MTSS Content Corner

Welcome to the MTSS Content Corner!

This page aims to educate teachers, administrators, parents, and stakeholders on the importance of implementing an effective MTSS in all schools. The account will contain weekly informational posts rooted in MTSS research accompanied by other helpful resources to provide a holistic review of the MTSS framework. This page hopes to serve as guide for educators looking to improve their systems of support and to be a tool for increasing communication within the field.

What is MTSS?: This page aims to provide an overview of an MTSS and increase communication within the field in order to increase effective MTSS in the state of Maine and the broader US. Expect to see infographics, implementation techniques, FAQs, videos, research, and more! Follow along each week for new posts!

” that all students receive, including gifted, struggling, or students with IEPs

Tier 2: Tier 1, plus Increased time and narrowed focus for some students in addition to tier 1

Tier 3: Tier 1 AND tier 2, plus Instruction that has been intensified further still by adding additional time, and a highly targeted focus for a few students in addition to tier 1 and 2

3 tiers of MTSS: Core universal instruction, targeted supplemental interventions, and intensive individualized interventions are the basis of a multi-tiered system of support. #MTSSforME

Getting Started: Understanding what a multi-tiered system of support is the first step in your process to implementing the framework effectively! #MTSSforME

Evidence Based Practices

Strategies, practices, and programs with available research documenting their effectiveness and data suggesting that they are enhancing student outcomes. are integral to implementing an effective MTSS.

Layer Supports for Students

Both inclusive academic and behavioral instruction use schoolwide proactive and preventative approaches to support all students, including those with the most extensive support needs.

Effective Use of Data

In order to engage with data (such as outcome, capacity, or implementation data) effectively, you must enter with curiosity and open mindedness that allows for unbiased reflection and analyzation of results.

Engagement of Families and Communities

When schools collaborate with trusting family and community partnerships, it builds a foundation for support and meaningful involvement that have a positive effect on student outcomes.

5 Components of MTSS: With a leadership foundation in place, schools are able to utilize evidence-based practices, effectively layer supports for student success, use data to make critical decisions about school environment, curriculum, instruction, and student supports #MTSSforME

The MTSS framework is a framework of continuous improvement driven by strong, supportive, and collaborative leadership teams that allow staff to share ideas and discuss problems.

Teams should: Define learning targets, engage in professional learning, and provide feedback for improvements, support educators for success.

4 team levels are necessary for MTSS: School, Grade, Classroom, and Individual

Follow along for more details on each team

Leadership and MTSS: Collaborative teams are integral to effective and efficient implementation of a multi-tiered system of support. Follow along for the next month to learn more about each team level. #MTSSforME

What does a school level team do?

It analyzes student outcome data

It identifies and addresses school-level barriers

It establishes and maintains a robust educator support system

It monitors and supports the development of systems

It monitors implementation fidelity

The school level team provides support to the various sub-teams in the building and should adopt a consistent team structure that includes norms and agreements, a consistent problem-solving process, and a process for action planning. The school level MTSS team act as the architects of a school wide MTSS. They facilitate the design of the system and lead the transformation of systems from current status to maximum efficiency.

Reflection:

1. How does your school currently identify a school level team?

2. How effective do you feel your current school level team is?

3. Does your current school level team represent the population of your school?

4. Are there members on your team that come from a variety of skills and expertise?

School Level Teams: A school level team acts as the principal problem-solving driver for the entire MTSS. Any passionate adults interested in school transformation, and has experience in, or desire to learn, implementation or transformation should be considered as members of the team. #MTSSforME

A grade level team is sometimes referred to as a PLC. Many schools utilize grade level teams that meet regularly to discuss grade level (or sometimes a span of grades) practices, instruction, effectiveness of instruction, student growth, and in some cases team policies, behavior, and areas/needs for improvement.

Grade level teams ensure consistency in instruction, drive each tier for that grade level, reduce teacher stress and burnout, establish a shared vision, invite the expertise of each individual.

Reflection:

1. How does my school currently utilize grade level teams?

2. Does my school have a universal policy for grade level team protocols?

3. What is working well that you would like to see continue regarding grade level teams?

4. What would the school like to change regarding how grade level teams are utilized?

Grade Level Team: Grade level teams work to establish a shared vision for the school year and state their priorities for achieving that vision. Along with drawing a vision, teams can set academic, social, or behavioral goals that each of the teachers will work on together. #MTSSforME

At the head of the classroom team is the primary teacher. As the classroom teacher, they are responsible for creating a learning environment that is equitable, inclusive, and conducive to social, behavioral, and academic growth. While not always viewed through a team lens, understanding how to harness the power if this team is a necessary step to providing inclusive supports at tiers 1, 2, and 3.

The responsibility of the team is to provide whole-class, small-group, and sometimes individual instruction and intervention. Typically, the classroom teacher works to deliver instruction to the variety of children that are in their class, and additional educators are incorporated on an as needed basis based on the population of students.

Reflection:
1. How does my school currently utilize classroom level teams? 2. Does my school have a universal policy for classroom level teams? 3. What is working well that you would like to see continue regarding classroom level teams? 4. What would the school like to change regarding how classroom level teams are utilized?

Classroom teams: The classroom level team isn't a team of 1, but a team that includes parents, counselors, and other specialists/support staff that work together to meet the needs of a classroom at the whole group, small group, and individual level. #MTSSforME

Common Practices to Improve the Team Familiarity: make sure parents are familiar with teacher practices Sustainability: Individual student teams are rooted in shared responsibility of teacher, student, and parent in order to encourage success Time to teach: adopt common team practices that enhance efficiency Consistency: need a common team structure

Additional members can be added to the team to assist in the instruction and intervention the student needs. These intensified teams are sometimes known as a 504 team or an IEP team. Together, the individuals on the team, including the student whenever possible, establish partnerships and a plan for shared responsibility designed to assist in the success of the student.

Reflection:1. How does my school currently view individual student teams?2. Does my school have a universal policy for individual student teams? 3. What is working well regarding individual student teams? 4. What would I change regarding individual student teams?

Individual student team: Individual Student Teams sometimes get overlooked when considering the universal teaming structure of a school's MTSS framework, when in reality it is the team that may hold the most leverage in student success in school. #MTSSforME

Professional development webinars: Professional learning can be targeted to an area of need, but it can also be targeted to a particular interest of the educator. Like students, educators need to be allowed some voice and choice in their professional learning goals and activities. #MTSSforME

Book Recommendation: “Effective Universal Instruction: An Action-Oriented Approach to Improve Tier 1” is an accessible guide to help educators improve tier 1 instruction and encourage readers to reflect on current practice. #MTSSforME ;

Benefits of Teacher Training: The benefits of teacher trainings are endless, but finding the time can be tricky. Check out our MTSS modules and school trainings located on our website! #MTSSforME

Tier 1: This week dive deeper into universal core instruction, also known as tier 1 in a multi-tiered system of support. Need help with your MTSS? Fill out the “Request Support” form on our web page: maine.gov/doe/mtss #MTSSforME

Maine.gov

Welcome to the MTSS Content Corner!

What is MTSS?

3 tiers of MTSS

Getting Started

5 Components of MTSS

Leadership and MTSS

School Level Teams

Grade Level Team

Classroom teams

Individual student team

Professional development webinars

Book Recommendation

Benefits of Teacher Training

Tier 1