MTSS

This month’s conversation will be facilitated by a panel of experienced SPDG evaluators exploring how to set meaningful measures for student outcomes that go beyond state test scores. Topics will include formative assessments of academic skills, student engagement and attitudes, and improvements in social-emotional and behavioral health and well-being. You’ll come away with fresh ideas and practical strategies for measuring outcomes that are more proximal to your interventions.

This session will focus on "How states are obtaining student outcome data & drilling down to the student level."

Here are links to some of the resources that were shared:

Integrated Multi-Tiered Systems of Support Website

During this meeting we reviewed and discussed (a) Oklahoma’s MTSS initiative Professional Development Sequence, (b) AIM’s School Leaders’ Coaching Readiness Assessment, and (c) I-MTSS Research Network’s MTSS Summary.

Integrated MTSS frameworks: Supporting students’ social, emotional, behavioral, & academic growth

This session answers four key questions about I-MTSS:

1. Why consider Integrated Multi-Tiered Systems of Support (I-MTSS)?
2. What is I-MTSS?
3. How do we adjust I-MTSS for the current context?
4. Where do I learn more?

A Multi-Tiered System of Support (MTSS) offers an alternative approach to family engagement. A tiered approach to family engagement helps teachers and administrators adapt to the contexts, needs, and preferences of every family in the school so that ALL families are engaged in their children’s education. In this session, Georgia’s MTSS Communications and Family Engagement Specialist Carole Carr discusses the importance of helping families understand their role within the framework and how uplifting student voices strengthens engagement and improves student success.

Purpose: Participants learn from each other about strategies that respond to a changing context. Participants learn of appropriate uses of the root cause analysis and how to link the analysis to action.

Learning Targets: (1) Participants are able to name at least 3 strategies to respond to a changing implementation landscape. (2) Participants are able to name one resource and one strategy for using root cause analysis to plan.

What structures can state-level teams put into place in order to effectively provide collaborative services to schools/districts?