering grade level instruction to students who are performing at grade level, above grade level, and below grade level. For most, teachers are able to provide scaffolds and enrichment for students who are performing above and below grade level. However, often there are students who do not make the progress necessary to keep up with the grade level tasks, thus creating a learning gap. It is here that teachers need to have a comprehensive understanding of the MTSS process including how to identify students in need of additional support, how to implement interventions, and how to collect and interpret progressing monitoring data. This process needs monitoring and adjusting based on the needs of the student. Many teachers struggle with one or more steps in the process.
The Learners/Participants
This course is designed for teachers, administrators, and school professionals.
Analysis of Gaps
I completed a survey of school professionals to gather some information around their experiences with RTI and MTSS.
Survey Population:
The responses came from Classroom/Special Education Teachers (50%), Academic Interventionists (20%), Service Providers (10%), and School Psychologists (20%). The levels of education the responses were from elementary school (60%), middle school (20%), and high school (20%) and from suburban (50%), inner city (30%), rural (10%), and charter schools (10%). The participants in my survey spanned professionals just starting in education through having many years of experience (0-5 years-20%, 5-10 years-20%, 10-20 years-10%, 20-30 years-10%). The amount of MTSS training/professional development the participants spanned from none (30%), 1 PD session (30%), to 2-3 sessions (40%). Only 30% of the participants are on their schools MTSS committee.
Summary of Participants Knowledge of RTI and MTSS:
When asked, 30% of participants shared they were familiar with the MTSS comprehensive approach and 40% were familiar with the three tiers of MTSS support. While 70% of participants felt their practices align with MTSS principles, 50% believe MTSS can be successful in supporting students. Conclusion: Many school professionals believe their teaching practices are in alignment with MTSS and support student success, however more than half of school professionals are not familiar with the MTSS comprehensive approach and the tiers of support.
Summary of Participants Experiences with Data and Progress Monitoring:
When asked how confident they were in collecting and analyzing data, 80% of school professionals shared they are confident with collecting and analyzing data for decision-making such as identifying student outliers. Conclusion: Most school professionals are confident in their abilities to differentiate instruction and progress monitor MTSS interventions.
Summary of Participants Experiences with Implementing MTSS Interventions:
When asked about the availability of MTSS resources, 10% of participants were completely satisfied and 60% were somewhat satisfied. Most teachers feel there is adequate collaboration with their colleagues to address student needs. When asked to rate their comfort level when implementing an MTSS plan, 20% of participants shared they are comfortable, 60% are neutral, and 20% are uncomfortable. Conclusion: Most school professions are somewhat satisfied with the availability of MTSS resources and collaboration with colleagues. However, most school professionals are not comfortable with their ability to implement an MTSS plan.
Connections to Research
My survey suggested that less than 50% of school professionals were familiar with MTSS and the three tiers of support. The survey by Spear-Swerling and Cheeseman (2011) states that only 14.8% were not familiar with RTI models (p.1708). This shows that teachers are more familiar with RTI but have not been given the professional development necessary to understand the broader approach that MTSS provides.
On page 1716, when Spear-Swerling and Cheeseman (2011) discuss implications, they shared that in their study many educators “fundamental background knowledge about RTI” however “lacked other knowledge necessary for implementing these models effectively, especially (but not only) in the area of assessment.” This supports my findings that school professionals are not confident in their ability to implement MTSS interventions.
Given my survey and the article by Spear-Swerling and Cheeseman, I believe these findings support the need for instruction in the MTSS approach, using data to make instructional decisions, implementing and progress monitoring interventions, and creating a MTSS plan.
Existing Efforts
Most districts have an RTI/MTSS process in place, but not all do. Some districts have a flow chart of the process for teachers to refer to, however do not take time to review the process and protocols so school staff can understand how and why the process works. Many teachers, staff, and even those in leadership are confused and/or frustrated with MTSS meetings because they do not understand the impact tier 1 has on the MTSS decision-making process or do not understand the process itself.
Intent Statement
This mini-course will provide a comprehensive overview of the RTI/MTSS process, its differences, how to identify which students would benefit from MTSS support, how to choose and progress monitor interventions, and provide an opportunity for participants to create their own plan for a struggling student in their class.
Analysis of the Learner and Context
This course is designed for teachers, administrators, and school professionals. This course would most apply to those who are classroom teachers of academic subjects, those who provide intervention services, and administrators. Special area teachers (ie: Art, Music, PE) may not find this course helpful unless they support general academic instruction. Learners could be new or seasoned teachers as no prior knowledge is required. It would be helpful for learners to be able to collect and analyze some data they currently have. This course is self-paced and fully online. Learners can complete the course on their own schedule and will need a computer, internet access, and access to current student performance level data such as benchmark scores - preferably 2-3 data points.
Performance-Based Objectives
After completing this mini-course, learners will be able to:
- Upon completion of unit one, the learner will identify differences between RTI and MTSS using notes from the provided instruction.
- Given a set of data points, the learner will identify outliers in the provided mock class.
- Given different scenarios, the learner will identify the best interventions and progress monitoring methods.
- Learners will create a MTSS plan for a student in their class using their own data points and explain what intervention will be used and how they will monitor the students' progress.
Task and Content Analysis
Prerequisites:
Before taking this course, the learner:
- should have a basic understanding of the purpose of RTI/MTSS
- should have the belief that all students can be successful when provided with the appropriate supports
- should have a class of students with at least 2 (preferably 3) data points within a subject of concern
- should plan to have 20-30 minutes a day set aside to implement interventions with students
Unit 1: What is MTSS and how is it different from RTI?
After this unit, the learner will be able to:
- identify the three tiers of support
- summarize the foundational elements of RTI and MTSS
- differentiate between the RTI and MTSS models
Unit 2: Using Data to Identify Students for MTSS Support
After this unit, the learner will be able to:
- determine student current level of performance and progress based on multiple data points
- create groups for students based on current level of performance based on multiple data points
- determine which students are most at risk and in need of MTSS support and which students will continue to benefit from tier 1 instruction
Unit 3: MTSS Interventions and Progress Monitoring Methods
After this unit, the learner will be able to:
- interpret data to determine instructional needs
- select appropriate interventions to address instructional needs
- select appropriate progress monitoring methods to assess student progress
Unit 4: Create an Implementation Plan
After this unit, the learner will be able to:
- use a step-by-step process to create a MTSS plan
- implement and monitor their plan
- make adjustments to their plan as needed
Curriculum Map
References and Resources
AIR Center on Multi-Tiered System of Supports
AIR National Center on Intensive Intervention
Des Moines Public Schools Assessment, Data, and Evaluation
IEP Technical Assistance Center
Illinois Center for School Improvement
KNILT mini-course: Response to Intervention by Kristina Rosenberg (contains relevant information)
Michigan's MTSS Technical Assistance Center
National Center for Learning Disabilities
Spear-Swerling, L. & Cheesman, E. (2011). Teachers’ knowledge base for implementing response-to-intervention models in reading. Read Writ (25) 1691–1723 https://eric.ed.gov/?id=EJ973090