Hawthorne Elementary

MTSS Handbook

Celebrating Children, Lifelong Learning, and the Arts!

Table of Contents

MTSS Defined:

Page 1

Professional Learning Communities (PLC’s) Defined:

Page 2

Tiered Model:

Intervention Trackers - Documentation:

Page 3

Student Supports:

Page 4

MTSS School Intervention Team Meetings (SIT) Referral Process:

Page 5

Trauma-Informed Student Intervention Team (SIT) Sample Meeting Agenda:

School Teams That Support MTSS Framework:

Page 5

Pathways:

Pages 7-10

Parent Engagement:

Ten Guiding Questions for MTSS:

Pages 10-11

MTSS Defined:

MTSS stands for Multi-Tiered Systems of Support. At Hawthorne Elementary MTSS is a school wide framework that includes universal screening of all students, multiple tiers of instruction and intervention, ongoing assessment and progress monitoring, and systematic collaboration and problem solving. The framework is typically used for literacy, math, or positive behavior supports. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, standards-based instruction and intervention that is matched to students’ academic, social, and behavioral needs. Additionally, the MTSS framework at Hawthorne utilizes a trauma-informed approach that allows for empathetic staff response and interventions that take into account significant life experiences of children and family systems.

Key Principles of MTSS

Potential Benefits of MTSS

Professional Learning Communities (PLC’s) Defined:

Hawthorne uses the professional learning community model. PLC’s are formally defined as an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. (http://www.allthingsplc.info/about) Informally, PLC’s are grade level teams of teachers meeting on a regular basis to ask and answer the following questions in recurring cycles of planning, instruction, and assessment:

4 Essential Questions - Hawthorne 2017-2018.jpg

Tiered Model:

Tiered instruction and supports are the foundation of MTSS. Assessment data and collaborative problem solving are used to target students for instruction and/or behavioral supports across all tiers. Frequency and intensity of interventions increase as students move from Tier 1 to Tier 2, and from Tier 2 to Tier 3.

Intervention Trackers - Documentation:

Student “Trackers” provide a consistent framework to document MTSS interventions, services, and supports that a student has received in order to make informed, data-based decisions regarding future educational supports, assessments, and placements. Trackers are used to communicate educational supports and history with parents and relevant support staff. Trackers help to document the need for individualized assessment, accommodations, and/or specialized instruction. Hawthorne Tracker Template

Student Supports:

Hawthorne’s MTSS framework is designed to meet the needs of all students. Resources are pooled and targeted based upon student need.  

Hawthorne Student Supports.jpg

MTSS School Intervention Team Meetings (SIT) Referral Process:

The diagram below outlines the formal MTSS process at Hawthorne. The process begins at the PLC team level; designing, implementing, and documenting interventions.

Screen Shot 2017-11-01 at 10.53.02 AM.png

Trauma-Informed Student Intervention Team (SIT) Sample Meeting Agenda:

Student Skills and Strengths

Student Concerns/Needs

Accommodations and Interventions

Team Plan:

1. Questions and clarification from team to teacher and/or parent

2. Determine new plan for accommodations or interventions

3. Data collection or assessment plan

4. Roles and responsibilities

5. Implications for specialists

6. Follow-up meeting

School Teams That Support MTSS Framework:

  1. K-5 Grade Level PLC Teams
  1. Teams convene for three one hour meetings per month
  1. SPED/MTSS Team Meeting
  1. Members include: SPED staff, intervention teacher, school counselor, school psychologist, and principal
  2. Meets weekly for one hour (Friday afternoons)
  1. Social/Emotional/Behavioral Team
  1. Members include: principal, CAP coordinator, parent Liaison, school psychologist, counselor, Alta Care therapist, SafeTI grant coordinator
  2. Meets 2-3 Times Per Month (Wednesday Mornings)
  1. School Leadership Team
  1. Members include: principal, grade level reps. K-5, SPED rep., specialist Rep., classified Rep.
  2. Meets monthly for one hour (Wednesday after school)
  1. School Intervention Team (SIT)
  1. Members include: principal, school psychologist, classroom teacher, parents, support staff as needed

Pathways:

Hawthorne K-5 MATH PATHWAY

PLC Teams

School Wide Teams

Tier 1 CORE Instruction

Tier 2 Supplemental Instruction

Tier 3 Intensive Instruction

Instructional Resources

Bridges In Mathematics

Bridges In Mathematics Core Materials

Bridges Intervention Materials

Teacher Created Materials

Continental Math (Enrichment)

Bridges Intervention Materials

Teacher Created Materials

Connecting Math Concepts

Instructional Model / Delivery

K-5 Math Workshop Model - Best Practices

Small Group - Individual

Pre-Teaching, Re-Teaching

Push-In or Pull-Out MTSS Resources

Enrichment/Compacting

Small Group - Individual

Pre-Teaching, Re-Teaching

Push-In or Pull-Out MTSS Resources

Single Subject Grade Acceleration

Benchmark Assessment/s

K-1, STAR Early Literacy/Numeracy

1-5, STAR Math

3X Per Year (Sept. , Jan., May)

Green Eggs and Pi Assessments - Annually

Same

Same + In Program Assessments

Progress Monitoring Tool/s

STAR Early Literacy/Numeracy Progress Monitoring (K-1)

STAR Math Progress Monitoring (1-5)

Bridges In Mathematics Pre and Post Unit Assessments

Bridges in Mathematics Check-Points

Same

Same + In Program Assessments

Diagnostic Tool/s

STAR Early Literacy/Numeracy Progress Monitoring (K-1)

STAR Math Progress Monitoring (1-5)

Bridges In Mathematics Pre and Post Unit Assessments

Bridges in Mathematics Check-Points

Same

Same + In Program Assessments + Woodcock Johnson

Cut Scores

STAR Early Literacy/Numeracy

STAR Math

K-5 ELA PATHWAY

PLC Teams

School Wide Teams

Tier 1 CORE Instruction

Tier 2 Supplemental Instruction

Tier 3 Intensive Instruction

Instructional Resources

Lucy Calkins Reader's Workshop

Lucy Calkins Writer's Workshop

Houghton Mifflin

Wheatley Portfolio

F & P Leveled Libraries

F & P Word Study (K-3)

The Reading Strategies Book

Teacher Created Materials

Words Their Way

Same +

Rewards (3-5)

Phonics For Reading

Word Masters(Enrichment)

Same +

Barton

Reading Mastery

Read Well

Sound Partners

Phonemic Awareness (Yellowbook))

LLI

Instructional Model / Delivery

Balanced Literacy Framework - ELA Best Practices

Conferencing

Small Group - Individual

Pre-Teaching, Re-Teaching

Push-In or Pull-Out MTSS Resources

Enrichment/Compacting

Same

Benchmark Assessment/s

K-1, STAR Early Literacy

1-5, STAR Reading

3X Per Year (Sept. , Jan., May)

3 Writing Types - Annually

Same

Same + In Program Assessments

Progress Monitoring Tool/s

STAR Early Literacy Progress Monitoring (K-1)

STAR Reading Progress Monitoring (1-5)

F & P Book Levels

Individual Student Conferencing

Same

Same + In Program Assessments

Diagnostic Tool/s

STAR Early Literacy Progress Monitoring (K-1)

STAR Math Progress Monitoring (1-5)

Same

Same + In Program Assessments + Woodcock Johnson

Cut Scores

STAR Early Literacy

STAR Reading

K-5 Social/Emotional/Behavioral PATHWAY

PLC Teams

School Wide Teams

Tier 1 CORE Instruction

Tier 2 Supplemental Instruction

Tier 3 Intensive Instruction

Instructional Resources

Second Steps (K-5)

Olweus (K-5)

School Wide PBIS

Zones of Regulation

Mindsets

Same +

Alta Care

Safe-TI

Counseling Groups

Social Skills Groups

Sensory Group

Check-In, Check-Out

Safe Person Program

Same

Instructional Model / Delivery

School Climate Checklist 2017-2018

Alta Care

Safe-TI

Counseling Groups

Social Skills Groups

Sensory Group

Check-In, Check-Out

Safe Person Program

Same

Benchmark Assessment/s

Characteristics of a Successful Learner

Tiered Behavioral Framework

Same

Same

Progress Monitoring Tool/s

Tiered Behavioral Framework

Olweus Survey (3-5)

Same

Same +

Individual Behavior Plans

Individual Treatment Plans

Diagnostic Tool/s

Characteristics of a Successful Learner

Lagging Skills Checklist

FBA

SPED Behavioral Checklists (BASC, Conners)

Cut Scores

N/A

School Wide Teams Determine Supports Necessary On Student-By-Student Basis

Gifted Education Pathway

Parent Engagement:

There are many opportunities throughout the school year for families and teachers to communicate and share information. Bozeman School District staff value the vital role of families in students’ learning and encourage communication with teachers. This ongoing dialogue is critical to promote and sustain optimal growth for each child. Listed below are the scheduled events and specific purpose of each activity. In addition, school newsletters, classroom newsletters, phone calls, emails, and school/classroom websites are ongoing communication tools used throughout the year by teachers and parents. There are many opportunities for parents to volunteer at Hawthorne School to support our classrooms and activities.

August

September

October

January

April 

June

Sneak Peek

Back To School Night

Parent/ Teacher Conference

Mid-Year Proficiency Report

Parent/ Teacher Conference

End-of-Year Report Card

Sneak Peek 

This is an opportunity to meet your child’s classroom teacher, drop off school supplies, and gain familiarity with the school staff. 

The Start of Kindergarten 

Please note that the first four days of Kindergarten are not full days. This is an important “easing-in” phase for your child and provides teachers, families, and students the opportunity to build relationships, gain familiarity with the school and classroom, as well as learn routines and procedures at the school. Please note that the structure and schedule will be shared by your individual school. Kindergarten expectations and an introduction to academic standards will be shared during the first month of school.

Open House   

“Back to School Night” is specific to your school. This may be an Open House format or teachers may have grade-level presentations for sharing information and answering questions.  

October Parent/Teacher Conference 

The fall conference is a face-to-face opportunity to discuss student social, emotional, and academic goals. It also offers an introduction to standards and begins to build a relationship between school and families.

Mid-Year Proficiency Report 

This report is a snapshot of your child’s current performance in all academic content areas and characteristics of a learner.

January STAR  Reports (Grades 3-5) 

The math and reading reports will show the trends of scores on the STAR assessment.

April Parent/Teacher Conference   

The spring conference is a face-to-face communication opportunity to share data, discuss progress, and review goals.

End-of-Year Report Card   

The report card is a summary of a student’s proficiency/achievement at the end of an academic year. This document is the student’s grade-level permanent record.

June STAR Reports (Grades 3-5) 

The math and reading reports provide a graphic display of the reading and math progress of a student across a school year.  Performance at the 60th percentile on STAR is predictive of proficiency on the spring state assessment (Smarter Balanced).

Ten Guiding Questions For MTSS:

                                                                                             

  1. Is the core program sufficient?  
  2. If the core program is not sufficient, why isn’t it?  
  3. How will the needs identified in the core be addressed?  
  4. How will the effectiveness and efficiency of the core be monitored over time?  
  5. Have improvement to the core been effective?  
  6. For which students is the core program sufficient and not  sufficient and why?  
  7. What specific supplemental and intensive instruction is needed?  
  8. How will supplemental and intensive instruction be delivered?  
  9. How will effectiveness of supplemental and intensive instruction be monitored?  
  10. Which students need to move to a different level of instruction?