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Kentucky’s Multi-Tiered System of Supports (KyMTSS)
KyMTSS Essential Element: Data-Based Decision-Making with a Comprehensive Screening and Assessment System
Data analysis and decision-making occurs at all levels of MTSS implementation – district, school, grade/content-level and individual student. District and school leadership teams systematically use data to evaluate the capacity, fidelity and effectiveness of the multi-tiered system and address any barriers to implementation. School teams analyze and use data from a variety of relevant sources to plan, implement and adjust instructional and intervention practices to achieve improved and sustainable outcomes for all learners.
Data acquired through a comprehensive system of valid and reliable assessments and screening measures are used to systematically inform instructional and programmatic decisions at both the system and student levels. This coordinated system of assessments includes:
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A balanced assessment system (e.g., formative, benchmark/interim, diagnostic, summative);
Using a standardized problem-solving process helps teams at all levels of the system use data to determine needs, identify solutions, set measurable goals and monitor the impact of the multi-tiered system.
Some guiding questions for district- and school-level leadership teams to ask during the problem-solving process might include:
- Are the universal supports – academic, behavioral and social-emotional instruction – meeting the needs of most students in the district/school (at least 80% or more)?
- Are there differences among subgroups? What percent of students in subgroups are meeting benchmarks (at least 80% or more)?
- What percentage of students require additional supports?
- Which students would benefit from planned enrichment opportunities?
- Are students doing better overall? Are most students responding to Tier 2 and Tier 3 intervention?
- Are systems and practices implemented as intended/designed?
- Are resources and professional learning provided to educators for implementation fidelity?
KyMTSS Spotlight: Daviess County Public Schools
This month, Daviess County Public Schools (DCPS) shares its experience in supporting implementation of an MTSS framework that meets the needs of the whole child – academic, behavior and social-emotional.
The district leadership team meets quarterly to analyze data and evaluate overall work in the district. A core leadership team (district administrator, academic lead and behavioral/social emotional learning lead) provides systematic, continuous support to schools.
In the fall of 2019, DCPS adopted an MTSS training model that they have found to be instrumental in building capacity and empowering new areas of leadership throughout the district. In this model, Davies County’s 18 schools are divided into three training cohorts. MTSS professional learning and coaching is facilitated by tier (Tier 1, Tier 2 and Tier 3) which has provided time between each training session for teams to work through the school's unique needs and build a solid foundation for each tier before moving on to the next. By training in the cohort model and concentrating on goals and needs within each tier, it has provided DCPS the opportunity to systematically change the structure and framework of MTSS in the district.
“All of our schools are on the same journey to fully implement MTSS in our district, but they all have different needs and request varied levels of support," said Amy Shutt, assistant superintendent for Human Services. "Every small step forward on the MTSS journey is a step in the right direction to meet the individual needs of our students and provide professional growth opportunities for our staff.
"We strive to put kids first in DCPS each day and help every student become the best version of themselves. The MTSS implementation journey is essential for us to effectively meet the 'whole child' needs of our students.”
KyMTSS Newsletter Archive
Did you miss the last KyMTSS Newsletter? You can access all previous editions of the KyMTSS Newsletter on the KyMTSS Newsletter Archive webpage.
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