When we talk about MTSS, we lift up how a Multi-Tiered System of Supports (MTSS) is a preventative framework...comprehensive, integrated, unified, and united...all ONE system with many sub-systems and many supports. As in, we can substitute the name of our system for the the word system. That means, we are a "Multi-Tiered Thompson School District of Supports".

• Multi = Many, several, more than one
• Tiered = Layered, built upon, supplemented, defined/divided intensifications
• System = A district or school or instructional/institutional program or class...the "whole"
• Supports = Sub-systems, services, strategies, programs, practices, the "parts" (that contribute to "the whole")

Remember the single sentence ("one-liner"):

MTSS is about the effective convening of adults to improve outcomes for students.

In this newsletter series, we focus on "what we can control", the Alterable Variables that we have operationalized in our Thompson Educational Expectations (TEE). These are "within our sphere of influence"; we have the capacity to change (for the better!!) each of the Compass Points:

• Conditions for Learning (settings, parameters, and relationships that prevent barriers)
• Learning Design (with clarity, align to standards, prepare scaffolding and ed tech, maintain concepts-based, backwards-designed, culturally-responsive approaches)
• Learning Delivery (matching support to need, coherence/flow - between/across learning experiences, interactive, collaborative, differentiated, and culturally responsive pedagogy)
• Evaluations of Learning (ongoing monitoring, iterative and formative to inform instruction, culminating and summative to imply impact or to reflect authentic learning - e.g., through performance tasks and measures)

NOTE: Consider all learning having the goal of transfer.

• How are transferable competencies embedded in all of the TEE Compass Points?
• How are the skills taught/learned transferable?
• How are topics (e.g., content-specific terms, key understandings) "high-leverage" for transfer to other applications - not isolated to a singular task or purpose?

We typically suggest that each content piece included in the MTSS News relates to an individual TEE Compass Point or all of the Expectations. We also prioritize the content in our MTSS News on: adult language, belief, action, and behavior - because we are thinking about strategic, productive, intentional implementation that will be monitored to result in improved outcomes.

The more we are aligned in our understanding, the more consistent the learning experiences will be for each member of our learning community. Whether a school has a focus on Integrated Arts, Dual Language, STEAM...and so on, we know that it is our responsibility and OPPORTUNITY to ensure all of our learning experiences for students and adults address each of the TEE Compass Points. As a final reminder, think about how our infrastructure, the "pieces" of the MTSS "puzzle" (the Framework), enable us to "implement TEE with fidelity". Our MTSS puzzle pieces are the CO-MTSS Components:

• Team-Driven Shared Leadership
• Data-Based Problem Solving and Decision-Making
• Family, School, and Community Partnerships (FSCP)
• Comprehensive Screening and Assessment System
• Layered Continuum of Supports (Evidence-Based Practices, Instruction, and Interventions)

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