Embedded Files
Directions: Reflect on your self-rating from the MTSS Innovation Configuration (IC) Map. Based on your needs, review the resources below aligned with the Principles/Practices.
Team-Based Leadership
Team-Based Leadership
Team-Based Leadership is an approach that emphasizes collaboration and shared values within a team. Through team-based leadership, broad expertise is valued, individuals exercise their strengths to solve problems, and members collectively contribute to ensure student needs are met.
L1:
L1:
School leadership builds a culture of shared accountability to lead MTSS implementation with school teams to grow learner’s academic achievement, resilience, and well-being.
School leadership builds a culture of shared accountability to lead MTSS implementation with school teams to grow learner’s academic achievement, resilience, and well-being.
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L2:
L2:
Leadership builds and supports a collaborative culture for staff members to strengthen the knowledge, skills, and beliefs required to implement MTSS practices across tiers with fidelity.
Leadership builds and supports a collaborative culture for staff members to strengthen the knowledge, skills, and beliefs required to implement MTSS practices across tiers with fidelity.
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L3:
L3:
The school’s staffing, resources, instructional program, and schedule meet the varied needs of every student throughout the school year.
The school’s staffing, resources, instructional program, and schedule meet the varied needs of every student throughout the school year.
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Resources:
L4:
L4:
Staff engage with military-connected families to form strong connections supportive of learners’ academic achievement, resilience, and well-being.
Staff engage with military-connected families to form strong connections supportive of learners’ academic achievement, resilience, and well-being.
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L5:
L5:
Staff engage with military-connected families to form strong connections supportive of learners’ academic achievement, resilience, and well-being.
Staff engage with military-connected families to form strong connections supportive of learners’ academic achievement, resilience, and well-being.
Resources:
Resources:
Core Instruction
Core Instruction
Core Instruction is the foundation of grade-level, standards-based learning and is delivered daily to all students in a general education setting. Core instruction is student-centered, allowing all students opportunities to develop, learn, and grow. Teachers demonstrate responsiveness to student learning by differentiating instruction based on assessment data.
C1:
C1:
Core Instruction (Tier 1) is standards-based Excellent Instruction with DoDEA-adopted resources to support the growth of academic achievement, resilience, and well-being of every student.
Core Instruction (Tier 1) is standards-based Excellent Instruction with DoDEA-adopted resources to support the growth of academic achievement, resilience, and well-being of every student.
C2:
C2:
Core Instruction (Tier 1) demonstrates responsiveness to student learning through implementation of supports or extensions to provide differentiation when small groups or individual students are outside of proficiency.
Core Instruction (Tier 1) demonstrates responsiveness to student learning through implementation of supports or extensions to provide differentiation when small groups or individual students are outside of proficiency.
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Resources:
Intervention System
Intervention System
Intervention System provides a continuum of support and services that complement core instruction. Interventions are individualized to meet students’ diverse strengths and needs. The MTSS Intervention System uses data to guide evidence-based interventions that are specific, time-bound, and include clear progress indicators.
I1:
I1:
Student Support Team receives teacher requests for assistance and proactively screens student data to identify student needs.
Student Support Team receives teacher requests for assistance and proactively screens student data to identify student needs.
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I2:
I2:
Student Support Team creates education plans utilizing evidence-based interventions to provide an increasingly intensive continuum of support for core academic achievement, resilience, and well-being.
Student Support Team creates education plans utilizing evidence-based interventions to provide an increasingly intensive continuum of support for core academic achievement, resilience, and well-being.
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Resources:
I3:
I3:
Student Support Team documents and monitors implementation of education plans to assess impact on student progress and adjusts student plans as needed.
Student Support Team documents and monitors implementation of education plans to assess impact on student progress and adjusts student plans as needed.
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I4:
I4:
Intervention System provides evidence-based support and extensions within and beyond the regular classroom that are specific, time-bound, and include clear progress indicators.
Intervention System provides evidence-based support and extensions within and beyond the regular classroom that are specific, time-bound, and include clear progress indicators.
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Data-Informed Decision Making
Data-Informed Decision Making
Data-informed decision making incorporates a team-based approach to systematically collect, analyze, and interpret data on the whole child. Data-informed decision making relies upon a balanced assessment system that informs instructional planning, progress monitoring, and continuous improvement.
D1:
D1:
Staff review data for every student to ensure varied needs and strengths are addressed through appropriate intervention to realize excellence in academic achievement, resilience, and well-being.
Staff review data for every student to ensure varied needs and strengths are addressed through appropriate intervention to realize excellence in academic achievement, resilience, and well-being.
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D2:
D2:
Focused Collaboration Teams engage in collective responsibility for ongoing data informed decision-making to improve Core Instruction (T1) for student academic achievement, resilience, and well-being.
Focused Collaboration Teams engage in collective responsibility for ongoing data informed decision-making to improve Core Instruction (T1) for student academic achievement, resilience, and well-being.
D3:
D3:
Student Support Team proactively screens data, engages in root cause analysis, and progress monitors student’s needs to individualize services for students needing support with academic achievement, resilience, or well-being.
Student Support Team proactively screens data, engages in root cause analysis, and progress monitors student’s needs to individualize services for students needing support with academic achievement, resilience, or well-being.
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D4:
D4:
School Leadership Team reviews data on MTSS implementation, educator practice, and relative student outcomes to make informed adjustments as part of the school’s continuous improvement process.
School Leadership Team reviews data on MTSS implementation, educator practice, and relative student outcomes to make informed adjustments as part of the school’s continuous improvement process.
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