DSUSD MTSS Implementation (Multi-Tiered System of Supports) Larry Bellanich, Director Child Welfare and Attendance History of suspension rates

Suspension Rates Affects academics and attendance

Multi-Tiered System of Supports (MTSS) A system of prevention, early intervention, and tiered support Ensures all students, including both struggling and advanced learners, are achieving to high academic and behavioral standards and are supported in social emotional needs Individual student progress is monitored and results are used to make decision about further instruction and intervention A framework/structure used to organize practices and unify them to support student outcomes Talk about the grant Implementation of MTSS supports district wide - collaborate with CLS

MTSS STRUCTURE Instruction and Intervention: clearly defined learning standards and expectations for instruction and engagement Collaborative Problem Solving Model: action planning for academic, behavioral, and social needs of students Data Assessment: problem solving for OUTCOMES and to identify students in need Stakeholder Engagement: family and community engagement monitored through data; all stakeholders have input on MTSS Implementation of Evidence-Based Practices: research based core curriculum and interventions implemented with fidelity MSS Instruction and Intervention (Clearly defined learning standards School-wide expectations for instruction and engagement ) Collaborative Problem Solving Model Used to action plan for academic, behavioral and social needs of students Data Assessment Data-based problem solving for student academic, behavior, and social emotional outcomes occurs across content areas, grade levels, and tiers Data is used to identify students in need of intervention Stakeholder Engagement Family and community engagement is monitored through data All stakeholders have opportunities to provide input on MTSS implementation Implementation of Evidence-Based Practices Use of research based core-curriculum Use of research based Interventions Fidelity to research models

MTSS SYSTEMS SWPBIS ACADEMICS RESTORATIVE PRACTICES SEL MENTAL HEALTH mbk

A Multi-Tiered Approach Towards Academics, Behaviors, and Social/Emotional Supports For Approx 5% of Students Tier 2 For approx. 20% of students Tier 1 All Students Schoolwide

Many of schools have these things already happening Trying to pull together with common goal Highlight systems or practices they have already started, sound familiar in that setting Highlight, check mark mss

TIER ONE FOUNDATION Proactive, Pro-Social, and Preventative School-wide Systems Tier 1 Team Administrative engagement Data/screeners Identify students in need of intervention Action Planning College and Career Readiness Stakeholder Involvement 6. Proactive, Pro-Social, and Preventative SW systems Clearly defined learning standards School-wide expectations for instruction and engagement 7. Tier 1 Team Uses effective meeting practices (norms, agendas, minutes, roles/responsibilities, action planning) to facilitate implementation of MTSS systems Uses data to identify building wide trends and make adjustments 8. Administrative engagement Actively supports data-based problem solving Actively facilitates implementation of MTSS systems as part of school improvement planning process Frequently provides visible connections between MTSS framework and school mission 9. Data/Screeners Data-based problem solving for student academic, behavior, and social emotional outcomes occurs across content areas, grade levels, and tiers Data is used to identify students in need of intervention Data and assessment systems used for universal screening, diagnostic study, and progress monitoring Instructional/Intervention decisions based on data

TIER 2: Supplemental, Targeted For approx. 20% of students Universal + Supplemental Tier 2 Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). For students with at-risk behavior – assembling a ‘rapid’ response group of interventions for groups of students in need Can be customized to fit student needs MBK 9

Many of schools have these things already happening Trying to pull together with common goal Highlight systems or practices they have already started, sound familiar in that setting Highlight, check mark mss

TIER TWO FOUNDATION Targeted, evidence- based interventions Progress monitoring/Data Tier 2 Team Needs Assessment Small group interventions Short-term, rapid response

TIER 3: Intensive, Individualized For Approx 5% of Students Universal + Supplemental Intensive Individual Instruction …to achieve benchmarks Tier 3 Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. Targets for high risk students – very intense and specialized – need expertise of behavioral challenges – based on assessed need 12

Many of schools have these things already happening Trying to pull together with common goal Highlight systems or practices they have already started, sound familiar in that setting Highlight, check mark mss

TIER THREE FOUNDATION Intensive, individual evidence-based interventions Tier 3 Team Progress monitoring Interagency

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