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Consider the questions below at upcoming MTSS team meetings:
District MTSS Leadership Teams:
- What are we learning (e.g., patterns, trends) about implementation and outcomes across schools?
- Which schools or student groups may need additional support?
- What does the data tell us about the effectiveness of districtwide systems and support?
School MTSS Leadership Teams:
- Are 80% or more of the students experiencing academic and behavioral success?
- What are we learning about the effectiveness of our schoolwide system?
- Which student groups or areas of need require attention?
Grade-Level and Content Area MTSS Teams:
- What are we learning about instruction and learning within our grade or content area?
- What patterns are emerging across classrooms?
- What instructional adjustments or practices could improve outcomes for more students?
After system-level questions have been asked, then ask, "Which students need additional support beyond Tier 1?"
Student Intervention MTSS Teams:
- Has the student had access to effective Tier 1 instruction and support?
- What might the patterns for students needing intervention tell us about the effectiveness of Tier 1 instruction and support?
- What information might be helpful to the grade-level, content area and schoolwide MTSS team to strengthen Tier 1?
Strengthening Tier 1 Academic and Social Behavioral Domains Resource Spotlight
Make Tier 1 the Number 1 Priority
Check out a recent article from the American Institutes for Research (AIR), Center on Multi-Tiered System of Support (MTSS), Make Tier 1 the Number 1 Priority. This resource offers practical strategies for using data to strengthen Tier 1 instruction and evaluate how well universal supports are meeting the needs of all students.
Guidance for Aligning Tier 2 Intervention with Tier 1 Instruction
The Aligning Tier 2 Intervention with Tier 1 Instruction When Using an HQIR guidance document outlines a process for ensuring Tier 2 interventions are directly connected to grade-level classroom instruction delivered through a High-Quality Instructional Resource (HQIR). The document emphasizes providing students with proactive, targeted support that prepares them for success in Tier 1 learning rather than remediating disconnected skills. It recommends collaborative planning between classroom teachers and intervention staff, using assessment data, flexible grouping, ongoing progress monitoring and regular communication to keep intervention aligned with core instruction. Visit KYStandards.org to learn more.
Strengthen HQIR Implementation with KDE Support
KDE's Office of Teaching and Learning now offers a streamlined process for districts and schools to request HQIR implementation support. Technical assistance is available in curriculum adoption, implementation planning, professional learning and instructional coaching. Submit the HQIR Implementation Support Request Form to get started.
Strengthen Tier 1 Social and Behavioral Competencies
As teams review academic screening data, it is equally important to consider the structures that promote positive student behavior. Effective MTSS frameworks examine both academic and behavioral outcomes to understand how well universal systems are serving students. The start of the year provides an opportunity to establish clear expectations, teach routines, reinforce positive behaviors and ensure consistency in common areas and across classrooms before concerns emerge.
PBIS Teaching Expectations and Routines
Explicit instruction of behavioral expectations and routines is a critical Tier 1 practice. Just as academic skills, expected behaviors must be explicitly taught, modeled, practiced and reinforced so students understand what success looks like across classrooms and common areas. Establishing consistent expectations and routines also promotes a shared understanding among staff, creating greater consistency in how expectations are taught, reinforced and supported throughout the school.
As MTSS teams review Tier 1 behavioral systems, consider these questions:
- Have staff reached agreement on how expectations will be taught, reinforced and corrected?
- Have behavioral expectations been explicitly taught in all school settings?
- Are classroom routines aligned with schoolwide expectations?
- How will we monitor implementation and provide reminders throughout the year?
Get Started with This Resource:
Share Your Voice
Helps shape upcoming supports. Email us with your ideas, questions, areas of need or success stories.
Connect with KyMTSS Support Opportunities
Strengthen KyMTSS Implementation with KDE Support
Microsoft Bookings is now the central location for accessing all KyMTSS virtual services. MTSS teams and leaders can schedule individualized support through the KyMTSS Bookings Page. These sessions provide dedicated time to address a challenge, discuss resources and strengthen local implementation efforts.
Individualized KyMTSS Support Opportunities:
Select an available appointment time for either of the following session options:
- 30-minute Teams call for targeted questions, planning and problem-solving.
- 60-minute Teams call for more in-depth discussion, team problem-solving, action planning or implementation support.
KyMTSS Virtual Office Hours: Sept. 1 and 8 from 10 - 11:00 a.m. ET
- Join the KyMTSS Virtual Office Hours to connect, ask questions and receive support aligned to your local context. Drop in at any point during the hour.
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 the MTSS Point of Contact for your region.
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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