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What is MTSS?

Empowering each Kansas student to achieve high standards

If you hear this educational jargon - you might find the following explanation helpful.

Kansas MTSS is a coherent continuum of evidence-based system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve high standards.

The goals of Kansas MTSS is:

  • to provide an integrated systemic approach to meeting the needs of all students.
  • to become the guiding framework for school improvement activities, addressing the academic, behavioral, and social achievement of all students.

MTSS and School Improvement

MTSS serves as an overarching framework for school improvement.  MTSS creates a sustainable system aligned with all required school improvement efforts:

  • Aligned with Kansas College and Career Ready Standards
  • Used by Kansas Learning Network for Focus and Priority Schools
  • Heavily endorsed by KSDE (including the new Accreditation Model and the ESEA waiver).

Kansas Department of Education's Vision - CI3T

  • Districts use a multi-tier approach that addresses behavior, social, and academic domains simultaneously.
  • Districts look closely at what they already have in place, then evaluate what needs to be revised or added.
  • Social curricula and behavioral framework are taught with as much rigor and fidelity as academic subjects.
  • Meaningful data are collected and used to make decisions regarding programming.

Prevention/Early Intervention

  • We know far more about effective prevention strategies than we do about how to address challenging behavior once it occurs.
  • Intervening early across all grade levels to mitigate school-level risk factors can significantly increase a student's engagement in school and predictability of graduating on-track and on-time (Kennely & Monrad, 2007)
  • Well-designed preschool education programs product long-term improvements in school success, including higher achievement test scores, lower rates of grade repetition and special education, and higher educational attainment (NIEER, 2008)
  • Academic intervention at 3rd or 4th grade takes four times longer than if delivered at kindergarten (Lyon, 1998)

                 

 

                          

 

                     

 

                     

 

Academics

  • Coordinated instructions within and across grade levels
  • Benchmarking student progress to inform instruction
  • Progress monitoring for students identified for secondary (Tier 2) and tertiary (Tier 3) supports

The Connection:

  • Academic and behavioral difficulties often co-occur
  • Increasing academic engagement/success decreases disruptive and off-task behaviors
  • A proactive approach to academics can alleviate deficits that could potentially cause failure for students

 

Behavior

  • Establish school-wide expectations
  • Teach students, implement by adults
  • Give opportunities to practice and reinforce students consistently
  • Use school-wide data to monitor effectiveness and identify students who need more support
  • Monitor student and building progress

The Connection:

  • Students arrive at school with differing behavioral skill-sets
  • An instructional approach to behavior teaches students the behaviors needed to be successful at school
  • A proactive approach to behavior increases instructional time

                                   

 

Social

  • Directly taught to all students to increase social-emotional skills
  • Meet the state's requirement for character development/education
  • Meet the district expectations in Grades K-5 for Second Step curriculum and Habits of Mind
    • http://www.cfchildren.org/second-step
    • HABITS OF MIND
      • Persisting/Thinking and communicating with Clarity and Precision
      • Taking Responsible Risks/Listening with Understanding and Empathy
      • Managing Impulsivity/Applying Past Knowledge to New Situations
      • Creating, Imagining, and Innovating/ Responding with Wonderment and Awe
      • Remaining Open to Continuous Learning/ Questioning and Problem Posing
      • Thinking Flexibly/ Finding Humor
      • Gathering Data through all Senses; Thinking Interdependently
      • Striving for Accuracy/ Thinking about your Thinking (Metacognition)
  • Implemented throughout the school/district to facilitate consistency

The Connection:

  • Establishment of environments where students feel safe physically and instructionally increases student success\
  • Social skills improve peer interactions during instructional activities
  • Improvement in social skills results in not just improved school outcomes, but also post-school employability, health, and lifetime earnings

 

During 2015-16, Louisburg will focus on STRUCTURING - building the components necessary to the MTSS framework. Next year (2016-17) will be IMPLEMENTATION and we will put the processes in place.  Then 2017-18, REFINEMENT will take place as we make the system sustainable.