MTSS, Teams, and Assurances

An EPIC Journey

Putting it all together: understanding how MTSS works with our common assurances and teaming structures.

MULTI-TIERED SYST

ADDING ASSISTANCE TO ME

FEW: TIER 3 INTENSIVE More intensive and individualized support for students needing the most assistance to achieve grade level standards.

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SOME: TIER 2 TARGETED Additional support targeted to students not succeeding with Tier 1 Services alone to reach grade level standards.

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ALL: TIER 1 UNIVERSAL Effective, standards-based, high quality, and culturally relevant instruction, academic, and social/emotional learning for EVERY student.

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MTSS

Meeting grade level standards with diverse student needs High quality core instruction

Core Components: • Team-based Leadership • Data-based Decision-making • Tiered Instruction and Interventions • Capacity Building Infrastructure • Problem-solving Process • Communication and Collaboration

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TEMS OF SUPPORT:

EET ACADEMIC STANDARDS

Examples include, but not limited to: Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources 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

aligned to academic standards

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

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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.

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MULTI-TIERED SYSTEMS OF SUPPORT: ADDING ASSISTANCE TO MEET ACADEMIC STANDARDS

Examples include, but not limited to:

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.

1

Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources 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

MTSS

Meeting grade level standards with diverse student needs High quality core instruction

Core Components: • Team-based Leadership • Data-based Decision-making • Tiered Instruction and Interventions • Capacity Building Infrastructure • Problem-solving Process • Communication and Collaboration

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

aligned to academic standards

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

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.

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Tier 1 Universal – All ALL: TIER 1 UNIVERSAL Effective, standards-based, high quality, and culturally relevant instruction, academic, and social/emotional learning for EVERY student.

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

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MTSS

Meeting grade level standards with diverse student needs High quality core instruction

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.

aligned to academic standards

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.

MULTI-TIERED SYSTEMS OF SUPPORT: ADDING ASSISTANCE TO MEET ACADEMIC STANDARDS

Examples include, but not limited to:

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.

Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources 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

1

MTSS

Meeting grade level standards with diverse student needs High quality core instruction

Core Components: • Team-based Leadership • Data-based Decision-making • Tiered Instruction and Interventions • Capacity Building Infrastructure • Problem-solving Process • Communication and Collaboration

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aligned to academic standards

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

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.

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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 SOME: TIER 2 TARGETED Additional support targeted to students not succeeding with Tier 1 Services alone to reach grade level standards.

Screening Measures for More Support

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Targeted Interventions in Classrooms Differentiated Instruction Progress Monitoring by Tier 1 and 2 Teams Research-based Practices

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.

MULTI-TIERED SYSTEMS OF SUPPORT: ADDING ASSISTANCE TO MEET ACADEMIC STANDARDS

Examples include, but not limited to:

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.

Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources 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

1

MTSS

Meeting grade level standards with diverse student needs High quality core instruction

Core Components: • Team-based Leadership • Data-based Decision-making • Tiered Instruction and Interventions • Capacity Building Infrastructure • Problem-solving Process • Communication and Collaboration

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aligned to academic standards

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

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

include services such as one-to-one counseling, intensive academic and behavioral support, or more frequent and customized use of Tier 2 services.

Tier 3 Intensive – Few FEW: TIER 3 INTENSIVE More intensive and individualized support for students needing the most assistance to achieve grade level standards.

Examples include, but not limited to:

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Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources

Tier 3 Intensive and Individualized

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.

MULTI-TIERED SYSTEMS OF SUPPORT: ADDING ASSISTANCE TO MEET ACADEMIC STANDARDS

Examples include, but not limited to:

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.

Intensive Academic and Behavioral Support Highly Trained Instructors Families Connected with Resources 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

1

MTSS

Meeting grade level standards with diverse student needs High quality core instruction

Core Components: • Team-based Leadership • Data-based Decision-making • Tiered Instruction and Interventions • Capacity Building Infrastructure • Problem-solving Process • Communication and Collaboration

aligned to academic standards

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

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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.

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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?

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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.

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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 14

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 to ensure adequate growth is being emotional, behavioral, and or mental made and that interventions are meeting health concerns of the student, including the student’s needs. Coordinator prior interventions. communicates with outside agencies, if • Recommends additional diagnostic a student is receiving support for assessment as needed. progress monitoring. Progress • Actively seeks input from family, student, monitoring outcomes are communicated teachers, and outside community to the team and parent/guardian. resource personnel.

• Targeted Support Team coordinator • Develops student specific educational reviews student progress with Tier II intervention plan aligned to student interventions and follows up with the strengths and growth areas.

Targeted Support Team if • Frequently monitors and adapts student recommendation is that the student outcomes in alignment with intervention would benefit from additional Tier II plan at regular intervals, including interventions prior to moving to Tier III feedback from all stakeholders. supports.

• Targeted Support Team coordinator frequently monitors student’s progress 15

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.

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Elementary Common Assurances (K-5) English Language Arts and English Language Development (ELD) Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: Benchmark Advanced/Adelante for grades TK-5, supplemented by Heggerty: Bridge to Reading for grades K-2.

Curriculum: Continuation of core programs with targeted small group instruction.

Curriculum: 95 Percent Group programs for grades K-2, Sonday program for grades 3-5.

Time Allocation: 30 minutes, 4-5 days a week.

Time Allocation: 30 minutes, 4-5 days a week.

Instruction: Targeted Small Group Instruction.

Instruction: Targeted Small Group Instruction.

Assessment: Diagnostic: Diagnostic: Common Formative Assessments (CFAs), Unit Assessments.

Assessment: Diagnostic: Phonemic Awareness Skills Inventory (PASI), Phonemic Skills Inventory (PSI), Basic Phonics Skills Test (BPST), Sonday Placement Assessments.

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.

Progress Monitoring: CFAs, assessment retakes.

Tier 2: Targeted Intervention Curriculum: 95 Percent Group (K-2).

Progress Monitoring: Acadience, Sonday Progress Monitoring.

Time Allocation: 30 minutes, 4-5 days a week.

Instruction: Targeted Small Group Instruction.

Assessment: Diagnostic: Diagnostic: Phonemic Awareness Skills Inventory (PASI), Phonemic Skills Inventory (PSI), Basic Phonics Skills Test (BPST).

Progress Monitoring: CFAs, assessment retakes, Acadience.

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Elementary Common Assurances (K-5) Mathematics Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: Bridges in Mathematics for grades K-5.

Curriculum: Bridges in Mathematics and Bridges Intervention.

Curriculum: Bridges Intervention.

Implementation Guide.

Time Allocation: 80 minutes daily.

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.

Close Reading.

Assessment: Screeners: STAR Math.

Progress Monitoring: CFAs, Unit Assessments, CAASPP Interim Assessments (grades 3-5).

Summative: SBAC Fidelity Checks: Classroom walk-throughs.

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Time Allocation: 30 minutes, 4-5 days a week.

Instruction: Targeted Small Group.

Assessment: Diagnostic: Bridges Intervention Assessments, Unit Pre-Screeners.

Progress Monitoring: CFAs, assessment retakes, Bridges Intervention Progress Monitoring.

Time Allocation: 30 minutes, 4-5 days a week.

Instruction: Targeted Small Group.

Assessment: Bridges Intervention Assessments, Unit Pre-Screeners, Progress Monitoring.

Elementary Common Assurances (K-5) Social Sciences Sciences Tier 1: Universal Instruction

Tier 1: Universal Instruction

Curriculum: SAVVAS California History-Social Science (myWorld Interactive).

Curriculum: FOSS Science.

HSS/ELD Standards.

Time Allocation: 90 minutes per week.

Time Allocation: 90 minutes per week.

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.

Close Reading.

Assessment: Screeners: STAR Reading.

Progress Monitoring: CFAs, Unit Assessments.

Fidelity Checks: Classroom walk-throughs.

FOSS Scope & Sequence.

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.

Close Reading.

Assessment: Screeners: STAR Reading.

Progress Monitoring: CFAs, Unit Assessments, CAASPP Interim Assessments.

Summative: CAST (5th grade).

Fidelity Checks: Classroom walk-throughs.

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Elementary Common Assurances (K-5) Social-Emotional Learning and School Culture Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Programs and Practices: Teaching and acknowledging schoolwide expectations.

Interventions: Check-In/Check-Out (CICO).

Interventions: Individual Counseling and Behavioral Plans.

Monthly Award Assemblies for Attendance, Citizenship, and Academics.

Zones of Regulation.

Second Step curriculum for SEL. Use of affective statements, morning meetings, communitybuilding circles, and restorative questioning.

Assessment: Screeners: BIMAS (5th grade); TBD for grades K-4.

Diagnostic: Counselor-driven conversations with students.

Progress Monitoring: Pre and post-assessment for skills, Check-In/Check-Out (CICO).

Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

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Zones of Regulation.

Small Group Counseling.

Individual goal-setting.

Restorative Circles.

Referrals to Outside Agencies.

Individual Treatment Plans.

Re-entry conferences.

Progress Monitoring.

Middle Common Assurances (6-8) English Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: StudySync and Supplemental Novels.

Curriculum: StudySync and Supplemental Novels.

Curriculum: Read 180/System 44.

ELA/ELD Standards.

ELA/ELD Standards.

Time Allocation: 90 minutes plus 30 minutes for ELD.

Time Allocation: 30 minutes, 4-5 days a week.

Time Allocation: 30 minutes, 4-5 days a week.

Instructional Focus Areas: First Best Instruction.

Instruction: Targeted Group Instruction and Assessment Chats.

Teacher Clarity: Use of learning objectives and “I Can” statements.

Collaborative Conversations and Sentence Frames.

Frequent Checking for Understanding.

Assessment: Diagnostic: Diagnostic: Common Formative Assessments (CFAs)

Instruction: Targeted Group Instruction.

Assessment: Diagnostic: Reading Inventory, Phonics Inventory.

Progress Monitoring: rSkills Test (Read 180).

Progress Monitoring: CFAs, assessment retakes.

Close Reading.

Assessment: Screeners: STAR Reading.

Progress Monitoring: Common Formative Assessments (CFAs), Unit Assessments, CAASPP Interim Assessments (grades 3-5).

Summative: SBAC, ELPAC. Fidelity Checks: Classroom walk-throughs.

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Middle Common Assurances (6-8) Math Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: Open Up Resources, Glencoe McGraw Hill Algebra & Pre-Algebra

Curriculum: Open Up Resources, Glencoe McGraw Hill Algebra & Pre-Algebra.

Curriculum: Remediation in Universal Math Skills.

Math/ELD Standards.

Instruction: Targeted Group Instruction and Assessment Chats.

Instructional Focus Areas: First Best Instruction.

Teacher Clarity: Use of learning objectives and “I Can” statements.

Collaborative Conversations and Sentence Frames, 3Reads Math.

Frequent Checking for Understanding.

Close Reading.

Assessment: Screeners: STAR Math, PreUnit Diagnostic Assessments (Open Up Resources).

Progress Monitoring: Common Formative Assessments (CFAs), Exit Slips (Cool-downs), Unit Assessments, CAASPP Interim Assessments.

Summative: SBAC Fidelity Checks: Classroom walk-throughs.

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Assessment: Diagnostic: Diagnostic: Common Formative Assessments, Pre-Diagnostic Assessments (Open Up Resources).

Progress Monitoring: CFAs, assessment retakes.

Instruction: Targeted Group Instruction.

Assessment: TBD

Middle Common Assurances (6-8) Social Sciences Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Curriculum: SAVVAS California History-Social Science.

Curriculum: SAVVAS California History-Social Science.

myWorld Interactive.

myWorld Interactive.

HSS Standards/ELD Standards.

Time: 2–3 Day Reteach/Extend ot have a 30–40 minute block of time.

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.

Close Reading.

Assessment: Screeners: STAR Reading.

Progress Monitoring: Common Formative Assessments, Unit Assessments.

Fidelity Checks: Classroom walk-throughs.

Instruction: Targeted Group Instruction.

Assessment: Diagnostic: Unit Assessments, Common Formative Assessments.

Progress Monitoring: CFAs, Assessment Retakes.

Science Tier 1: Universal Instruction Curriculum: HMH Science Dimensions, NGSS Standards/ ELD Standards.

Instruction: First Best Instruction.

Assessment: Screener: Star Reading.

Progress Monitoring: CFAs, Unit Assessments, CAASPP Interim Assessments.

Summative: CAST (8th grade).

Fidelity: Walk-throughs.

Tier 2: Targeted Instruction

Teacher Clarity: Use of learning objectives and “I Can” statements.

Curriculum: HMH Science Dimensions.

Collaborative Conversations and Sentence Frames.

Instruction: Targeted Group Instruction.

Frequent Checking for Understanding.

Assessment: Diagnostic: Unit Assessments, Common Formative Assessments.

Close Reading.

Progress Monitoring: CFAs, Assessment Retakes.

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Middle Common Assurances (6-8) English SPED/SDC Language Assessment: Tier 1: Targeted Instruction Screeners: EdMark, Development TouchMath.

Curriculum: EdMark Reading, (ELD) Touch Math, SRA Reading.

Progress Monitoring: Tier 1: Universal Instruction Curriculum: StudySync ELD English 3D. 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.

Close Reading.

Assessment: Screeners: ELPAC. Progress Monitoring: Unit Assessments, ELPAC Practice, ELPAC Interim Assessments (CAASPP) Summative: SBAC, ELPAC. Fidelity Checks: Classroom walk-throughs.

Instruction: Targeted Small Group Instruction.

Summative: CAA, when appropriate.

Culture Climate Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Programs and Practices: Teaching and acknowledging schoolwide expectations.

Programs and Practices: Check-in/Check-out.

Quarterly Award Assemblies for Attendance, Citizenship, and Academics.

Where Everyone Belongs (WEB).

Safe School Ambassadors.

Use of affective statements, morning meetings, communitybuilding circles, and restorative questioning.

Community Building Circles.

Assessment: Screeners: BIMAS. Diagnostic: Counselor-driven conversations with students.

Progress Monitoring: Pre and post-assessment for skills, Check-In/Check-Out (CICO).

Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

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EdMark, TouchMath

Behavior Contract.

Social Emotional Groups.

Restorative and Community Building Circles.

Restorative Justice Center (alternative to suspension) Assessment: Screeners: BIMAS. Diagnostic: Counselor-driven conversations with students.

Progress Monitoring: Pre and post-assessment for skills, Check-In/Check-Out (CICO).

Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

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High School Common Assurances (9-12) English Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: Common novel based curriculum (4 per year/Honors and AP excepted).

Curriculum: Common novel based curriculum (4 per year/Honors and AP excepted).

Curriculum: Read 180 .

Prentice Hall Literature – Timeless Voices.

Prentice Hall Literature Timeless Voices.

Core Novels, Common Essential Standards & Pacing.

Core Novels.

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.

Close Reading..

Assessment: Screeners: STAR Reading.

Progress Monitoring: Common Formative Assessments (CFAs), Unit Assessments.

Summative: SBAC, ELPAC. Fidelity Checks: Fidelity Grading Tool, Classroom walkthroughs.

Instruction: Targeted Group Instruction, Assessment Chats, 1:1 Tutoring.

Assessment: Diagnostic: Reading Inventory, Phonics Inventory.

Progress Monitoring: rSkills Tests (Read 180).

Assessment: Diagnostic: Diagnostic: Common Formative Assessments (CFAs), Unit Assessments.

Progress Monitoring: CFAs, Assessment Retakes.

Designated English Language Development (ELD) Tier 1: ELD Standards Curriculum: English 3D 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.

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Instruction: Small Group Instruction and/or 1:1 Tutoring.

Assessment: Screener: ELPAC Progress Monitoring: Unit Assessments, ELPAC Practice, ELPAC Interim Assessments (CAASPP) Summative: SBAC, ELPAC Fidelity: Walk-throughs

High School Common Assurances (9-12) Math Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Curriculum: Glencoe: PreAlgebra, Algebra 1, Geometry, Algebra II.

Curriculum: Glencoe: Pre Algebra, Algebra 1, Geometry, & Algebra II Intervention Materials.

Curriculum: Remediation in Universal Math Skills.

Common Essential Standards & Pacing.

Instruction: Targeted Group Instruction, Assessment Chats, and Small Group Tutoring, 1:1 Tutoring.

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.

Close Reading..

Assessment: Screeners: STAR Math.

Assessment: Screeners: STAR Math.

Progress Monitoring: Common Formative Assessments, Practice Tests, Unit Assessments, Assessment Retakes, CAASPP Interim Assessments.

Summative: SBAC Fidelity Checks: Fidelity Grading Tool, Classroom Walkthroughs.

Instruction: Small Group Instruction and/or 1:1 Tutoring.

Assessment: Screeners: STAR Math.

Progress Monitoring: Common Formative Assessments, Practice Tests, Unit Assessments, Assessment Retakes, CAASPP Interim Assessments.

Summative: SBAC. Fidelity Checks: Fidelity Grading Tool, Classroom Walkthroughs.

Progress Monitoring: Common Formative Assessments, Practice Tests, Unit Assessments, Assessment Retakes, CAASPP Interim Assessments Summative: SBAC Fidelity Checks: Fidelity Grading Tool, Classroom Walk-throughs.

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High School Common Assurances (9-12) Culture Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Tier 3: Intensive Instruction

Practices: Every site will teach and acknowledge schoolwide expectations and have a behavior management process.

Practices: Check In with Adult Mentor.

Practices: Behavioral Plans.

Each site has quarterly Awards for Attendance, Citizenship, Academics (growth and achievement).

Peer Counseling/Mentoring.

Student Leadership.

Climate & Culture Class.

Safe School Ambassadors.

9th Grade Advisory.

Classroom management strategies are based on restorative principles.

Assessment: Screeners: BIMAS Diagnostic: Counselor-driven conversations with student Progress Monitoring: Pre and post assessment for skills; CICO Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

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Behavior Contracts.

Social Emotional Groups.

Skill Development Groups.

Restorative Circles.

Restorative Justice Center (Alternative to Suspension).

Assessment: Screeners: BIMAS. Diagnostic: Counselor-driven conversations with student.

Progress Monitoring: Pre and post assessment for skills; CICO. Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

Individual Counseling.

Referrals to Outside Agencies.

Individual Treatment Plan.

Re-entry conference with student, and family if possible, upon return with agreed upon protocol by the principal and/or counselor.

Assessment: Screeners: BIMAS. Diagnostic: Counselor-driven conversations with student.

Progress Monitoring: Pre and post assessment for skills; CICO. Fidelity Checks: CICO, TFI, Behavior Plan, Behavior Matrix.

High School Common Assurances (9-12) Social Sciences Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Curriculum: World History – Modern World History Patterns of Interaction.

Curriculum: World History – Modern World History Patterns of Interaction.

US History – HMH American Reconstruction to Present.

US History – HMH American Reconstruction to Present.

American Government and Economics – SAVVAS.

American Government and Economics – SAVVAS.

Common Essential Standards and Pacing.

Common Essential Standards and Pacing.

Instructional Focus Areas: First Best Instruction.

Instructional Focus Areas: Targeted Group Instruction.

Teacher Clarity: Use of learning objectives and “I Can” statements.

Collaborative Conversations and Sentence Frames.

Frequent Checking for Understanding.

Close Reading.

Assessment: Screener: STAR Reading.

Progress Monitoring: Common Formative Assessments, Unit Assessments, Assessment Retakes.

Tutorial Period.

Assessment:.

Screener: STAR Reading Progress Monitoring: Common Formative Assessments, Unit Assessments, Assessment Retakes.

Summative: Mid-Terms, Finals.

Fidelity: Walk-throughs.

Summative: Mid-Terms, Finals.

Fidelity: Walk-throughs.

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High School Common Assurances (9-12) Designated English Language Special World Development Education Languages (ELD) (SPED)/SDC Tier 1: Universal Instruction

Tier 1: Universal Instruction

Tier 1: Universal Instruction

Curriculum: English 3D

Curriculum: EdMark Reading, Touch Math, SRA Reading.

Curriculum: Spanish: Vistas Senderos Levels 1-3.

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.

Close Reading.

Assessment: Screener: ELPAC. Progress Monitoring: Unit Assessments, ELPAC Practice, ELPAC Interim Assessments (CAASPP).

Summative: SBAC, ELPAC. Fidelity: Walk-throughs.

Instructional Focus Areas: Targeted Small Group Instruction.

Assessment: Screener: EdMark, Touch Math.

Progress Monitoring: EdMark, Touch Math.

Summative: CAA, when appropriate.

French: Vistas Chemins Levels 1-4.

Pomo: District-developed curriculum.

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.

Close Reading.

Assessment: Progress Monitoring: Common Formative Assessments, Unit Assessments, Assessment Retakes.

Summative: Mid-Terms, Finals.

Fidelity: Walk-throughs.

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High School Common Assurances (9-12) Career Technical Education Tier 1: Universal Instruction

Tier 2: Targeted Instruction

Curriculum: CTE Model Curriculum Standards.

Curriculum: CTE Model Curriculum Standards.

Instructional Focus Areas: First Best Instruction.

Instructional Focus Areas: Targeted Group Instruction.

Teacher Clarity: Use of learning objectives and “I Can” statements.

Assessment: Projects, Demonstration, Pathway Specific Assessments, Alternative Demonstration of Skills, Testing Retakes.

Collaborative Conversations, Sentence Frames, Discussion Roundtable, Text Rendering, Five Word Summary, Jigsaw, Reciprocal Teaching.

Frequent Checking for Understanding.

Close Reading.

Project Based Learning.

Assessment: Projects, Demonstration, Pathway Specific Assessments.

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SUPPORTING DOCUMENTS: First Best Instruction Targeted Instruction v.

Intervention

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Components of First Best Instruction 1. What do we want our students to know and be able to do?

3. How will we respond when some students do not learn it?

2. How will we know if each student has learned it?

4. How will we extend the learning for students who have demonstrated proficiency?

Teacher Clarity

Student Engagement and Collaboration

• Grade-level, essential standards-aligned

• Interactions are structured in a variety of

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

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

Addresses PLC Question 1 Equitable Instruction

Assessment

• All students learning at high levels • Differentiation of entry points, options for

• Frequent Checks for Understanding (CFUs) • Common Formative Assessments (CFAs) are

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

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 33

Understanding the Difference Between Targeted Instruction and Targeted Intervention Targeted Instruction

Targeted Intervention

Mastery of grade level content standards

Mastery of foundational reading and/or math skills

Provider

Classroom teacher and/or intervention personnel

Classroom teacher and/or intervention personnel

Location

Inside classroom and/or outside classroom

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

20-30 minutes in addition to core instructional time; 3-5 days per week with group sizes from 4-8 students

Grouping

Within class and/or across grade level/department

Within class OR across grade level or department OR across multiple grade levels/depts

Materials

Core instructional materials

District-adopted intervention materials

Common Formative Assessments (CFA)

Intervention specific diagnostic

Determined by Professional Learning Team and performance on CFA

Determined by intervention matrix

Every 2-4 weeks

Every 2 weeks

Professional Learning Team (PLT)

Targeted Support Team (TST)

Goal

Time

Assessment Entry/Exit Criteria

Progress Monitoring Team

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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.