Multi-Tier

System of
Support
RtI and Data Teams
What is
Multi-Tier System of Support?
MTSS
is the marriage or merging of
PBIS
RtI
Data Teams
RtI=Response to Instruction
RtI is a Framework -- NOT a Process!
RtI is not a way to identify students as
EC
RtI is a way of providing differentiated
instruction to all students.
100% of students are in the RtI
Framework
Layered Support
Tier 1 (Bottom Layer)
Core!
All students included in this tier
o AIG, EC, ESL, low, middle, high
80% of students meet goals in Core alone
o If 80% not meeting goals, teaching practices
need to be evaluated.
Differentiation provided for all students
Tier 2 (Middle Layer)
20% of students receive secondary interventions
Problem Solving Model should be completed by Team
More support to small groups provided
Addition to Core
o Less intensive than Tier 3
o Core + More
o Does not replace Core
Progress Monitor every 20 days
Tier 3 (Top Layer)
5% of students receive tertiary interventions
Problem Solving Model should be completed by Team
Intensive, individualized instruction
Addition to Core and Secondary Interventions
o does not replace secondary interventions or Core
o Core + More + More
Progress Monitor every 10 days
Problem Solving Model
Team Initiated Problem Solving Model (TIPS)
o Use your TEAM!!
Model should not have to be completed in one sitting!
o May only get through Identifying the Problem and
Developing a Hypothesis the first meeting.
The sheet does not have to be neat!
o Do not start a new sheet each time you meet!
o Keep ideas from former teachers
You need to be able to see what has been tried!

Problem Solving Model
Step 1= Identify the Problem
When you start, form could be generic for a group of
students, then you can copy, add names, and get more
specific.
Start a new sheet for each skill deficit
o Ex. A student may have several sheets in folder: One
for a math problem, one for a reading problem, one
for a writing problem, and one for a behavior
problem.

Problem Solving Model
Step 2= Develop Hypothesis
o Perhaps the most important step (often completed
too quickly)!
o Dig deeper-- Spend enough time to develop theories
to figure out the Root Cause of what is happening!
Model should not have to be completed in one sitting!
o The team may only get through Identifying the
Problem and Developing a Hypothesis the first
meeting.
Problem Solving Model
Use RIOT (Review, Interview, Observe, Test) to get to
the Root Cause!
o TEST your hypothesis!
For Precise Problem:
o Narrow the focus!
o Identify and record the precise problem statement

Problem Solving Model
Step 3= Discussing and Selecting Solutions
When discussing, talk about DATA (from testing
hypothesis and other data)
Solution should be based on Precise Problem
Statement
Precise, clear statement must be set before
implementation!
Clear and Specific!
Problem Solving Model
Step 4 Develop and Implement Action Plan
Remember: Layered approach!
Core + Tier 2 Intervention + Tier 3 Intervention!
One intervention does not REPLACE another!
Research Based/ Evidence Based interventions
Systematic
Builds upon Core
Specific to student deficits
Plan of action for student growth
Goals should be specific!
Remember SMART (Specific, Measurable, Attainable,
Reasonable, Timely)
Problem Solving Model
Step 5= Evaluate and Revise Plan
Discuss student outcomes
Review and revise plan
Decide if student interventions from different tier
should begin
If goal mastered, begin Problem Solving Model
over with a new problem!
PEP=Personal Education Plan
The law states that:
o All students not proficient (in Powerschools)
by 4th grade must have a PEP
All students receiving Tier 3 RtI
interventions must have a PEP.
Even EC students must have a PEP!
o IEP does not count as PEP anymore!
Data Teams