MTSS Brainstorming

What we learned

• ELA

• Math

• Other Academics

Questions we still have

How can we make the other academics flexible to benefit the different subjects that would like to use the MTSS framework?

What we learned

MVP

• goal

• possible reasons why the desired goal(s) is not being attained.

• evidence-based strategies used

• Evaluate the effectiveness of the plan in relation to stated goals.

• define and differentiate the tiers: HOW MUCH additional time will be needed, WHAT will occur during that time, WHO is the most qualified person to deliver the “What” (instructional strategies) and WHERE will that additional instruction occur

• lesson plans

• Assessment data

• Student progress data (e.g., %
  of students meeting goals)

• Daily/Weekly Progress
  Report sheets

• professional development

Future development

• Family communication

Questions we still have

• Are we using this tracking tool for teacher evaluations as well as to ensure students are exceling at school?

• Should we include a lesson creation feature so that teachers can track their Tier 1 academics plans? If not, are we just having the teacher input which students are tier 1 for a particular subject area? If a student is Tier 1 are we not documenting the specifics of what they are working on?

• Are the user stories that you are thinking of for this tool?:

  • As an admin, I want to know how students are progressing in academics, behavior, and SEL so that I can ensure that the students are receiving the support that they need.

  • As an admin, I want to know which teachers need support with academics, behavior, and SEL so that I can provide them with additional training and resources to support them as they meet the needs of the students in their classroom.

  • As a teacher, I want to track the academic, behavior, and SEL goals so that I can ensure that each student is making progress.

  • As a teacher, I want to collect all my academic, behavior, and SEL data in one place so that I can ensure that I am making evidence-based decisions and meeting all my students diverse needs.

• What about gifted students? How are we tracking the enrichment that they are doing? Do they fall into Tier 1 or? Answer: Tier 3 supports provide intense individual interventions, building on Tier 1 instruction and Tier 2 intervention, for learners with highly accelerated, or severe and persistently challenged, academic and/or non-academic needs.

How will we support teachers in identifying which students are Tier 2 students in particular subject areas? How do we ensure that this tracking tool is as flexible as students understandings maybe tier 2 in certain concepts in math but Tier 1 in others?

What we learned

• Note-sharing and progress monitoring in one place

• Library of pre-populated intervention strategies, modified strategies, and added strategies.

• Reporting system that allows team members to evaluate the effectiveness of the ELA, math, attendance, behavior, SEL, and other academic interventions

• intervention grouping capability

• percentage of students in each tier for a given subject area

• color coding to be able to quickly scan students who need more support

Questions we still have

What we learned

Missing observation notes feature

Missing SEL

Lacking specificity in progress towards goals

Questions we still have

How can we clearly indicate their progress towards their goals?

What we learned

• SSAEC Funds are allocated to states and LEA’s using the same formula as Title I funding. The purpose of these funds is to: 

  • provide all students with access to a well-rounded education;

  • improve school conditions for student learning; and

  • improve the use of technology in order to improve the academic achievement and digital literacy of all students.

• Individuals with Disabilities Education Act (IDEA) Coordinated Early Intervening Services (CEIS) funds

  • “Professional development for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavior interventions, including scientifically based literacy instruction and, where appropriate, instruction on the use of adaptive and instructional software; and 2. Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.

• Elementary and Secondary School Emergency Relief (ESSER) Fund.

  • The new legislation requires that at least 20% of the funds that school districts receive (and 5% of the funds that state education agencies receive) from the legislation must address instructional loss using evidence-based interventions that respond to students academic and social-emotional needs.

• Title I

  • supplemental materials, consulting services, professional development, parent training, core instructional materials, and school-wide incentives for closing achievement gaps.  

• Title II

  • staff training or preparation, recruiting highly qualified educators, and professional development activities. 

• Title III - English Language Learners

  • While Title III funds may not be used exclusively to support RTI or MTSS, they can be used to provide English Language Learners additional support through a RTI or MTSS model.

  • Districts must use at least 20% of these funds on efforts to improve student mental and behavioral health, school climate, or school safety, which could include Social Emotional Learning and Improving School Climate, a key aspect of effective MTSS work. 

Michigan State

• THE STATE SCHOOL AID ACT of 1979: Section 31a (3) (a-e): The multi-tiered system of supports described in this subsection must provide at least all of the following essential components:

  • (a) Team-based leadership.

  • (b) A tiered delivery system.

  • (c) Selection and implementation of instruction, interventions, and supports.

  • (d) A comprehensive screening and assessment system.

    • A balanced student assessment system (e.g., universal screening, formative, progress monitoring, diagnostic, benchmark/interim, and summative)

    • b. System assessments (e.g., capacity, fidelity)

  • (e) Continuous data-based decision making.

• Section 35a (3)-A department-approved screening and diagnostic tool administered by a district using funding under this section must include all of the following components:

  • phonemic awareness, phonics, fluency, and comprehension.

  • Further, all of the following sub-skills must be assessed within each of these components: (a) Phonemic awareness - segmentation, blending, and sound manipulation (deletion and substitution). (b) Phonics - decoding (reading) and encoding (spelling). (c) Fluency - reading rate, accuracy, and expression. (d) Comprehension - making meaning of text.

• Title IV, Part A: Under the Safe and Healthy Students focus, Title IV, Part A funds may be used to support a variety of programs

  • Provide social-emotional learning (SEL) for all students (Tier 1) and students needing additional supports (Tier 2 and Tier 3). • Purchase SEL curriculum and provide training for all staff on its use and how to integrate SEL into all areas of academic instruction (Tier 1). • Purchase a universal screening assessment to identify students in need of small group intervention to reinforce SEL skills

• State School Aid Act of 1979, Section 31a (3)

  • Implement anti-bullying and crisis intervention programs - 31a (17)

  • Provide professional learning for teachers, district, and school leadership - 31a (12) subject to a 7.5% cap of district allocation with requirements

• State School Aid Act of 1979, Section 35a (2), (3), (4)(a)(ii), (5)(i) (A-E

  • Purchase technology to support literacy instruction - Section 35a (5

California

• This year, an additional $50 million in state funding has been allocated to support the third phase of the MTSS framework which allows for further school-based implementation including a pathway certification course for school teachers, counselors and administrators.

• NY ESSA

  • Recognize the effect of school environment on student academic performance and support efforts to improve the climate of all schools.

  • Identify low-performing schools by using multiple measures, assist in identifying the root causes of low performance, support school improvement by using a differentiated and flexible support system that is based upon the individual needs of each school, and provide supports to districts and schools to implement high-quality improvement plans and improve student outcomes.

  • Ensure that all students have access to support for their social-emotional well-being

• NY Title IV funds can be used for a wide array of programs and activities that directly support student health and wellness as well as professional development and training for school personnel. Schools that support the physical and mental health of their students increase the likelihood of students’ academic success.

• NY Under ESEA section 2101(c)(4)(B)(i), SEAs may use Title II, Part A funds to support reform efforts with the entities that oversee preparation standards and approval, certification, licensure, and tenure in order to ensure that:  Teachers have the necessary subject-matter knowledge and teaching skills in the academic subjects that they teach to help students meet challenging State academic standards (as demonstrated through measures determined by the State, which may include teacher performance assessments);

Questions we still have