Mission: The Mission of Pampa ISD is to produce learners who are compassionate, competent, confident, and future-ready!
Our Vision: Pampa ISD students are courageous innovators utilizing their own unique abilities to invest in their world.
Purpose Statement: If the CLT creates a system of support for behavior, mental health, and academic needs, while intentionally collaborating with all stakeholders, then Pampa ISD students will be able to learn at high levels in a safe environment.
Table of Contents
STRATEGICDESIGNFRAMEWORK
OurMission
OurVision
MTSS Purpose Statement
OurBeliefs
RTI vs MTSS
Multi-Tiered Systems of Support (MTSS)
WHYMTSS?
DemystifyingMTSS
WhatisMTSS?
WhatMTSSisnot?
TIER/TEAMTSSOverview
Tier 1 UNIVERSAL
InstructionalDelivery
Tier 2 TARGETED
Tier 3–INTENSIVE
MTSS Team Workflow
MeetingsandMTSSTeamMeetingGuide
InterventionImplementation
EvaluatingStudentProgress
TierMovement
DataAnalysis
DecisionMaking
Assessments
Progress Monitoring
Schedule for Universal Screeners and Progress Monitoring
Behavior
MTSS’sRelationshipwithOtherPrograms
MTSSandSpecialEducation
ConsiderationsforMTSSSupportofEmergentBilinguals
MTSS and GT
MTSSandParent/CaregiverCommunication
Example of Goals
Guidance For MTSS Tier Support and Meetings
Tier 1 Guidance
Tier 2 Guidance
Tier 3 Guidance
Campus Timeline for MTSS Actions
STRATEGIC DESIGN FRAMEWORK
Our Mission
The Mission of Pampa ISD is to produce learners who are compassionate, competent, confident, and future-ready!
Our Vision
Pampa ISD students are courageous innovators utilizing their unique abilities to invest in their world
MTSS Purpose Statement
If the CLT creates a system of support for behavior, mental health, and academic needs while intentionally collaborating with all stakeholders, then Pampa ISD students will be able to learn at high levels in a safe environment
Our Beliefs
We believe...
● Each student deserves a classroom with high-quality instruction where they learn how to learn in a way that sets them up for lifelong success.
● Early childhood education provides a strong foundation for future success
● All students deserve experiences that spark their unique interests and passions in order to define their successful futures.
● Strong relationships between all members of the community are critical to student success
● In the value of learning from failure and overcoming struggles in order to become perseverant
● The community that takes radical responsibility for developing, supporting, and encouraging students creates an environment for continued success
● In educating the whole child
RTI vs MTSS
MTSS encourages educators to examine district, campus, and classroom culture and systems by reviewing and analyzing data for all students The analysis identifies students who require additional support, such as intervention, enrichment, social-emotional support, and behavioral support, to maximize their potential
RTI
Students:
Students identified as “at risk” or being considered for special education evaluation
MTSS
All students, including those already served by programs such as 504, Special Education/Dyslexia, ESL/Bilingual, etc
Purpose: Remediation and Intervention Prevention, Differentiation, Intervention, and Enrichment
Focus: Isolated- academic needs are discussed in isolation Integrated- academic, behavioral, and social-emotional needs are discussed together. The whole child is considered.
Collaboration: Teachers of at-risk students, special education teachers, and campus administrators
All campus staff and district staff
Campus Management: A campus administrator(s) Teachers, grade level/content teams (PLC), and an MTSS Campus Team
Multi-Tiered Systems of Support (MTSS)
WHY MTSS?
The purpose of MTSS is to engage in a continuous cycle of problem-solving based on data to provide immediate support when student growth is not as predicted When effective, MTSS reduces the need for more restrictive educational placements for many students by intervening early For students performing below grade level, effective intervention that accelerates learning and results in movement to less intensive tiers is the ultimate goal, when appropriate to the needs of each student It is creating a system where all students are served through one system with a continuum of support All school staff (teachers, administrators, counselors, social workers, interventionists, specialists, etc ) should work together to implement the MTSS framework for the benefit of all students on campus
Multi-Tiered Systems of Support (MTSS) is a whole-child approach that integrates academic, behavioral, and social-emotional instruction and support. MTSS optimizes student growth through a proactive, preventative framework composed of multiple layers, or tiers, aligned to the varying needs of our students Tier 1 effective school-wide systems and differentiated core instruction, Tier 2 targeted intervention, and Tier 3 intense and individualized intervention form the pillars of this integrated continuum of student supports (Buffom, Mattos, & Weber, 2010)
Demystifying MTSS
What is MTSS?
MTSS is an umbrella term for a structured, multi-tiered system of support that includes the following:
● Core instruction meets the needs of 80% of students
● The use of valid and reliable universal screeners for all students, used to help identify those at risk and also to provide differentiation to diverse learners (during core instruction)
● The creation of student support plans based upon multiple sources of data and key indicators of success
● The implementation of regular problem-solving meetings to conduct progress monitoring of student data
● Adjustments are made to the intervention plan of support, based on data
What MTSS is not?
● A single response or an intervention program (It IS a system that includes responses and interventions, among other elements )
● Only for students at risk. (It IS for all staff and students and takes into account academic and emotional support, teacher preparedness, and school culture )
● Only for one school point person to facilitate (It IS for multi-disciplinary problem-solving teams to be created and meet regularly.)
● Based on single points of data (It DOES rely upon the equitable use of multiple data points to make decisions about levels of support needed, and the effect supports/interventions are having on remediating or enriching student learning )
● Only for students at risk academically. (It IS for all students and incorporates academics, social-emotional wellness, attendance monitoring, enrichment & differentiation for diverse learners, and family/community engagement
Universal intervention, also referred to as Tier 1 or primary prevention, is a systematic approach for supporting all students schoolwide Universal intervention occurs in the general education classroom and is designed for all students to participate It includes evidence-based practices, research-based curricula, differentiation, scaffolded instruction, and universal learning design. Universal intervention alone meets the needs of about 80% of a school’s population for both academics and behavior
Targeted intervention, often referred to as Tier 2 or secondary prevention, is designed for students experiencing difficulty in academics or behavior Targeted intervention can occur in many different settings inside or outside of the general education classroom with small groups of students Students receiving targeted intervention should continue to receive universal intervention
Typically, about 20% of students require targeted intervention This is a small percentage of students in a school If many students need targeted intervention, the school needs to evaluate its universal intervention. Intensive intervention, often called Tier 3 or tertiary prevention, is designed for students who demonstrate inadequate response to universal and targeted intervention Intensive intervention may occur within or outside of special education Schools have different ways of conceptualizing and implementing intensive intervention.
Intensive intervention, called Tier 3, is needed for a much smaller number of students, typically about 5% or less.
Pampa Independent School District
Tier 1—UNIVERSAL
Tier 1 is the least intensive level of the MTSS framework and typically includes the district-approved high-quality instructional materials (HQIM) and instructional practices used for all students Tier 1 instruction includes:
High-Quality Instructional Materials - Instructional materials that cover 100% of the Texas Essential Knowledge and Skills (TEKS) and Systematic Explicit Instruction - Skills are taught from less to more complex using direct, clear, and concise instructional language
Differentiated Instruction - the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students' individual needs
Active Student Engagement - Ensuring all students are actively involved during instruction and are not passive recipients
Classroom Behavior Strategies - Privately and explicitly teach the expected behavior and routines, frequent use of reinforcement and praise (4:1 positive to negative feedback loop), quick and efficient transition times, and consistent instructional response to misbehavior
Instructional Delivery
Within their core instructions and interventions, teachers are expected to incorporate the features of effective instruction These features include the following:
● Explicit instruction with modeling
● Systematic instruction with scaffolding
● Multiple opportunities to practice and respond
● Immediate and corrective feedback
● Appropriate pacing
● Use of multiple grouping formats
● Differentiated instruction
Tier 2—TARGETED
Tier 2 typically involves small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration, and frequency of instruction. Tier 2 instruction usually consists of adult-led, small-group instruction using validated interventions implemented with fidelity Tier 2 supports are expected to benefit students who do not respond to effective Tier 1 instruction When data indicates students are not benefiting from Tier 2 interventions, more intensive instruction or an individualized form of intervention should be delivered through Tier 3 supports and services
Tier 3–INTENSIVE
Tier 3 is the most intensive of the three levels and is individualized to target each student’s area(s) of need At Tier 3, the teacher often begins with a more intensive version of the intervention program used in secondary prevention (i e , longer sessions, smaller group size, more frequent sessions) However, the teacher does not presume the plan will meet the student’s needs Instead, the teacher conducts frequent progress monitoring (at least weekly) with each student The progress monitoring data quantify the effects of the intervention program by depicting the student’s rate of improvement over time. When the progress monitoring data indicate the student’s rate of progress is unlikely to achieve the established learning goal, the teacher engages in a problem-solving process. That is, the teacher modifies components of the intervention program and continues to employ frequent progress monitoring to evaluate which components enhance the rate of student learning. By continually monitoring and modifying (as needed) each student’s program, the team can design an effective, individualized instructional plan.
MTSS Team Workflow
The Multi-tiered System of Support is truly a best practice educational approach and school improvement model that exemplifies collective responsibility and encompasses a very broad scope of work. The MTSS Campus Leader (Assistant Principal/Student Services Coordinator) will provide training to staff, serve as the campus expert/contact, and work with the campus and the Director of MTSS to address campus structures and protocols, meetings, data analysis, problem-solving, and documentation MTSS necessitates a team approach that includes leadership and collaboration of all instructional leaders and educational professionals
Pampa Independent School District
MTSS Teams Members
Abby Hancock, Executive Curriculum Director
Jamie Winborne, Director of MTSS
Courtney Blackmon, Director of Educational Technology & Assessment
District Team
MTSS Campus Leaders
Jennifer Studebaker, Director of Special Populations
Team Leader - Jamie Winborne
Austin - Austin Lucero
Lamar - April Cross
Travis - Becky Snelgrooes
Wilson - Lisa Smith
PJH- Brittany Babcock
PHS - Michelle Jensen
Principal SSC/APs, MTSS Campus Leader Counselor
Instructional Coordinator
Teacher Leaders (3-4)
Campus MTSS Team (CLT)
Responsibilities
The MTSS district team meets monthly with a structured agenda that varies to address the following:
● Create district-wide systems that clearly establish roles and expectations, written protocols, and processes that lead campuses to support individual student needs
● Review district data, consider feedback and concerns from campus problem-solving teams, and make data-based decisions aligned with the district improvement plan
● Provide input on professional development as it relates to the district’s MTSS practice and Tier 1 needs
● Seeks input from other district representatives based on their position to provide additional insight
The MTSS Campus Leaders:
● Lead the MTSS Schoolwide data meeting three times per year.
● Ensure implementation of and monitor all CLT decisions
● Ensure Tier 1 (PLC) meetings are taking place monthly
● Ensure that Tier 2 and 3 (Individual Student Data Meetings) are taking place bi-weekly.
● Ensure all data has been entered in Branching Minds
● Review district data monthly
The team meets three times a year after universal screeners with a structured agenda to address the following as needed:
● Review universal screening data
● Review school-wide data, consider feedback and concerns from PLCs, and make data-based decisions;
● Provide input on professional development as it relates to the school’s MTSS practice and Tier 1 needs;
● Ensures all grade levels/contents are represented
● Create school-wide systems that clearly establish roles and expectations, written protocols, and processes that lead the campus to better support individual student needs
Principal Campus Principal
PLC (Tier 1 Data Team)
Principal AP/SSC (attends DDI meetings)
Instructional Coordinator (as needed)
Content Teachers
Tier 2 and 3 Student Data Team
MTSS Campus Leader
Instructional Coordinators Counselors
Student’s Classroom Teachers
Parents
**Other members as needed
● Provide professional development opportunities to ensure systems are effective and implemented with fidelity
● Ensures that systems are in place and operational
● Ensures that all team meetings are effective, documented, and meet the needs of ALL students
● Participates while the AP leads the CLT through MTSS decisions
● Meets as scheduled
● Answer PLC questions
○ What is it we want our students to know and be able to do?
○ How will we know if each student has learned it?
○ How will we respond when some students do not learn it?
○ How will we extend the learning for students who are already proficient?
● Determine initial interventions for students not learning, including accelerated learning requirements
● Monitor specified interventions with review of data
● A common agenda is used
○ MTSS explanation is provided to parents
○ Student Data is reviewed during meetings
○ The team supports grade levels/departments in determining or adjusting current student interventions
○ Refer students for comprehensive special education evaluations when data indicate this step is warranted according to the Special Education referral checklist
Meetings and MTSS Team Meeting Guide
Branching Minds now has an AI feature that will keep the minutes of each meeting Branching Minds resources
Decision Making
Directly tied to the data analysis in the decision-making process Within this process, the MTSS Student Data Team will have to answer questions such as the following:
● What is working within core instruction, and what is not?
● What kind of PD should we provide to teachers to fill in the gaps we see in our data?
● How many students can we serve in Tier 2? Tier 3?
● Which students should be moved to Tier 2? Tier 3?
● What do we do if we have too many students who meet our criteria for needing intervention?
● Who will provide Tier 2 interventions and documentation for students? Tier 3?
Data Analysis
Data analysis is an integral part of any MTSS framework Teachers should examine data regularly to target specific students’ needs, regroup students, and evaluate the effectiveness of their core/intervention instruction Administrators should examine data regularly to evaluate the effectiveness of core/intervention instruction, make PD decisions, and move students from one intervention to the next based on their needs
Specifically, the MTSS teams should meet with each grade level, K-5, after each screening assessment to examine data, evaluate instructional effectiveness, and move students into and out of interventions These structured data meetings should occur after BOY, MOY, and EOY assessments
Tier Movement
Decisions about which students to move into or out of Tiers 2 and 3 should take place during the structured student data meeting at BOY, MOY, and EOY. Once students have begun participating in Tier 2 or Tier 3 intervention, they need adequate time to demonstrate a response (usually defined as about 10 weeks of instruction or 40-50 sessions). At the end of this period, the MTSS Team can meet to evaluate student progress and determine whether each student should remain in an intervention, whether the intervention approach should be adjusted, whether to move into an intervention, or whether to move out of an intervention Tier movement should be fluid and not a stair-step approach to referring a student for special education.
Evaluating Student Progress
Teachers should collect progress-monitoring data at least every 2 weeks for students in Tier 2 and Tier 3 interventions This data should be used to target specific students’ needs and help teachers and administrators evaluate the effectiveness of the interventions
Required Documentation
To ensure a smooth transition from one campus to another, consistency in documentation is imperative. MTSS campus leaders must ensure that the following is documented throughout the year
Student Profile:
Tags- MTSS, MTSS monitor, (Let Director know any additional tags that might be needed)
Testing Accommodations- Enter for MTSS students (Text-to-Speech, Supplemental Aids are the only options for those receiving interventions through MTSS).
Academic performance data: Entered at the district level
mClass/NWEA data is used to tier students
STAAR/TELPAS will be uploaded as received
Behavioral data:
● Observations of classroom behavior (Log Behavior Incident, Meeting, Family Communication)
● Discipline referrals (Log Behavior Incident)
● Attendance Notes (Meetings, Family Communication)
Tier 1 Academic and Behavioral Information:
● Evidence of differentiation strategies used at the Tier 1 level in the classroom (Supporting Documents, Goals & Progress, Interventions & Supports)
Tier 2 Academic Information:
● Specific intervention strategies used (Interventions & Supports)
● Frequency and duration of intervention sessions (Goals & Progress)
● Progress monitoring data (weekly data points on targeted skill) (Goals & Progress)
Tier 2 Behavioral Information:
● Specific intervention strategies used (Interventions & Supports)
● Frequency and duration of intervention strategies (Goals & Progress)
● Anecdotal notes about the success of an intervention (Meetings, Goals & Progress)
Tier 3 Information:
● Documented with the specialist working with that student.
● Frequency and duration of intervention strategies (Goals & Progress)
● Anecdotal notes about the success of an intervention (Meeting, Goals & Progress)
MTSS Meetings- Types and Frequency
Problem Solving Teams
Goal
Duration/ Frequency
Attendance
Evaluate the school-wide Tier 1 health and wellness of the MTSS practice
Monitor progress of students receiving Tier 2 and Tier 3 support, look for trends in support needs at the system, teacher, or student level
Deep dive problem-solving for students not making sufficient progress. Create/Revise intervention plans.
Agenda
● MTSS Campus Leader
● Principal
● Instructional Coordinators
● Grade Level Reps
● Content Teachers
● Counselor/Behavior Specialist
● Director of MTSS (if needed)
● Examine the percentage of students adequately served at the Tier 1 level
● Examine equality of Tier 1 instruction (across demographics, grades, and classrooms)
● Evaluate student body growth and tier movement
● Evaluate the quality of intervention delivery
● Plan for improved support
● Grade level/Content -Teachers
● Instructional Coordinators
● MTSS Campus Leader
● Principal (if needed)
● Director of MTSS (if needed)
First meeting after screener
● Review Tier placement of students
● Review universal screener data for which students would benefit from an individual student meeting to determine adjustments to Tier 1, 2, or 3 Interventions
● Create targeted intervention plan in Branching Minds
● Refer students to MTSS campus leader through Branching Minds referral process
Follow-up Meetings
● Review progress of students receiving Tier 2 or 3 interventions
● Look for trends in student growth
● Make plan adjustments to promote growth
● Refer students to MTSS campus leader through Branching Minds referral process (if necessary)
● Special Ed Rep (Teacher, LSSP, Director) if needed
● Director of MTSS (if needed)
Meeting Protocol
● Define MTSS (FAQ Sheet)
● Define the Problem
● Analyze the Problem
● Review proposed intervention plan
● Collect data to monitor progress
Follow-Up Meetings
● Evaluate whether supports are working
Upload and give a brief overview of the notes in Branching Minds under the Meeting tab on the student’s profile page Plan adjustments should be made in Branching Minds under the student’s profile *Meeting Agendas are linked in the appendix Pampa Independent School District Updated 4/2025
Team Members and Responsibilities
Role on Team
Administrative Representative
MTSS Campus Leader
Instructional Coordinators
Grade-level/ Content Teachers
As Needed Members
Responsibilities
● Provides leadership at Tiers 2 and 3 meetings
● Facilitates monitoring of instructional integrity of Tier 1 Instruction within grade levels/departments
● Ensures bi-weekly progress monitoring for all students in Tiers 2 and 3
● Ensures the school schedule and resource allocations enable a successful MTSS practice
● Celebrates and communicates success
● Coordinates and sets agendas for the MTSS team meetings
● Provides expertise in problem-solving and data analysis
● Identifies trends in student/staff needs across the school
● Gives reminders to teachers regarding deadlines
● Monitors Branching Minds entries
● Provides support to teachers in the MTSS progress and Branching Minds
● Communicates and collaborates regarding student progress
● Presents data/background information on the student
● Communicates student/staff needs
● Deliver Tier 2 and Tier 3 Intervention
● Coordinate meeting details with families (Time, date, location)
● Completes To-Dos in Branching Minds
● Provide background information about the student (if applicable)
● Provides expertise to the problem-solving team
● Suggests appropriate supports/interventions
Staff Member
Principal
Assistant Principal or Student Services Coordinator
Instructional Coordinators
Grade-level teachers Content teachers
Determined by student need May include, but not limited to:
Special Ed Rep Director of MTSS Parent Coach
Counselor LSSP SLP
Assessments
To implement an MTSS framework, we have identified screening, diagnostic, and progress monitoring assessments and a time frame for which the assessments are recommended
Schedule for Universal Screeners and Progress Monitoring
Interventions
Pampa Independent School District Updated 4/2025
Behavior
MTSS is a critical component of addressing students with behavior concerns. Behavior should be documented in Branching Minds as a Behavior Incident if it is impacting the student's learning, but not to the level of an office referral. Behavior that escalates to an office referral will be documented in Ascender. (Follow campus expectations for entering behavior documentation )
If a student has behavior concerns that impact the student's learning, they should be addressed through a Student Data Meeting. The MTSS Campus Leader will notify the Director of MTSS regarding students in Tier 2 for behavior The goal of the MTSS District Team is to support campuses, as they support students with behavior concerns.
Refer to the MTSS Canvas Course for the following resources:
● Behavior Intervention Flow Chart
● Tier 1 Behavior Interventions
● Tier 2 Behavior Interventions
● PBIS World - Tier 1, 2, & 3 Interventions
Behavior documentation in Branching Minds is critical to support students as they transition through grades and campuses
MTSS’s Relationship with Other Programs
MTSS and Special Education
One purpose of implementing an MTSS framework is to help identify students who need intervention support Providing early interventions, targeting specific student needs, and monitoring student progress should prevent some students from needing specialized services.
However, some students’ lack of response to these research-based interventions will provide administrators and teachers with data and indicate the student may require more specialized instruction In these cases, the MTSS Student Data Team should complete the Pampa ISD Referral Checklist to include:
● All screening, diagnostic, and progress-monitoring data (including a line graph with the student’s progress-monitoring data is included )
● Information about the core instruction, Tier 2 interventions, and/or Tier 3 interventions that have been provided to the student
● Evidence that these various levels of instruction have been appropriately monitored
● Any notes about specific goals set for the student and instructional strategies tried to accelerate the student’s response to instruction
Considerations for MTSS Support of Emergent Bilinguals
The term Emergent Bilingual (EB) refers to students whose first language is not English and encompasses both students who are just beginning to learn English (often referred to in federal legislation as "limited English proficient" or "LEP") and those who have already developed considerable proficiency The term underscores the fact that these students are mastering another language in addition to meeting all the academic challenges that face their monolingual peers Branching Minds takes students’ proficiency level into account when collecting the Insight Survey and recommends interventions and accommodations matched to their needs.
It is helpful to take into account the following considerations when supporting Emergent Bilinguals through an MTSS model:
● Teaching should be culturally responsive: The student’s prior experiences should be considered, including home language background and socio-cultural background
● Language Proficiency & Reading Instruction: Teachers should consider the relationship between a student’s language proficiency and his/her literacy skills. Reading fluency and comprehension may be strongly determined by the vocabulary and linguistic proficiency of both the first and second languages.
● Language Proficiency & Math Instruction: Linguistic proficiency and vocabulary comprehension are important when understanding math concepts. Some concepts of math are not necessarily universal
● Additional Variables: Within MTSS problem-solving, literacy and oracy (in both home and new languages), culture, and educational history are variables to be considered when assessing and planning instruction for EB. In all three tiers, these variables stay consistent.
● English Language Acquisition: Core instruction for all LEP/EB students must always include English language learning as well.
● Matching Instruction to Student Need: Differentiated instruction should be used for ALL students; however, differentiated instruction for EB should consider the student’s level of English proficiency and prior educational experiences in addressing cultural and linguistic differences When determining appropriate instruction/intervention, the following list applies to all levels of EB students:
○ Consider the amount and type of ESL/Bilingual instruction the student received in the past and the present
○ If applicable, consider the amount and type of home language instruction in the past and the present
○ Ensure that the language(s) used for intervention match the language(s) used for core instruction
○ Consider the impact of language and culture on instruction and learning
○ Contact the family for guidance and feedback
○ Ensure that certified ESL teachers serve on the MTSS instructional decision-making team
MTSS and GT
It is not uncommon for students to be gifted in one area but struggle academically in another area or struggle behaviorally After examining relevant data, the MTSS team should determine if any student would benefit from academic or behavioral interventions through the MTSS process If a student has been identified and is served through the Gifted and Talented program, interventions will be put in place as needed and monitored Through the MTSS process, it should be determined if a student requires a furlough or exit from GT services
MTSS Process:
1. The committee meets and decides there is a need to request a furlough or exit of GT services.
2 Data is included to inform of the reason for the request
3 The MTSS committee communicates with parents about the need for such a request
4 Furlough/Exit request submitted to GT Coordinator
5 The GT Committee reviews requests and informs the MTSS Committee and parents of the final decision
Furlough Policy:
1. A furlough request can be submitted by a teacher, parent, administrator, or on the student’s request.
2 Furlough can be for personal or academic reasons
3 The furlough request will be taken to the GT Committee, and they will decide whether to grant or deny the request.
4 When the furlough window is up, the student may resume services, or the party involved can request an extension.
5 At the end of the school year, a furlough will be nulled, and services will resume the following year
Exit Policy:
1. Exiting of students from gifted/talented services is based on multiple criteria, including student performance in response to services
2 Interventions are provided before the committee's decision Exiting a student is finalized by committee decision after consultation with parents and students regarding the student’s educational needs
-If a teacher initiates the petition, that teacher shall provide documentation to support his/her contention for removal from services.
-If a student or parent(s)/guardian(s) requests removal, the district will honor that request after a conference with the selection committee or its representative
Note: Should a student exit from services, the process shall be accomplished in such a manner to avoid adding undue pressure to the student or parent(s)/guardian(s), and without prejudice. It shall be recognized that the purpose of G/T services is to best serve the academic and affective needs of the child. Once exited, a student must complete the screening/testing process to be identified G/T.
MTSS and Parent/Caregiver Communication
Each campus should have a method for communicating to caregivers in general about the campus’s MTSS framework General information related to interventions and other aspects of the MTSS framework can be communicated through parent/caregiver meetings, campus newsletters, or other forms of communication
When a decision is made to move a student to Tier 2 or Tier 3 intervention, parents/caregivers must be invited to the MTSS meeting Parents can meet in person, via phone, or via video conference If a parent declines a meeting letter from Branching Minds describing the intervention and how the intervention will affect student success must be provided to inform the parent/caregiver of the intervention.
Texas Education Code § 26.0081 states: "Each school year, each school district shall notify a parent of each child who receives assistance from the district for learning difficulties, including through the use of intervention strategies, as that term is defined by Section 26.004, that the district provides that assistance to the child
Pampa Independent School District Updated 4/2025
APPENDIX
In an MTSS framework, interventions must be targeted and aligned with a clear, measurable goal documented in Branching Minds This goal should address the specific area of need identified through a universal screener or progress monitoring data The specific goals serve as the focus to help monitor progress and determine appropriate interventions
Example of Goals
Grade Level Non-Example Example
Kinder Sue will show appropriate classroom behaviors.
1st Grade Joe will improve phonic skills
Sue will stay in her seat during academic work periods as measured by the student’s point sheet.
Joe will identify letter sounds for all 26 letters of the alphabet (short vowel sounds) with 90% accuracy as measured using letter/sound flashcards.
4th Grade Jill will add and subtract two-digit numbers Jill will determine the correct operation and solve problems requiring addition and subtraction of two-digit numbers with and without regrouping, with 80% accuracy, as measured on teacher-made assessments.
Junior High John will master probability and statistics John will determine whether problems are permutations or combinations, choose the correct formulas, and solve problems with and without visual representations, with 80% accuracy, as measured on teacher-made assessments
High School Emma will be able to read quickly and accurately Given an 8th-grade instructional-level text, Emma will read 80 words correctly with 85% accuracy.
High School Sally will improve her study skills
After assistance creating an organization system, Sally will complete and turn in assigned work on time, as measured by scoring a weekly average of 3 or better on a 4-point teacher feedback sheet
Following an assessment, the PLC team analyzes data at the grade, class, standard, and student level to
● Evaluate the effectiveness of tier 1 classroom instruction
● Determine opportunities for whole-class reteaching and/or small-group reteaching
● Determine supports to incorporate into tier 1 instruction
● Determine supports to incorporate into the intervention period and/or tutorials
● Determine reassessment
Teacher Actions
● Implement and document tier 1 supports in the classroom for some time
● Document progress of tier 1 supports (Suggested Documentation: BrM Goal and Progress Monitoring or other progress monitoring document)
● Follow-up meeting at the tier 1 level to determine the effectiveness of supports and next steps
○ Student makes progress- continue with plan
○ Student not making progress- Laserfische form
Optional Steps:
● Teacher completes insight survey in Branching Minds- analyzes for weaknesses and addresses as needed
● Counselor completes the Forced Choice Survey if motivation is a factor
Tier 2 Guidance
Attributes of Tier 2:
Targeted interventions will typically occur in small groups or during intervention periods and will occur frequently until enough data is available to determine a response. Weekly progress monitoring (through Branching Minds) is used to monitor responses to targeted interventions.
Before Meeting: Teacher
● Teacher completes Insight Survey in Branching Minds if not completed at the tier 1 level (Reading, Math, Writing, Speech, Behavior)
● The teacher ensures that all tier 1 supports are documented in Branching Minds
● The parent is notified of the tier 2 meeting and invited
● If behavior referral, a parent survey given by the counselor/administrator Designee
● Attendance data gathered by designee (Ascender Enterprise)
● MAP data gathered by designee (Branching Minds/AWARE)
● Discipline data gathered by AP/SSC (Branching Minds and/or Ascender Enterprise)
Tier 2 Initial Meeting Action Steps:
● The team completes the initial meeting form in Branching Minds
● Determines targeted intervention from menu of options in Branching Minds
● Determines when the follow-up meeting will be to monitor progress
Tier 2 Follow-Up Meeting:
● Determine progress of Tier 2 designated intervention
● Determine to change intervention, adjust Tier 2 interventions, or transition to Tier 3 intervention
Tier 3 Guidance
Attributes of Tier 3:
Intensive intervention occurs in small groups or individually and occurs frequently Progress monitoring measures are administered frequently to allow for timely decision-making
Prior to Meeting: Teacher
● The teacher ensures that all tier 2 supports are documented in Branching Minds
● The parent is notified of the tier 3 meeting and invited
● If behavior referral, a parent survey given by the counselor/administrator Designee
● Attendance data gathered by designee (Ascender Enterprise)
● MAP data gathered by designee (Branching Minds/AWARE)
● Intervention Data entered in Branching Minds
● Discipline data gathered by AP/SSC (Branching Minds and/or Ascender Enterprise)
Tier 3 Meeting:
● Review any Tier 2 data and progress (or lack thereof)
● Determine intensive intervention, frequency, person responsible, etc.
● Determine the date for the follow-up meeting or proceed to recommend testing
Tier 3 Follow-Up Meeting:
● The team reviews data from progress monitoring and any pertinent data
● The team determines if Tier 3 supports are continued or if the student can begin a “phase-out plan”
● If adequate progress is not made, a Special Education referral is made
● Referral Checklist complete
● Letter written by principal
Campus Timeline for MTSS Actions
Month
June/July
August
September
October
Actions
● MTSS Campus Team determined
● Schedule intervention time into the master schedule.
● Create a campus behavior plan with district-developed expectations
● Common area expectations revised/developed by CLT
● Common area expectations, lesson plans provided to teachers
● Learner behaviors developed by CLT
● Create a campus plan for MTSS staff training.
● Schedule MTSS Team meetings on the campus calendar and share with the Director of MTSS.
● Provide training for on-campus behavior plans
● Provide Tier 1 Student Data Team(PLC) information to faculty (schedule, frequency, duration, documentation)
● Identify students from the previous year and ensure they are scheduled for intervention beginning the 2nd week of school
● Administer universal screeners
● Finish administering universal screeners.
● Review students with attendance concerns from the previous year and set up proactive plans for monitoring.
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, create/monitor Tier 3 intervention plans as needed and monitor student progress.
● Campus Administrators will monitor classroom expectations through classroom observations for Tier 1 & 2 behavior management, instructional systems, and strategies
● Plan for ongoing professional development related to behavior, intervention planning, data analysis, etc
● Inventory campus academic behavioral and attendance interventions
● MTSS Campus Team - Meet to review BOY MTSS campus data
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress.
● Plan for ongoing professional development related to behavior, intervention, planning, and data analysis.
● Monitor attendance and create plans for students with high absences/tardies
November
● Observe classrooms and common areas to assess campus and classroom management plans and instructional systems
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress.
● Plan for ongoing professional development related to behavior, intervention, planning, and data analysis.
● Monitor attendance and create plans for students with high absences/tardies
● Observe classrooms and common areas to assess campus and classroom management plans and instructional systems
● High School: Review credit recovery plans
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc.) create small-group intervention plans, and monitor progress.
December
January
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress
● Plan for ongoing professional development related to behavior, intervention, planning, and data analysis
● Monitor attendance and create plans for students with high absences/tardies.
● For students receiving intervention with fidelity for longer than 9 weeks and experiencing little or no growth despite adjustments to the current plan, consider increasing the intensity of intervention or consider a different intervention.
● Administer MOY screeners
● Refocus on campus and classroom behavior systems with training
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc.) create small-group intervention plans, and monitor progress.
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress
● Plan for ongoing professional development in target areas.
● Monitor attendance and create plans for students with high absences/tardies
● For students receiving intervention with fidelity for longer than 9 weeks and experiencing little or no growth despite adjustments to the current plan, consider increasing the intensity of intervention or consider a different intervention
● MTSS Campus Team - Meet to review MOY MTSS campus data.
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) and create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress
February
● Plan for ongoing professional development in target areas.
● Monitor attendance and create plans for students with high absences/tardies
● For students receiving intervention with fidelity for longer than 9 weeks and
March
April
May
experiencing little or no growth despite adjustments to the current plan, consider increasing the intensity of intervention or consider a different intervention
● High school: Review credit recovery plans
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress.
● Plan for ongoing professional development in target areas
● Monitor attendance and create plans for students with high absences/tardies.
● For students receiving intervention with fidelity for longer than 9 weeks and experiencing little or no growth despite adjustments to the current plan, consider increasing the intensity of intervention or consider a different intervention
● High school: Review credit recovery plans
● Ensure MTSS Teacher Teams/PLCs engage in regular Student Data Meetings to identify high-priority students and skills using data (screeners, benchmarks, etc ) create small-group intervention plans, and monitor progress
● Ensure MTSS Campus Team schedules Student Data Meetings for highest-need students, creates Tier 3 intervention plans as needed, and monitors student progress.
● Plan for ongoing professional development in target areas
● Monitor attendance and create plans for students with high absences/tardies.
● For students receiving intervention with fidelity for longer than 9 weeks and experiencing little or no growth despite adjustments to the current plan, consider increasing the intensity of intervention or consider a different intervention.
● High school: Review credit recovery plans
● Ensure MTSS Teacher Teams & MTSS Campus Team review the status of all students receiving interventions.
● Administer end-of-year screeners and analyze data
● Compile a list of “red flag” students who will need continued intervention and attention during the summer
● Ensure that students are tagged as MTSS Academic or Behavior in Branching Minds
● MTSS Campus Team - Meet to review EOY MTSS campus data.
