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Oswego Community Unit School District 308

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https://www.sd308.org/Departments-and-Programs/Classroom-Resources/High-School-Education/Multi-Tiered-System-of-Support-MTSS/

Multi-Tiered System of Support (MTSS)

Multi-Tiered Academic Social-Emotional & Behavioral Framework
 
Differentiated Core (Tier 1): Differentiation of academic, social-emotional, and behavioral instruction
Strategic Support (Tier 2): strategic, evidence-based, and skill-aligned interventions
Intensive Support (Tier 3):  intensive and more individualized intervention(s)
 
SD 308 Multi-Tiered System of Supports (MTSS) is committed to fostering the holistic development of every student, embodying the principle of educating the whole child. We strive to create proactive and preventative systems, ensuring that all students have access to a coherent continuum of equitable support tailored to their individual needs.

Our mission is to cultivate a supportive learning environment where students are understood, valued, and supported at every level. We embrace evidence-based practices to guide
our interventions and instruction, ensuring each student receives the necessary resources and opportunities for success.

Through collaboration, innovation, and dedication, SD 308 MTSS empowers students to reach their full academic and social-emotional potential, preparing them to thrive in a global
community.
 
General Overview of MTSS
The purpose of this page is to provide an overview of Multi-Tiered Systems of Support in SD 308. This framework explains and provides procedures and processes to ensure
consistency and fidelity across the district.
 
Background
This MTSS Framework is meant to provide a reference and resource of SD 308 students, staff and families. To ensure that we continue to review best practices and current recommendations, this document will be reviewed annually and updated as needed.
 
Community of Collaboration
All staff need to understand the MTSS framework including the mission, vision,  and structural elements to ensure student success.   

A community of collaboration is necessary for this SD 308 MTSS framework to be successful. Collaboration and partnership with parents/guardians and the school is vital to support
student learning.
 
Tier 1: Differentiated Core
Equitable High Quality Instruction
High-quality, standards-based instruction is the foundational practice that all students receive in the classroom.
 
Academic and social-emotional skills are taught through instruction and practices that are evidence-based, equitable and differentiated for all students.
 
All Learners have rightful presence
Tier 1 Instruction includes ALL students with the goal of students reaching grade-level academic standards and social-emotional skills.
 
The majority of students (80-90%) of students will achieve mastery of content standards with robust high-quality instruction
 
Differentiation of academic, social emotional, and behavioral instruction begins in Tier 1 and continues across the tiers.
 
Tier 2: Strategic Support
Strategic High Quality Instruction
Targeted academic and/or social-emotional support for students for whom Tier 1 supports alone are insufficient, as identified through multiple sources of data. Enhanced high-quality instruction is provided in a focused, small group setting by qualified individuals (e.g.teachers or support staff) in addition to Tier 1 lessons. These interventions align with students’ instructional needs based on data from multiple measures and include ongoing progress monitoring. 
 
All Learners have rightful presence 
At the Tier 2 level, qualified team members utilize strategic, evidence-based, and skill-aligned interventions for approximately 5-15% of students who need additional time, intensity, and/or type of instruction to achieve desired grade-level benchmarks. Congruent and ongoing use of data allows teams to determine if a student is making an expected rate of progress and growth to make
decisions around current supports.
 
Data analysis and Team (Parents, Students, Teachers, Staff) collaborative feedback will guide the Teams’ decision as to which Tiered support is appropriate for the student. Students who show significant progress through the implementation of Tier 2 support may be able to discontinue Tier 2 support or maintain interventions at this level. If additional support is identified the Team may alter the type of Intervention provided at the Tier 2 level, or may refer the student for Tier 3 support.
 
Tier 3: Intensive Support
Intensive High Quality Instruction
Intensive, targeted academic and social-emotional support for a small number of students for whom Tier 1 and Tier 2 high-quality instructional supports/interventions alone are insufficient, as identified through multiple sources of data. At the Tier 3 level, students will receive support that is more intensive, and targeted to their academic
and/or social-emotional needs. As with Tier 2 supports, interventions at this level are delivered through evidence-based practices that are layered and aligned with Tier 1 high quality instruction and are by qualified individuals (e.g.teachers, support staff, or community partners). 
 
All Learners have rightful presence
Tier 3 support may lead to an individualized plan of action, however, it is not special education, nor should it be considered a gateway to evaluation for special services. Tier 3 provides intensive and more individualized intervention(s) for a few students (1-5%) who, after receiving high-quality differentiated core instruction (Tier 1) and strategic support (Tier 2), still need additional support to reach established benchmarks and goals.
 
Across tiers, there are timelines for data collection and analysis to determine student progress; however, there are no specific limits regarding how long a student can receive instruction and support through tiered interventions. Through data discussions, student progress and response to interventions and supports are reviewed and guide decisions regarding whether interventions continue, change, or are no longer needed.
 
Problem Solving + Decision Making
Purpose of Problem Solving Process
 
The systematic use of data to identify and analyze strengths and weaknesses that allows us to objectively understand what students need and a process to measure the effectiveness of our interventions. This process is a cycle and is ongoing.
 
Data Anaylsis Protocol
  • 1. Problem Identification
  • 2. Problem Analysis
  • 3. Planning
  • 4. Progress Monitoring
 
 
ICEL Framework
The purpose of the ICEL Framework is to guide District, Building, Grade Level and Teacher in asking the right questions by reviewing a variety of data sources to determine what is influencing learning.
 
Purpose of SEL/Academic MTSS Tier 1 Problem Solving Process
The WHY: Utilize Data Days in the fall and spring to review grade level/building-wide assessment data, such as FastBridge, 5Lab, Mastery Connect, etc. to identify strengths and areas of growth at Tier 1 for all students. Analysis of data provides guidance on the “health of the core” for the building as a whole.
 
The WHO: The building principal schedules and facilitates each of the two Data Days.
 
The HOW: Through data analysis from facilitation of Data Days, Tier 1 differentiated instruction is developed, grade level & department goals are set/refined based on the school improvement plan, and Tier 1 data collection tools to monitor progress on goals are established.
 
Step 1 of SEL/Academic MTSS Tier 1 Problem Solving Process
 
The WHY: Over four to six weeks, students may have difficulty in an academic or behavioral area. They may simultaneously receive Tier 2/3 academic and/or SEL/Behavior intervention. A deficit skill is chosen to target through differentiation and instructional strategies, in collaboration with grade level teammates providing greater potential positive impact.
 
The WHO: Teachers, Instructional Coaches, and Social Workers/Psychologists support tier 1 interventions.
 
The HOW: Each member identified above plays an important role in providing supports and analyzing efficacy of interventions attempted:
 
Teachers review classroom data to identify areas of need; they choose a deficit skill to target through differentiation and instructional strategies, using CTLT as a potential forum for discussing students and progress with Tier 1 targeted skill instruction. Further, they collect and record data using tools determined at the building level to address academic and/or SEL concerns.
 
Parents are partners in their child’s education. They are informed of their child's academic, behavioral, and social-emotional needs and invited into the collaborative problem-solving process.
 
**Data collected can include the following:
ACADEMIC DATA POSSIBILITIES: Classroom performance on formative and/or summative assessments, performance with differentiated instruction for a targeted skill, student ability to participate meaningfully in group discussion, performance tasks, etc.
 
SEL/BEHAVIORAL DATA POSSIBILITIES: Attendance, nurse visits, time out of class, discipline incidents, behavior tracking, observation data, crisis data, etc.
 
Instructional Coaches support Tier 1 instruction, model new interventions and/or strategies, and gather additional resources as needed.
 
Support: A Teacher, instructional coach, interventionist, or staff member supports Tier 1 as needed and assists with academic/SEL/behavioral data collection.
 
This concludes Step 1 of SEL/Academic MTSS Tier 1 Problem Solving Process. After the four to six weeks of Step 1, it is time to move on to Step 2.
 
Step 2 of SEL/Academic MTSS Tier 1 Problem Solving Process
The WHY: After the four to six week period of Step 1, there are two potential outcomes, each resulting in further direction on navigating students and their needs. If a student is acquiring skills in the areas instructed in Tier 1, then the student continues with Step 1 interventions. If the student is NOT acquiring targeted skills being instructed in Tier 1, then additional strategies/interventions are explored.
 
The WHO: Teachers, Instructional Coaches, and Social Workers/Psychologists continue to support tier 1 interventions, with additional guidance and communication.
 
The HOW: Each member identified above plays an important role in providing continued supports and analyzing efficacy of interventions attempted:
 
Teachers review data and re-evaluate Tier 1 strategies/interventions to determine if any changes need to be made in conjunction with an instructional coach for academic needs and a social worker/psychologist if SEL/Behavioral in nature. Further, data continues to be collected and communication is essential with parents in regards to concerns and progress. Finally, teachers review the efficacy of interventions and all data collected during Group Problem Solving meetings, such as during CTLT time.
 
Parents are partners in the collaborative problem-solving process. They are invited to participate in problem-solving meetings and are informed about and consent to all Tier 2 interventions. SD308Parent Consent Form for Tier 2 or Tier 3 Interventions and SPANISH SD 308 Parent Consent Form for Tier 2 or Tier 3 Interventions.
 
**Data collected should continue to include the following:
 
ACADEMIC DATA POSSIBILITIES: Classroom performance on formative and/or summative assessments, performance with differentiated instruction for a targeted skill, student ability to participate meaningfully in group discussion, performance tasks, etc.
 
SEL/BEHAVIORAL DATA POSSIBILITIES: Attendance, nurse visits, time out of class, discipline incidents, behavior tracking, observation data, crisis data, etc.
 
Instructional Coaches continue to support Tier 1 instruction, model new interventions and/or strategies, and gather additional resources as needed.
 
Social Workers, Reading Specialist, Interventionist & Psychologists continue to support Tier 1 as needed and assist with Academic and SEL/Behavioral data collection.
 
This process of progress monitoring is essential to continual growth of the student academically and behaviorally. Each staff member is an integral component of the student’s long term success.
 
High-Quality Tier 1 Instructional Strategies
Purpose of High Quality Tier 1 Instructional Strategies
High-quality instruction is the cornerstone of effective education. It encompasses a range of teaching practices that ensure students not only acquire knowledge but also develop critical thinking skills, creativity, and a love for learning
 
Rigor
Differentiation
Relevance
Personalization
 
Engagement
Cognitive
Culturally Responsive
Self-Awareness + Relationships to Others
Student Representation in the Learning Environment
 
Social Emotional Learning
Self-Awareness
 
Future Focused 
Empowered Learner
 
Entrance + Exit Criteria 
Purpose of Entrance + Exit Criteria 
The purpose of the MTSS Academic and SEL entrance/exit criteria is to properly identify whether or not students require increased SEL support and appropriately fade and dismiss students from intervention services. 
 
Academic 
  • 5Lab Risk levels (grades/assessment)
  • Standards-Based Grade-Level Assessment
  • Classroom Assessments (Formative/Summative)
  • Benchmark Assessments (FastBridge, IAR, STAR, SAT, ACT)
  • Speech Screening (if applicable)
  • OT Observation (if applicable)
  • Hearing Screening (If applicable)
  • Vision Screening (if applicable)
  • TS Gold (early childhood)
Behavioral
  • 5Lab Risk levels (attendance/ discipline)
  • Attendance (Mental Health days, number of unexcused absences, excused absences)
  • Nurse Visits
  • Office disciplinary referrals / Exclusionary
  • Crisis support calls
  • Support Plans (if applicable)
  • Social Contract (if applicable)
  • Safety Plans (if applicable)
  • Threat Assessment (if applicable)
Social-Emotional 
  • Self-referrals to social workers/counselors
  • Universal Social Emotional Learning Screener (Panorama)
  • Progress Monitoring
  • Risk Assessments
  • Hospitalizations
  • Outside Mental Health Documentation
  • Anecdotal information and teacher feedback
 
Academic + SEL Tier 2/Tier 3 Interventions
Purpose of Academic + SEL Tier 2/ Tier 3 Interventions
 
The systematic use of data to identify and analyze strengths and weaknesses that allows us to objectively understand what students need and a process to measure the effectiveness of our interventions. This process is a cycle and is ongoing.
 
Academic, behavioral, and social-emotional support and intervention occur across all tiers; this includes acceleration and enrichment as well as more targeted and/or intensive instruction and support. Tier 1 includes instruction for all students and is differentiated to support their dynamic needs.
 
Tier 2 and Tier 3 intervention is specific to students identified as part of the data-based decision-making process utilizing the decision-making rules. MTSS interventions and MTSS tiers create an organizational structure for providing all students with what they need to succeed.
 
Once it has been determined that a student requires support through tiered intervention(s) based on identified area(s) of need, an evidence-based intervention is put into place with a progress monitoring plan which will be utilized to assist in determining whether the intervention is effective in addressing the need(s).
 
The continuum of supports and services offered through the District 308 MTSS framework are designed to match developmentally appropriate instruction and intervention to need. The fluidity of the tiers allows individuals to flexibly receive support, not as a permanent condition, but as a response to learning experiences and progress. The layers are meant to be accessed