Back-to-School 2023-2024
Kentucky’s Multi-Tiered System of Supports (KyMTSS) promotes the integration of systems-level approaches and state/district/school initiatives under one comprehensive framework to more efficiently use resources while focusing on improving outcomes for every student. KyMTSS is a preventive, proactive and evidence-based framework that promotes the academic, behavioral and social-emotional success of all students. The process involves continuous assessment, evaluation and improvement.
By understanding and implementing MTSS effectively, teams can create a supportive and inclusive learning environment where all students have the opportunity to succeed academically, behaviorally and socially-emotionally. The process involves MTSS leaders and teams conducting regular data reviews, monitoring implementation fidelity and making necessary adjustments to improve outcomes for all students.
The return to school is a great time to examine and reflect on the local MTSS framework and implementation process. While the team may have many different points of consideration in terms of an effective MTSS implementation, the table below provides a few key points and questions for leaders and MTSS teams to consider in preparation for the 2023-2024 school year.
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Key Point
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Key Point Explanation
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Key Point Questions
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Maximize the strength of the three tiered delivery system
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MTSS consists of three tiers of instruction, intervention and support. Tier 1 focuses on universal high-quality instruction and interventions provided to all students. Tier 2 provides targeted interventions for some students who need additional support, while Tier 3 offers intensive interventions for individual students with significant needs.
The goal is for all students to reach proficiency of grade-level standards. The MTSS Framework provides the structure and support for students to reach this goal in the time and way that is best for the individual student.
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What instruction, intervention and support do all students receive in academics, behavior and social-emotional learning?
How does the MTSS Framework in our building provide a layered continuum of instruction, intervention and support in all three tiers?
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Utilize data-based decision making to inform the MTSS process
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MTSS utilizes data-based problem solving to identify student needs and track progress. Leaders ensure that teachers have access to effective assessment tools and encourage the use of data to inform instructional strategies and interventions.
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What universal screeners and screening process do we use?
How does the universal screening data inform the tiered delivery system of instruction, intervention and support?
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Champion collaboration and effective communication to build capacity
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Successful implementation of MTSS requires collaboration among teachers, administrators, support staff and families. Leaders foster a culture of collaboration, provide time for collaborative planning and establish effective communication channels to ensure everyone is aligned and working together.
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How does our MTSS Team support a culture of collaboration and communication?
How does our building implement consistent and clear behavioral expectations and consequences to promote a safe and respectful learning environment? (PBIS Framework, behavioral expectations instruction, intervention and support)
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2022-2023 Universal Screening Data Review: MTSS Team Discussion Activity
With the MTSS team, analyze the universal screening data from the previous school year. As the team analyzes data, examine additional student data, such as academic performance, behavior records and attendance.
Use the data to identify trends, areas of improvement and possible gaps in support. Use the analysis to guide your decision-making process and help determine the appropriate interventions or adjustments needed for the upcoming year. During the process, consider the academic, behavior and social-emotional domains of Tier 1 universal instruction, intervention and support. To guide the discussion, teams may use the following prompts and questions:
- Identify what percent of students met proficiency, did not meet proficiency or exceeded proficiency.
- If 80% or more of the students met proficiency in Tier 1, what systems are in place that support instruction, intervention and support for all students for the upcoming school year?
- If less than 80% of the students did not meet proficiency in Tier 1, consider how to strengthen instruction, intervention and support.
- What might be proactively and preventively done to reduce the number of students needing instruction, intervention and support through Tier 2 and Tier 3?
- How might we strengthen Tier 1 instruction, intervention (differentiation) and support academically, behaviorally and socially-emotionally?
Kentucky Regional Educational Cooperatives
The eight regional educational cooperatives offer MTSS professional learning and technical assistance. For more information regarding cooperative technical assistance, please contact your regional cooperative.
KyMTSS Newsletter Archive
Did you miss the last KyMTSS Newsletter? You can access all previous editions of the newsletter on the KyMTSS Newsletter Archive webpage.
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