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MTSS in PUSD

2023-2024 Vision

Our long term vision for MTSS is to

  1. Improve student learning and outcomes for all students.
  2. Meet the (social-emotional, academic, and behavioral) needs of individual students.
  3. Reduce disparities in achievement among subgroups of students

MTSS Framework

MTSS shall become a framework that assists educators to identify/address the student's academic, behavioral, attendance, and social-emotional assets and barriers, further providing differentiated support for students derived from identifying their needs via ongoing assessments and evidence.1

Provide equitable tiered support for students and support staff with effective and efficient strategies and structures on a continuum.

MTSS Problem of Practice

Problem of Practice

The social-emotional, academic, attendance, and behavior needs of all students are not being met, resulting in disparities in student achievement as evidenced by data.

Question

How can we leverage the MTSS to strategically invest in school communities, with an equity lens, in order to close/eliminate the opportunity/achievement gap?

Key considerations for Problem of Practice

  • ALL = ALL
  • All students + all content factors
    • (Academic, SEL, Attendance, and Behavior)
  • Data chats that address all areas seamlessly, not in isolation

The desire of this work is to...

  • Establish a Framework that provides

    • effective time with administration and site staff
      to

    • plan,

    • instruct,
    • prevent/intervene,
    • study/progress monitor,
    • adjust,
    • repeat

MTSS Priority Areas

Over the next 3-5 years)2

  1. Improve the universal support or quality tier one instruction in the area of academics with a focus on literacy by providing professional development and teaching tools or supports. Student outcome measures (such as iReady or other assessments) will be monitored and professional development or support added or modified as needed.
  2. Improve the implementation of our universal support (also called tier one instruction) in the area of social-emotional learning by providing intentional support for K-8 implementation of Second Step and K-12 professional development through All it Takes by 2025. Progress can be measured with school site/classroom fidelity observations.
  3. Expand and continue the implementation of our universal support for behavior (Positive Behavioral Intervention Systems) on all campuses by continuing to support:
    1. tiered fidelity inventory implementation,
    2. school site attendance plans, and
    3. school site RtI action plans. Progress can be measured by a review of plans and continued reductions in the area of suspension.

  1. adapted from Branching Minds ↩

  2. Anticipated years are 2023-2028 ↩

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