What You Will Learn
The Multi-Tiered System of Supports (MTSS) framework is an educational system change paradigm continuously focused on overall school district improvement that is sustainable. MTSS aligns resources and support for students receiving instruction and for teachers and other support staff who are delivering the instruction.
Participants will learn to:
- Understand the components of a Multi-Tiered System of Supports
- Develop a cohesive and comprehensive understanding of a Multi-Tiered System of Supports that will improve instructional practice in both general education core and intervention classes to increase access to standards-aligned instruction and prepare students for college and career readiness. Specifically, participants will:
- Use screening, progress monitoring, and diagnostic data in data-driven decisions to plan and provide targeted and differentiated instruction, including in small-group instruction, within the core and in interventions
- Work collaboratively within and across grade levels to plan targeted instruction to all students within the core and in interventions
- Align instruction and assessment to the standards in the core and in interventions
- Use ongoing formative assessments to inform instructional planning and delivery in the core and in interventions
- Use evidence-based instructional practices to meet the needs of diverse learners in the core and interventions
- Implement schoolwide positive behavior supports in order to provide a climate conducive to learning and social-emotional development
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Who Will Benefit
- School/District Teams of general and special education instructional leaders
- Whole School Academic Instructional Staff for immediate school implementation
Technical assistance and professional learning services are customized based on needs, and can include:
Two-Day Institute (two days, 12 hours total)
The two-day institute covers:
- Components of MTSS
- Data informed decision-making
- Tier I Differentiated Instruction
- Data systems/data analysis
- Using data to plan differentiated instruction
- Standards-aligned instruction and assessment
- Collaborative planning of targeted instruction
- Formative assessments to inform instruction
- Instructional strategies to support diverse learners
- Team planning time focused on lesson design to support diverse learners
Four One-Day Follow-Up Institutes (four days, 24 hours total)
The MTSS Implementation series of professional learning at a school site comprises four days over the course of the year and guides teachers in developing data analysis processes as a critical part of instructional planning. These working meetings provide an opportunity for quarterly data review and initial intervention planning for the next quarter.
Four Two-Day Follow-Up Institutes (eight days, 48 hours total)
The MTSS Implementation series of professional learning at a school site comprises eight days over the course of the year and guides teachers in developing data analysis processes as a critical part of instructional planning.
Within each of the four two-day professional learning cycles, teaching teams have the opportunity to plan lessons, observe each other deliver the lessons, and provide feedback to their peers to inform their instructional planning time.
Based on the data from progress monitoring data, formative assessments, and classroom observations, the grade level, department, or cross-grade-level teams collaboratively problem solve and plan instruction to provide targeted interventions for the next quarter of Tier 1 or general education core classroom instruction and Tier 2 and Tier 3 interventions.
The evidence base for this work comes from the support and guidance documents within the Kansas Multi-Tier System of Supports and Florida Multi-Tiered System of Supports approaches.
What Makes This Service Unique
Our experts have a deep understanding of both the Multi-Tiered System of Supports and the skills that teachers need in order to implement strong general education core or Tier I instruction that is driven by data, aligned to the standards, and differentiated to meet the needs of diverse learners in their classrooms.
We work with teaching teams to provide facilitated opportunities for peer planning, peer observation, and feedback to improve instructional practices as teachers learn and improve their practice. Included in this framework are the inclusion of all teachers including students with disabilities and English learners.
Cost varies based on the specific program and scope of work to be carried out.