Putting it all together: understanding how MTSS works with our common assurances and teaming structures.
Putting it all together: understanding how MTSS works with our common assurances and teaming structures.
FEW: TIER 3 INTENSIVE
More intensive and individualized support for students needing the most assistance to achieve grade level standards.
3
SOME: TIER 2 TARGETED
Additional support targeted to students not succeeding with Tier 1 Services alone to reach grade level standards.
2
ALL: TIER 1 UNIVERSAL
Effective, standards-based, high quality, and culturally relevant instruction, academic, and social/emotional learning for EVERY student.
MULTI-TIERED SYST
1
MTSS
Meeting grade level standards with diverse student needs
Core Components:
• Team-based Leadership
• Data-based Decision-making
• Tiered Instruction and Interventions
• Capacity Building Infrastructure
• Problem-solving Process
• Communication and Collaboration
TEMS OF SUPPORT:
Examples include, but not limited to:
Intensive Academic and Behavioral Support
Highly Trained Instructors
Families Connected with Resources
aligned to academic standards
Screening Measures for More Support
Targeted Interventions in Classrooms
Differentiated Instruction
Progress Monitoring by Tier 1 and 2 Teams
Research-based Practices
Literacy and Numeracy
First Best Instruction
Professional Learning Teams using Common Formative Assessments
Schoolwide Behavior Expectations
Supportive Relationship Building Social Emotional Learning
Universal Academic Screeners
Universal Behavior Screeners
Targeted Support Team
An equitable climate with a healthy culture and strong educator support for positive teacher-student relationships
Supported by:
Student Data and Early Warning System
Strong, Active Instructional Leadership
Local Control and Accountability Plan
An Appropriate Budget
The Community
Since Redwoods surround us, let them help illustrate how MTSS works by adding services for the students who need them.
MTSS is not just a process; it’s a proven method for meeting the unique learning needs of our diverse students. As its name suggests, MTSS layers tiers of support to ensure all students, regardless of their background, receive a high-quality, equitable education and meet grade-level academic standards.
Notably, our strategic plan for the next three years prioritizes First Best Instruction, an essential and foundational component of Tier 1 Universal Instruction that ALL students receive.
Use this document develop your understanding and mastery of MTSS as our practice for meeting the needs of every student.
MTSS
Screening
Differentiated
Progress
Research-based
Literacy
Professional
Schoolwide
Supportive
Universal
Universal
Targeted
The foundation of our educational system begins with community support, an appropriate budget, and a welldefined Local Control and Accountability Plan, also known as the LCAP. The LCAP gives districts the flexibility to adapt and adjust to meet the needs of students in the local community. Going a little deeper, MTSS uses student data to drive decisions, with key data points serving as an Early Warning System that flag students in need of support.
Another key practice is that principals serve as active instructional leaders of the school. Think of these elements as
the enriched soil that fosters the growth of the community’s students.
Climate is an important component for trees and also for learning. We strive to ensure a positive learning environment with relevant and challenging academic content. Importantly, a healthy culture supports its educators, too. From enriched soil and in a healthy climate grows the trunk of our schools, highquality core instruction aligned with academic standards. In the presence of great instruction and strong teacherstudent relationships, schools are poised to meet the needs of students.
Tier 1 Universal – All
1
MTSS
Meeting grade level standards with diverse student needs
Like the branches that grow from the tree’s trunk, the first level or tier is for ALL students. For this reason, Tier 1 is called the Universal tier. All students receive these services as part of our core instructional process. Examples include, but are not limited to, literacy and numeracy, first best instruction, and social emotional learning.
Tier 1 is based on the use of core instructional practices: close reading, collaborative conversations, and evidence-based writing. Instruction is provided appropriate scaffolding to meet grade-level standards.
Literacy and Numeracy
First Best Instruction
Professional Learning Teams using Common Formative Assessments
Schoolwide Behavior Expectations
Supportive Relationship Building
Social Emotional Learning
Universal Academic Screeners
Universal Behavior Screeners
Targeted Support Team
An equitable climate with a healthy culture and strong educator support for positive teacher-student relationships
Generally, most students are able to reach grade-level standards with the Tier 1 Universal system of instruction.
However, some students will need additional support. Help reassure parents that their children are unique and diverse human beings undergoing continuous development, so when students need additional support, it’s not a reason for alarm or concern.
The important thing is to nuture a growth mindset and help parents to continue supporting their child’s selfconfidence.
Tier 1 Universal Essentials
We provide effective, high-quality, standards-based, and culturally relevant instruction. Our focus extends beyond academics to include behavioral and social-emotional learning. All students benefit from the expertise of our highly qualified teachers.
Literacy and Numeracy (Reading, Writing, and Math) are essential for learning across all subjects.
First Best Instruction aims to support every student, including those who are multilingual and those with disabilities, by providing:
Rigorous Instruction: We deliver challenging lessons with supports that allow students to meet essential grade-level standards. This includes tasks at various levels of complexity (DOK 2-4).
Core Instructional Practices: Our teaching methods include Close Reading, Collaborative Conversations (Academic Interactions), and Evidence-Based Writing.
Continuous Assessment: We frequently check students' understanding to tailor instruction and offer targeted group or individual support.
Opportunities for Mastery: Students can demonstrate their learning progress through multiple assessments over time.
Professional Learning Teams collaborate on instructional planning and use Common Formative Assessments to ensure effective teaching and monitor student progress.
We utilize district-approved instructional materials and maintain a consistent and robust curriculum to promote equitable learning opportunities.
Schoolwide Expectations: We teach and model behavior standards and digital citizenship to all students.
Growth Mindset in Teaching: We believe all students can achieve high levels of learning, supported by our teaching practices that foster both academic and personal growth.
Social-Emotional Learning: Adults build supportive relationships with students, focusing on their social and emotional well-being. This includes teaching social and emotional skills, using affective statements, and engaging in restorative conversations.
Screening and Support: Initial screenings help tailor our core instruction and identify students who may need extra assistance.
While each year and each school is different, some students benefit from some level of Tier 2 support. Consequently, this level is called the Targeted tier –targeted to specific areas of need.
Tier 2 supports include services including, but not limited to, targeted in-class interventions, differentiated instruction, team-based progress monitoring, and research-based practices.
Tier 2 Targeted – Some
Research-based
Tier 2 Targeted Instruction and Interventions
Some students receive targeted interventions beyond Tier I instruction (academic and behavior/socialemotional), either within the core classroom or in separate settings.
Academic Screening and Intervention: Common Formative Assessments (CFAs) and academic universal screener data are utilized to identify students who require additional, targeted academic instruction. This allows for adaptable placement of students based on their specific learning needs.
Behavioral and Social Emotional Learning
Screening: Behavioral and attendance data, including results from the universal behavior screener, help in identifying students who may benefit from targeted Social and Emotional Learning (SEL) instruction.
Monitoring Student Progress: The Tier I and Tier II teams regularly monitor student progress to facilitate timely adjustments to and from targeted interventions and instructional groups.
Delivery of Interventions: Interventions are administered by a collaborative team consisting of classroom teachers, school counselors, specialists, and support staff.
Curriculum and Strategies: Both academic and SEL interventions employ research-based strategies and curricula to ensure effectiveness.
A few students will need even more intensive support than Universal or Targeted. Tier 3 is called the Intensive tier for this reason. Tier 3 supports can
Tier 3 Intensive – Few
include services such as one-to-one counseling, intensive academic and behavioral support, or more frequent and customized use of Tier 2 services. 3
Tier 3 Intensive and Individualized
Intensive Academic and Behavioral Support
Highly Trained Instructors
Families Connected with Resources
This targeted approach is specifically designed to cater to the unique needs of only a few students, ensuring personalized and detailed support.
Tier 3 Instruction and Interventions: Designed for students requiring intensive and individualized academic and behavioral support beyond what is provided in Tiers I and II. These interventions are characterized by increased intensity, frequency, and duration to meet the specific needs of a very small subset of students.
Frequency of Assessments: Students in Tier III undergo assessments at least every 2-3 weeks to closely monitor their progress and adjust interventions as necessary.
Role of the Targeted Support Team Coordinator: The Targeted Support Team (TST) coordinator works closely with the intervention team to
regularly review and discuss student progress, ensuring timely adjustments and effective implementation of strategies.
Specialized Instruction Providers: Interventions are delivered by highly skilled and trained professionals, such as reading teachers and sitebased counselors, who are well-versed in addressing complex learning and behavioral needs.
Family and Community Engagement: Families of students in Tier III are connected with community agencies and resources to support their child’s intensive needs. This includes facilitating referrals for external counseling and other services to enhance the support network outside of school.
THREE TIERS OF SUPPORT. THREE COLLABORATIVE TEAMS.
The Multi-Tiered System of Support involves three universal teaming structures that collaboratively problem-solve at different levels, including schoolwide, grade level, class level, subgroups, and individual students.
The Teams Are:
• Guiding Coalition
• Professional Learning Teams
• Targeted Support Teams
Here’s an overview of these teaming structures, their functions, and the roles involved.
Guiding Coalitions: Tier 1
A Guiding Coalition in public education is a diverse group of school leaders and educators responsible for driving schoolwide continuous improvement by monitoring instructional practices, fostering collaboration, and implementing strategic initiatives to enhance student outcomes.
Who: Representatives from each grade level or department, teachers. intervention or special education teachers, principal and student success coordinator, familycommunity liaison, counselors, and other administrators as needed.
Frequency: Monthly.
Data Utilized: CFAs, unit assessments, grades, interim assessments, Acadience, ELPAC, SBAC, low-level referrals, suspension/expulsion data, attendance, fidelity tools, demographic program data, survey data
Purpose: The Guiding Coalition is responsible for monitoring the effectiveness and fidelity of Tier 1 instructional practices in academics, social-emotional learning, and behavior.
Functions and Responsibilities:
• Identify schoolwide instructional and social/emotional/behavioral focuses.
• Use continuous feedback to improve student outcomes.
• Utilize integrated data for decision-making and continuous improvement.
• Develop and provide professional development to staff.
• Support and maintain effective PLTs.
• Develop and implement the School Plans for Student Achievement.
• Participate in Learning Rounds to gather data and improve instruction.
• Implement and monitor universal social-emotional, behavioral, culturally responsive teaching, and attendance practices.
• Seek input from students, teachers, and families.
Guiding Questions:
1. What do we want our students to know and be able to do?
2. How will we know if each student has learned it?
3. How will we respond when some students do not learn it?
4. How will we extend the learning for students who have demonstrated proficiency?
Professional Learning Teams: Tier 1 and 2
A Professional Learning Team (PLT) is a collaborative group of teachers who focus on specific gradelevel or subject-area instructional practices, regularly meeting to analyze student data, share resources, and implement targeted strategies to enhance student learning and achievement.
Who: Grade and curricular departments.
Frequency: 2-3 times per month.
Data Utilized: CFAs, unit assessments, interim assessments, Acadience, ELPAC, SBAC.
Purpose: Professional Learning Teams focus on answering four key questions to improve student outcomes:
1. What do we want our students to know and be able to do?
2. How will we know if each student has learned it?
3. How will we respond when some students do not learn it?
4. How will we extend the learning for students who have demonstrated proficiency?
Tier 1 Functions and Responsibilities:
• Use continuous feedback to improve student outcomes.
• Implement and refine First Best Instruction strategies.
• Analyze data from various assessments to guide instruction and interventions.
• Identify learning targets and create Common Formative Assessments (CFAs).
• Use data for differentiation and targeted instruction.
• Implement scaffolds and small group instruction.
• Reflect on and respond to instructional practices to enhance rigor, pacing, and Universal Design for Learning (UDL).
Tier 2 Responsibilities:
• Design and lead supplemental interventions for academic essential standards.
• Consider screening in immediate prerequisite skills.
• Monitor the progress of students receiving supplemental supports.
• Extend student learning.
Targeted Support Team: Tier 2
A Targeted Support Team in education is a group of specialists who provide and monitor tailored interventions for students requiring additional academic, social-emotional, or behavioral support to ensure their success.
Who: Administrator, counselor/dean, teachers, student success coordinator, school psychologist or someone with Special Education expertise, intervention teacher, restorative teacher (MS and HS)
Frequency: Twice per month.
Data Utilized: Intervention data, student work samples, grades, interim assessments, Acadience, Reading Inventory (RI), ELPAC, SBAC, low-level referrals, suspension/expulsion data, attendance, anecdotal data (including family input).
Purpose: The Targeted Support Team ensures timely access to interventions once student needs are identified and monitors the progress of students receiving Tier 2 and Tier 3 interventions.
Functions and Responsibilities for Tier 2 Students:
• Ensures access to interventions in a timely manner once student needs are identified.
• Monitors progress of students receiving Tier II and Tier III interventions.
• Identifies the types of interventions needed for the site.
• Reviews data, monitors progress, creates an Action Plan, and communicates with primary teacher(s) and parent/guardian/ family.
• Considers whether or not students currently receiving Tier II supports need a Student Study Team (CARE Team) level of problem solving.
• Targeted Support Team coordinator regularly communicates with team and other staff members.
• Targeted Support Team coordinator
communicates to feeder schools in the Spring to support student transitions.
• Identifies patterns of students considered for Tier II interventions to make recommendations about Tier I practices.
• Distinguishes between student need and Tier I fidelity.
• Considers needs of students from multiple grade levels or departments and groups students by need based on entry and exit criteria.
• Identifies and aligns student needs with available short-term, targeted resources and interventions.
• Ensures access to interventions in a timely manner once student needs are identified.
Targeted Support Team: Tier 3
A Targeted Support Team in education is a group of specialists who provide and monitor tailored interventions for students requiring additional academic, social-emotional, or behavioral support to ensure their success.
Who: Administrator/dean, counselor, teachers, special education teacher, school psychologist (if needed), parent/guardian, social emotional counselors, other personnel like family liaison or school resource officer (based on student need), student study team coordinator.
Frequency: At least once per month.
Data Utilized: Intervention data, student work samples, grades, interim assessments, Acadience, Reading Inventory (RI), ELPAC, SBAC, low-level referrals, suspension/expulsion data, attendance, anecdotal data (including family input).
Purpose: The Targeted Support Team ensures timely access to interventions once student needs are identified and monitors the progress of students receiving Tier 2 and Tier 3 interventions.
Functions and Responsibilities for Tier 3
Students:
• Reviews the unique academic, social emotional, behavioral, and or mental health concerns of the student, including prior interventions.
• Recommends additional diagnostic assessment as needed.
• Actively seeks input from family, student, teachers, and outside community resource personnel.
• Develops student specific educational intervention plan aligned to student strengths and growth areas.
• Frequently monitors and adapts student outcomes in alignment with intervention plan at regular intervals, including feedback from all stakeholders.
• Targeted Support Team coordinator frequently monitors student’s progress to ensure adequate growth is being made and that interventions are meeting the student’s needs. Coordinator communicates with outside agencies, if a student is receiving support for progress monitoring. Progress monitoring outcomes are communicated to the team and parent/guardian.
• Targeted Support Team coordinator reviews student progress with Tier II interventions and follows up with the Targeted Support Team if recommendation is that the student would benefit from additional Tier II interventions prior to moving to Tier III supports.
WORKS IN CONJUNCTION WITH OUR COMMON ASSURANCES
Ukiah Unified School District has established common assurances to ensure a consistent and high-quality educational experience for every student.
These assurances cover key areas such as English Language Arts, English Language Development, Mathematics, Social Sciences, Science, and Social-Emotional Learning.
English Language Arts and English Language Development (ELD) Elementary Common Assurances (K-5)
Tier 1: Universal Instruction
Curriculum: Benchmark
Advanced/Adelante for grades TK-5, supplemented by Heggerty: Bridge to Reading for grades K-2.
Time Allocation: 90 minutes plus 30 minutes for ELD.
Instructional Focus Areas: First Best Instruction.
Teacher Clarity: Use of learning objectives and “I Can” statements.
Collaborative Conversations and Sentence Frames.
Frequent Checking for Understanding.
Assessment:
Screeners: Acadience, STAR Reading.
Progress Monitoring: Common Formative Assessments (CFAs), Unit Assessments, CAASPP Interim Assessments (grades 3-5).
Summative: SBAC, ELPAC.
Fidelity Checks: Classroom walk-throughs.
Tier 2: Targeted I nstruction
Curriculum: Continuation of core programs with targeted small group instruction.
Time Allocation: 30 minutes, 4-5 days a week.
Instruction: Targeted Small Group Instruction.
Assessment:
Diagnostic: Diagnostic: Common Formative Assessments (CFAs), Unit Assessments.
Instructional Focus Areas: Targeted Group Instruction.
Assessment:
Projects, Demonstration, Pathway Specific Assessments, Alternative Demonstration of Skills, Testing Retakes.
SUPPORTING DOCUMENTS:
First Best Instruction
Targeted Instruction v. Intervention
Components of First Best Instruction
1. What do we want our students to know and be able to do?
2. How will we know if each student has learned it?
Teacher Clarity
• Grade-level, essential standards-aligned content and tasks (DOK 2-4, rigorous and relevant)
• Clear learning targets, goals and objectives
• Success criteria is established and shared
Phased Instruction (Gradual Release of Responsibility)
• Focused instruction
• Guided practice
• Collaborative learning
• Independent practice
Addresses PLC Question 1
Equitable Instruction
• All students learning at high levels
• Differentiation of entry points, options for exploration, and end products are used
• Learning is supported with representations and conceptual models (thinking maps, modeling, manipulatives, visuals, realia, etc.)
• Scaffolds are used to support student understanding with prompts, cues, and direct explanation
• Linguistic supports (language frames, word banks)
• Explicit instruction in academic vocabulary
• Activating prior knowledge and developing conceptual understanding
• Grading practices alignment
Addresses PLC Questions 1, 2, 3 and 4
3. How will we respond when some students do not learn it?
4. How will we extend the learning for students who have demonstrated proficiency?
Student Engagement and Collaboration
• Interactions are structured in a variety of groupings (partner, group, and whole-class discussions and collaboration)
• Collaborative Conversations (Academic Interactions) are used throughout the learning process
• Close-reading and Evidence-based writing strategies incorporated into instruction
• Student groupings are flexible, varied, and intentionally matched to the activity and the learner
• Uses productive group work on complex tasks
Addresses PLC Questions 1, 2, 3 and 4
Assessment
• Frequent Checks for Understanding (CFUs)
• Common Formative Assessments (CFAs) are developed and used by PLT’s to assess learning and adjust instruction
• Teachers respond to evidence of student learning to plan next instructional steps
• Feedback is timely and specific and related to the learning intention and success criteria
• Teachers guide students to assess and monitor their own learning through coconstructing learning goals
• Revision and resubmission of work is allowed to support students in moving their learning forward
• Students have choice on how to demonstrate learning
Addresses PLC Question 2
Understanding the Difference Between Targeted Instruction and Targeted Intervention
Targeted Instruction
Mastery of grade level content standards
Classroom teacher and/or intervention personnel
Inside classroom and/or outside classroom
20-30 minutes in addition to core instructional time; 3- 5 days per week with group sizes from 4-8 students
Within class and/or across grade level/department
Core instructional materials
Common Formative Assessments (CFA)
Determined by Professional Learning Team and performance on CFA Every 2-4 weeks
Professional Learning Team (PLT)
Targeted Intervention
Mastery of foundational reading and/or math skills
Classroom teacher and/or intervention personnel
Inside classroom and/or outside classroom
20-30 minutes in addition to core instructional time; 3-5 days per week with group sizes from 4-8 students
Within class OR across grade level or department OR across multiple grade levels/depts
District-adopted intervention materials
Intervention specific diagnostic
Determined by intervention matrix Every 2 weeks
Targeted Support Team (TST)
Multi-Tiered System of Support (MTSS)
One important factor of MTSS is that the framework is additive in nature. Everyone receives the Universal Level of academic and social-emotional support. Then, we add targeted supports as needed and again add intensive supports, resulting in Multiple Tiers of learning support based on students’ diverse needs. By emphasizing support, students progress through their academic careers without negative connotations about their abilities.
It is important for parents, staff, and community members to understand how we build strength, resilience, and wonder by supporting the learning needs of our diverse student population so that everyone is growing toward meeting gradelevel academic standards.
