0:03 what is mtss which is short for
0:06 multi-tiered system of supports I'm
0:08 going to go over it today so you
0:09 understand this especially as a new
0:12 teacher and we're also going to go over
0:14 a practice test question that you might
0:16 see on your teacher certification exam
0:27 started so if you are trying to become a
0:30 teacher you might see things on your
0:32 teacher certification exam regarding
0:35 multi-tiered system of supports or
0:38 mtss and if you are a brand new educator
0:40 this might be completely foreign to you
0:43 now you will see Concepts around mtss
0:46 definitely on any special education exam
0:48 but you might also see them on early
0:51 Elementary education exams and other
0:53 exams that have to do with intervening
0:56 or providing interventions for students
1:01 so let's first go over what is MTS s so
1:04 again mtss stands for multi-tiered
1:07 system of supports and it has replaced
1:12 the old RTI response to intervention in
1:14 a lot of States not all states but in a
1:18 lot of states and basically it is a step
1:22 before putting kids in special
1:25 education we don't want to just say oh
1:26 he has a learning disability throw him
1:28 in special ad oh she's struggling throw
1:30 him in special aded we don't want to
1:34 overd desate students with special ed
1:37 classification number one because they
1:39 might not belong in special education
1:42 and number two it's costly it takes a
1:44 lot of time and these kids just might
1:46 need some interventions in the general
1:49 education classroom now other kids might
1:51 need to go into special education
1:54 because they have exceptionalities that
1:58 require more nuanced approaches and more
2:00 specialized approaches is but other
2:02 students might just be struggling a
2:03 little bit and we can help them in the
2:06 General Ed classroom so that's why we
2:09 use mtss first which is a system of
2:13 supports we Implement before we move
2:15 anybody into any kind of special
2:19 education designation so mtss has three
2:21 tiers and these are all just about
2:24 strategies inside the classroom the
2:28 first tier is strategies that have to do
2:30 with all students so so these are just
2:32 your good old-fashioned strategies that
2:34 every student is going to benefit from
2:37 so for example activating background
2:39 knowledge when they are about to read
2:41 something that is what we do with all
2:44 students maybe slowing down and using
2:47 explicit systematic instruction that is
2:49 something we do for all students we
2:51 might also use some scaffolding
2:54 techniques in reading or in math good
2:58 for all students so first tier everybody
3:00 gets it it's good for every every body
3:03 the second tier is going to be a little
3:05 bit more specialized for students who
3:07 struggle a little bit more so for
3:08 example you might have a group of
3:10 students who are having a really hard
3:12 time with their fluency you would might
3:14 separate them out temporarily and work
3:17 with them in a small group while the
3:19 rest of the class moves on to something
3:21 that they can do as an anchor activity
3:24 that would be considered a tier two
3:26 intervention under mtss because you're
3:30 giving it to some students not all
3:32 students so you just might have a few
3:33 students who struggle a little more
3:35 maybe with their math facts if you're a
3:37 math teacher maybe in science reading
3:39 they have trouble with some of the more
3:41 complex vocabulary and things like that
3:45 so some students get that next tier tier
3:49 two of the mtss interventions and then
3:52 tier three is very specialized
3:55 interventions now I'm going to use a
3:58 behavior example so let's say that you
3:59 have some students who are really
4:01 struggling with behavior in the
4:04 classroom you've tried tier one which
4:06 are Behavior strategies for all students
4:09 you've tried tier two which is behavior
4:11 strategies for some students now we're
4:13 going to go into tier three which is
4:18 strategies for very few students this is
4:20 the step right before re we refer
4:23 anybody to special education we want to
4:26 really hone in and focus on these
4:28 students who are having trouble and give
4:30 them the intervie interventions they
4:34 need for their specific needs and so
4:37 this could be anything from tallying how
4:40 many outbursts a student has and then
4:42 going over those outbursts with with the
4:44 student later and kind of talking about
4:47 strategies to reduce those Outburst it
4:49 might be um some sort of calm down
4:51 period where you have a student who's
4:54 getting very activated or animated and
4:56 having a hard time you know
4:58 participating quote normally in the
5:01 classroom so you might have that student
5:04 go to a calm down Center where the
5:06 student might be able to squish on a
5:09 stress ball or do some deep breathing or
5:11 things like that these are strategies
5:16 that very few students need but using
5:18 these strategies might work for these
5:20 very few students where we would not
5:22 have to put them in special education
5:24 for Behavior we can just make sure in
5:27 the general education classroom that we
5:30 use these very focused very specific
5:31 strategies for these
5:35 students now beyond that let's say that
5:36 that doesn't work the student is still
5:39 struggling now it might be time to call
5:43 in some experts in special education so
5:45 we've gone through the mtss the three
5:48 tiers the first tier for all students
5:50 second tier for some students third tier
5:54 for very few students these two three
5:57 maybe one students are still struggling
6:00 and can't kind of engage in the activity
6:02 with the general education classroom Now
6:06 we move into the pre-referral process
6:08 where we are actually saying okay
6:10 special education might be the next
6:13 viable option for this student but
6:16 notice mtss we did first and mtss is
6:18 something that we all do as general
6:21 education teachers now on the exam
6:22 you're going to be asked questions about
6:25 mtss especially if you're taking a
6:28 special education exam so let's go into
6:30 my presentation so I can show you this
6:32 in context and you can see how it works
6:35 out on your certification exam okay so
6:41 this is an item from my 5355 study guide
6:43 this is my new special education study
6:45 guide and it's a rather big item and I
6:46 want to go through it with you because
6:47 it hits on all kinds of things that you
6:49 want to be on the lookout for especially
6:51 when it comes to mtss now normally I
6:53 would tell you to work backwards and
6:55 read the answer choices first but this
6:58 is a choose all that apply and I need to
6:59 have an understanding of the question
7:01 stem at least and I can see that this
7:03 right here is relatively short so I'm
7:05 going to read the question first even
7:06 though normally I say read the answer
7:09 choices first let's have a look which of
7:10 the following happens during the
7:13 pre-referral process of an English
7:15 language learner being considered for
7:18 special education choose all that apply
7:19 all right couple of red flags here when
7:21 I'm thinking about English language
7:23 learners for special education are there
7:25 English language Learners in special
7:27 education absolutely we have students
7:29 who are struggling to learn the new language
7:30 language
7:32 and they also need services in special
7:36 ed 100% however do we sometimes over
7:38 represent English language Learners in
7:41 special education yes and this is
7:43 something we want to avoid remember
7:46 learning a new language is not a
7:48 disability now you might say of course
7:50 it's not a disability when we are in the
7:52 dayto day we might see somebody
7:54 struggling and we might automatically
7:56 think oh that person might need special
7:59 ed we're bogged down we have lots of
8:00 students there are thousands of kids in
8:03 the school sometimes English language
8:06 Learners are over represented in special
8:09 education because we mistake their
8:12 language process with a disability so on
8:14 this exam and others be on the lookout
8:16 for that we don't want to do that we
8:17 want to make sure we're using things like
8:18 like
8:22 mtss to provide strategies in the
8:25 general education classroom before
8:27 sending people to Special Ed this is
8:30 like a little Barry
8:32 to special education because not that
8:34 special education is bad it's just that
8:36 we don't want to have a lot of kids in
8:38 special ed who don't need it and that's
8:41 where mtss and RTI used to be called RTI
8:43 come into play so let's have a look at
8:45 the answer choices here remember we have
8:48 to select all that apply and here's an
8:50 important factor you have to get them
8:53 all correct to get the item correct you
8:57 cannot um get two correct and get the
8:58 get some credit there is no partial
9:00 credit you must get the entire thing
9:02 correct in order to get the points just
9:03 so you know all right let's have a look
9:07 at a teachers use RTI or mtss to support
9:09 the student in the general education
9:11 classroom and to see if differentiation
9:15 will help the student yes mtss is
9:17 multi-tiered System of supports it's
9:19 used in the general education classroom
9:20 and it's where we support students with
9:23 the tier one tier two or tier three
9:25 interventions before ever considering
9:28 special ed and remember mtss is the new
9:31 RTI the both very similar mtss is a
9:33 little more nuanced but they kind of do
9:36 the same thing response to intervention
9:39 multi-tiered systems of supports it is a
9:41 step before designating somebody to
9:44 special education B teachers and
9:46 Specialists determine if the student is
9:49 experiencing language barriers to avoid
9:52 misrepresentation yes remember this is
9:54 part of the pre-referral process for
9:56 special education we want to make sure
9:59 that the elll is not just having a hard
10:01 time learning a new language which is
10:04 difficult which there are barriers and
10:06 we want to make sure we don't just throw
10:07 everybody in special EDS so B looks good
10:10 to me as well C teachers and Specialists
10:13 gather a team to draft an individualized
10:16 education program for the student an IEP
10:18 that's moving too quickly we're in the
10:21 pre-referral process here pre-referral
10:24 means we're not drafting any IEPs IEPs
10:26 is like the kids in special ed we want
10:29 to try to avoid special education and
10:34 make sure that this student doesn't just
10:36 need some quick interventions in the
10:38 General Ed if the student does need
10:40 special ed then we go into the referral
10:43 process and then an IEP is drafted and
10:45 that will help the student further but
10:47 if the student is not special ed we
10:50 don't want to put the student there so
10:51 I'm not going to choose C I'm going to
10:53 cross that off there D teachers and
10:56 Specialists monitor the student gather
10:58 quantitative and qualitative information
11:00 and analyze the information
11:02 yes that's part of the mtss process as
11:05 well we're constantly Gathering
11:08 quantitative numbers and qualitative
11:11 observations to see how the student is
11:14 doing after we Implement some of these
11:16 tier one tier two and even tier three
11:18 interventions so D is looking good yes
11:20 we're Gathering data we don't just throw
11:22 people in special ed We Gather the data
11:24 we analyze it to see if special
11:27 education is indeed what the student
11:29 needs or if the student just needs
11:31 scaffolding and interventions in the
11:33 general education classroom so right now
11:35 I have three a b and d let's have a look
11:37 at e teachers and Specialists Place
11:38 student in special education classes
11:40 temporarily to determine if it will help
11:44 them we don't do this no special ed is
11:47 not a temporary thing special education
11:49 follows the student through their
11:51 academic career and even into college
11:53 and even into their career they can
11:55 advocate for their accommodations in
11:58 their career settings as well so this is
11:59 not temporary we do not use special
12:01 education as a temporary placement
12:05 absolutely not e is out making a b and d
12:07 the correct answers all right so that's
12:10 how you can use your knowledge of mtss
12:13 to pass your teacher certification exam
12:16 especially in the Special Education
12:18 certification exams you will see mtss
12:21 and RTI although RTI is being phased out
12:24 on your certification exams so I hope
12:25 that clears things up for you what it
12:28 actually is and also how we use it in a
12:30 scenario on the test and in the
12:31 classroom now let me show you where you
12:33 can get some of our resources that go
12:34 even more in depth for your teacher
12:37 certification exams just hop on over to
12:39 Kathleen jasper.com as you can see here
12:42 and we have tons of study guides online
12:43 courses and everything for you to pass
12:45 your exam so the study guide that I was
12:47 just looking at in this video is our
12:49 special education 5355 this is a
12:52 relatively new test you can see we have
12:54 a full study guide here we also have an
12:56 audio course that goes with the study
12:58 guide that's a really great companion
13:00 with the study guys so if you're someone
13:02 who likes to learn you know through Audi
13:04 books or podcasts and things like that
13:07 this is a great combination here we also
13:10 have it on Amazon if you prefer a
13:12 physical copy and you can see a lot of
13:14 people have found this book we just
13:16 published it to be helpful for them in
13:19 passing this exam it's packed full of
13:20 information lots of practice tests and
13:23 practice questions this is a great book
13:25 here now beyond that we have free
13:28 webinars of course I do every Saturday
13:30 give or take where where we go through
13:32 free uh webinars with free study guides
13:34 little mini study guides to help you
13:36 with all of your certification needs and
13:37 you can check that out under the free
13:40 webinars tab we have even more audio
13:41 courses here teaching reading leadership
13:43 and all of that and then of course we
13:46 have online courses we just published
13:47 the teacher interview course and the
13:49 school leadership course these will help
13:50 you with your interview if you're
13:52 looking for a new job I was an assistant
13:54 principal and I hired lots of teachers
13:56 so I know what they're looking for when
13:59 they are hiring you and also online
14:01 courses you know from everything for
14:04 elementary education on you can check
14:06 those out here all right so I hope that
14:08 helps you today with questions regarding
14:11 mtss multi-tiered system of supports if
14:12 you have any comments go ahead and throw
14:14 those below it'll be our pleasure to
14:16 have a look at those and answer those
14:17 consider subscribing to this YouTube
14:19 channel and giving this video a thumbs
14:21 up I will be back soon with more
14:22 information good luck on your teacher
14:24 certification exams and good luck in the
