MTSS in TSD

This is our twenty-eighth edition this school year!

We use this newsletter to make connections regarding the implementation of the Multi-Tiered System of Supports (MTSS) framework in the Thompson School District (TSD).

> Access the last edition. (3/8/23)

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This is the shape of a Cross or Compass - with a center circle at top, bottom, right, and left; all circles are connected to the center with gray bars; Thompson Educational Expectations is written in center black-colored circle with Learning Design in orange circle on left, Learning Delivery in red circle on right, Evaluations of Learning in green circle on bottom, Conditions for Learning in blue circle at top

Welcome Back...to our TEE!

Hopefully, you enjoyed some rest and relaxation during Spring Break! As you know, we include the Thompson Educational Expectations (TEE) in each "MTSS News" edition. Here are a few reminders about our TEE Compass Points. With Conditions for Learning, we prioritize positive relationships, engagement, prevention, and “setting the stage” for success. It is our “North” direction in our Compass, and it is based in Positive Behavioral Interventions and Supports (PBIS), trauma-informed approaches, and where we most-strongly align to our well-being supports (i.e., social, emotional, behavioral, mental, and physical health).

We then consider Learning Design, where we use the Colorado Academic Standards (CAS) as foundation for structured plan design (for lesson, unit, and year-long progressions). Within the CAS, the Common Core State Standards (CCSS) are embedded and extended, through a combination of concept-based planning and backwards-design (i.e., UbD). Additionally, Universal Design for Learning (UDL) is promoted by the state and encouraged within Learning Design. Culturally-responsive approaches should be crafted in planning stages, along with differentiation, connections to the “real world”, and technology usage.

Learning Delivery is oriented to the in-service action; it is the “during learning experience” Compass Point. It attends to the unique needs of each learner, learner variability, and tiered logic (Universal, Targeted, and Intensive Supports). Connections to prior learning, using routines/transitions, and providing timely feedback are all a part of Learning Delivery. Finally, we have Evaluations of Learning - where we embrace assessment "as, for, and of" learning. Formative assessments and progress monitoring measures are a part of our assessment framework, along with our summative assessments...which are often the priority at this time of year. :-)

Resource to consider: Our one-page TEE prompt handout included in TSD MTSS News in October.