Florida MTSS/RTI Framework Complete Guide

Florida MTSS/RTI Framework Complete Guide

What is MTSS?

Multi-Tiered System of Supports (MTSS) is Florida's framework for providing all students with the best opportunities to succeed academically and behaviorally. It integrates: - Response to Intervention (RTI) for academics - Positive Behavioral Interventions and Supports (PBIS) for behavior - Data-based problem solving

The Three Tiers

Tier 1: Core Instruction (ALL Students - 80-85%)

Definition: High-quality, evidence-based instruction in the general education classroom

Characteristics: - Universal screening 3x/year (FAST PM1, PM2, PM3) - Differentiated instruction within core - Grade-level standards for all - Minimum 90 minutes reading, 60 minutes math daily - Progress monitored through classroom assessments

Key Questions: - Is core instruction evidence-based? - Are 80%+ of students meeting benchmarks? - If not, the CORE needs strengthening first

Tier 2: Targeted Intervention (15-20% of Students)

Definition: Supplemental instruction IN ADDITION to Tier 1

Characteristics: - Small group (3-6 students) - 20-30 minutes daily, 3-5 times per week - Standard intervention protocols - Progress monitored every 2-4 weeks - 8-12 week intervention cycles - Explicit, systematic instruction

Entry Criteria: - Below benchmark on universal screening - Not responding adequately to Tier 1 - Teacher/parent referral with data

Exit Criteria: - Meets grade-level benchmark - Gap is closing at sufficient rate - Typically 2-3 data points at/above goal

Tier 3: Intensive Intervention (5-10% of Students)

Definition: Individualized, intensive intervention IN ADDITION to Tiers 1 & 2

Characteristics: - Very small group (1-3 students) or individual - 45-60+ minutes daily - Customized to specific skill deficits - Progress monitored weekly - May involve specialists - Diagnostic assessment to pinpoint needs

Entry Criteria: - Minimal response to Tier 2 - Significantly below grade level (1+ years) - Persistent skill gaps despite intervention

Problem-Solving Process

Step 1: Problem Identification - What is the problem? - Define in measurable, observable terms - Compare to benchmark/expectation

Step 2: Problem Analysis - Why is the problem occurring? - Examine instruction, curriculum, environment, learner - Use diagnostic assessments - Identify specific skill deficits

Step 3: Intervention Design - What are we going to do about it? - Select evidence-based intervention - Match intervention to skill deficit - Determine intensity, frequency, duration - Establish goal and timeline

Step 4: Response to Intervention - Is the intervention working? - Monitor progress frequently - Compare rate of improvement to goal - Make data-based decisions

Progress Monitoring Guidelines

Decision Rules for Progress Monitoring

4-Point Decision Rule: - 4 consecutive points above goal line = Consider fading support - 4 consecutive points below goal line = Intensify intervention - Variable data = Continue monitoring, analyze instruction

Gap Analysis: - Calculate rate of improvement (ROI) - Compare student ROI to peer ROI - Is the gap closing, staying same, or widening?

Documentation Requirements

For Each Tier 2/3 Student: - Specific skill deficit identified - Evidence-based intervention selected - Frequency and duration of intervention - Person responsible for delivery - Progress monitoring data - Parent notification - Team meeting notes

Florida-Specific Requirements

Reading Deficiency Notification: - Required for any K-3 student with substantial reading deficiency - Must include: - Current reading level - Description of deficiency - Intervention strategies being used - Strategies for parent to help at home - Grade retention possibility (Grade 3)

Intensive Reading Intervention: - Required for students scoring Level 1 on FAST - Must be different from previous instruction - Must include highly effective reading teacher - Progress monitoring required

Common Mistakes to Avoid

1. Skipping Tier 1 analysis - If core instruction isn't working for 80%+, fix the core first
2. Using Tier 2 as "extra practice" - It must be targeted, explicit intervention
3. Waiting too long to intensify - Don't let students languish
4. Not monitoring progress - Data drives decisions
5. Pulling from core instruction - Intervention is IN ADDITION to, not instead of
6. One-size-fits-all intervention - Match intervention to specific deficit

MTSS Team Roles

Classroom Teacher: - Implements Tier 1 with fidelity - Identifies struggling students - Delivers Tier 2 interventions (often) - Collects and shares data

Interventionist/Reading Coach: - Delivers Tier 2/3 interventions - Coaches teachers on intervention - Analyzes data - Selects evidence-based programs

School Psychologist: - Conducts diagnostic assessments - Supports problem-solving process - Evaluates for ESE eligibility if needed

Administrator: - Ensures resources for intervention - Monitors fidelity of implementation - Leads MTSS team meetings

When to Consider ESE Referral

After documented Tier 2 and Tier 3 interventions with: - Lack of adequate progress despite intensive intervention - Evidence that gap is not closing - Suspicion of disability impacting learning - Parent request (cannot be denied)

Required Documentation: - History of interventions tried - Progress monitoring data showing response - Fidelity of intervention implementation - Analysis of why student isn't responding