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Newaygo County Multi-Tiered Systems of Support
The Why
Through an integration of academic and social-emotional teaching, MTSS improves student outcomes by placing a strong emphasis on prevention, inclusionary practices, high-quality instruction and intervention as well as the use of data-driven decision making and structured problem-solving models. Following an MTSS blueprint provides educators with the direction and tools to appropriately allocate resources and supports in order to meet all learner’s academic and social-emotional needs and to set those learners on a path to reaching their fullest potential.
Goal
Newaygo county districts will have ease of access to research and evidence-based practices to ensure an effective multi-tiered system of supports is utilized to improve outcomes for all learners.
Purpose
This live document provides access to the 5 components of the Michigan Department of Education’s Practice Profile for MTSS Framework, including links to research and evidence-based resources for districts to develop and maintain an integrated system of supports.
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Essential Component: Team-Based Leadership (link to document here (p 8-10)
Expected Use In Practice
Resources
- District creates and maintains a district and school and ensures its authority and responsibility for leading and coordinating MTSS efforts across the district that represents key stake holders.
- The district team is committed to professional learning that ensures coordinated systems of training, coaching, implementation and evaluation of professional learning.
- The district team maintains a formal process for establishing learning-focused partnerships among teams with families and community engagement.
- The district team develops, supports and ensures use of a formal shared decision-making process that includes fidelity, alignment, addressing the whole child, and feedback loops.
Collaboration:
- Why Collaboration Matters and the Impact
- Creating a Climate for Change Resources
- Engage and Enable District Change Resources
- Implement and Sustaining Change Resources
Professional Learning:
- Guide for Developing District Assessment Plans
- Guide for Monitoring Activities Supported by the District
- Guide for Planning District Professional Learning
- Professional Learning Plan Template
- Guide for Implementation Audit
Shared Decision Making:
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Tiered Delivery System (p 11-14)
Expected Use In Practice
Resources
- The district team ensures access to quality instruction that meets most of the needs of the whole child/learner.
- The district team has a written process for monitoring the fidelity of instruction.
- The district team provides time and resources to ensure high-quality professional learning for instruction to support all learning levels.
- The district team has developed a process, that is consistently used over time, to provide learners with access to interventions.
- The district team equitably allocates resources (fiscal, personnel, time, facilities, etc.) to provide the whole child with access to a tiered framework of instruction, interventions and supports.
- The district provides guidance on the continuum of strategies used to intensify the intervention based on learner needs.
Quality Instruction
- Tiered Classroom Checklist
- Curriculum Mapping for Tier 1
- Planning for Social Emotional Learning
- Social Emotional Learning Practices for Tier I & 2
- Multi-Tiered Systems of Support: Birth through Third Grade
- Michigan’s Integrated Behavior & Learning Initiative Training Scope and Sequence
Fidelity of Instruction
Professional Learning
Need guidance on what to put here! Could be MANY websites or virtual learning? Or rather should we look for a template of a PD plan? Coaching service delivery plan?
Access to Interventions
- Child Study Process
- Student Risk Screening Scale (SRSS)
- Tier Decision Making Guidelines Example
- Designing a System of Supports
- Intervention Menu Template
- Intervention Grid Examples
- Intervention Guidelines Example
- Intervention Documentation Worksheet
- Individual Student Data Form Example
- Tier 2/3 Intervention Tracking Tool
- Tier 2/3 Group Intervention Log Example
- Progress Monitoring Toolkit
- Parent Permission For Check In Check Out
Equitable Allocation of Resources
Waiting on Micip?
Differentiating Instruction
- Differentiated Literacy Instruction K-3rd grade - Nell Duke
- Supporting and Responding to Behavior
- Effective Classroom Practices Self-Assessment
- Classroom PBIS
- Classroom Problem Solving
Continuum of Strategies
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Selection and Implementation of Instruction, Interventions and Supports (p 15 – 17)
Expected Use In Practice
Resources- The district team appropriately selects instruction, interventions and supports that meet the standards, ensure a rigorous and accessible curriculum, and show evidence of cultural proficiency and efficacy with the leaner demographic population. The district team maintains a district approved review and selection process to select instruction, interventions and supports.
District Team Selection Process
- The district team conducts a thorough research review to assess the evidence base for the instruction, interventions and supports that are being considered for selection.
Research Review
- A district team engages parents/families and community members in instruction, interventions and supports through involvement in the selection process.
Evidence Based Practices
- The district team provides high -quality professional learning in the use of instruction, interventions and supports.
Family Engagement
Professional Learning
Bernard looking for a document
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Comprehensive Screening & Assessment System (p 18 – 21)
Expected Use in Practice
Resources- The district team selects and supports the use of universal screening tools.
- The district team selects and supports the use of progress monitoring tools.
- The district team selects and supports the use of diagnostic assessments.
- The district team ensures resources are allocated to support ongoing, effective professional learning for all selected assessments.
- The district team uses processes to support notifying learners and parents/families of the assessment dates or frequency. The district team creates protocols to support communication of assessment results to learners and families.
Universal Screening
Progress Monitoring
- Analyzing Progress (Progress Monitoring)
- Intervention Central
Diagnostic Assessments
Professional Learning
Parent Communication
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Continuous Data-Based Decision Making (pg 22 - 25)
Expected Use In Practice
Resources
The district team analyzes data three times a year
The district team uses a specific problem-solving process
The district team maintains an efficient data collection system and protocol to ensure collection, entry and access to whole child data.
The district team uses different types of data.
The district team has established processes to ensure communication.
The district ensures professional learning and technical assistance on continuous data-based decision making in the following
Overview
- Continuous Data-Based Decision Making Guide & Checklist
- Essential Components of RTI: Data-Based Decision Making - Webinar
- Data-Based Decision Making in Practice – Video
Data Analysis
- Using Screening Data for Decision Making - Webinar
- Using Progress Monitoring Data for Decision Making - Webinar
Problem Solving Process
- Problem Solving at Tier 1 – GAINS Model Infographic
- Problem Solving at Tier 2 and Tier 3 Infographic
Data Collection
Types of Data
Communicating Data
- Sharing Data with Parents Overview
- Parent Feedback & Reflection Form – Example
- Parent & Student Feedback Form – Example
Professional Learning
Building Team Folder
