Chris Birr, Ed.D., Educational Consulting - MTSS/RTI, Intervention, School Psychology
CONNECTEDMTSS | Chris Birr, Ed.D.
Connecting Research, Implementation, and Practice in MTSS
ConnectedMTSS explores how schools can make evidence-informed decisions, implement effective practices, and evaluate the impact of their systems of support.
Statutory Vetting & Intervention Selection
Selecting interventions is now a matter of strict statutory compliance.
Ensure your Tier 2 and Tier 3 tools align with state HQIM registries, bridge core curriculum directly to targeted interventions, and pass NIRN Hexagon local infrastructure fit before deployment.
The ConnectedMTSS Framework
A Multi-Level System of Support
Universal Screening
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Purpose: Identifies students not making expected grade-level progress under universal instruction.
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Tools: MAP, FastBridge, STAR, aimswebPlus
Progress Monitoring
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Purpose: Uses brief, frequent CBMs to evaluate individual learning rates over time.
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Tools: aimswebPlus, easyCBM, FastBridge
Diagnostic Assessment
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Purpose: Pinpoints exact, skill-specific deficits (phonics, decoding, math facts) once flagged.
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Tools: CORE Phonics, PAST, easyCBM, Heggerty
Program Evaluation
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Purpose: Measures overall health and effectiveness of universal (Tier 1) instruction.
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Tools: State Tests (OST, WI-FWD), Universal Screeners
Overarching Framework of MTSS
A Multi-Tiered System of Supports represents a dynamic framework designed to vary the intensity of academic and behavioral services based directly on student need. Grounded in foundational national standards (NASDSE), our implementation centers on three core principles:
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High-Quality, Evidence-Based Practices: Delivering instruction and interventions that are proven effective through rigorous academic research.
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Performance and Growth-Rate Analysis: Structuring data-based decisions around a student's learning rate and level of performance using reliable, valid data.
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High-Stakes Decision Integrity: Ensuring any high-stakes educational decision is strictly guided by technically sound, multi-source assessments.
The 4-Step Problem-Solving Cycle
To systematically address student and system-level needs, teams utilize a continuous, data-driven cycle:
Problem Identification
What is the baseline discrepancy between expected and current performance?
Problem Analysis
Why is the problem occurring? (Examining instruction, curriculum, and environment variables).
Plan Development
What are we going to do about it?
(Designing an evidence-based intervention plan).
Plan Evaluation
Did the plan work?
(Measuring progress against targeted growth targets).