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Because MTSS offers the ability to provide evidence-based, predictable, and proactive support. Rather than focusing on labels, a healthy MTSS empowers educators to fulfill a vision of ALL students thriving meaning ALL students thrive.

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Multi-Tiered System of Support is an integrated, comprehensive framework that focuses on Common Core State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, attendance, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

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Multi-Tiered System of Support is an integrated, comprehensive framework that focuses on Common Core State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, attendance, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

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Is our new RTI process/model.

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How do we systematize the implementation of Tier 1 across school communities and district?

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How do we systematize the implementation of Tier 1 across school communities and district?

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How do we coordinate among the various departments, systems, tools to align and reduce siloes?

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Supports ALL students to access learning. Both behavioral and academic. 

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Supports ALL students to access learning. Both behavioral and academic. 

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ONE system coordinating multiple supports

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ONE system coordinating multiple supports

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Where are we seeing success and evidence of growth in implementation of MTSS intersecting with academics?

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Where are we seeing success and evidence of growth in implementation of MTSS intersecting with academics?

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What are markers of success, look fors in implementation?

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I know that MTSS structures are designed to guide staff for how to layer support 

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I know that MTSS structures are designed to guide staff for how to layer support 

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How do we know when it's time to move up the tiers?

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The first tier should support 80% of learners. It includes differentiation and scaffolding for language learning and meeting IEP requirements.

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How do we align and integrate across the different departments and across the schedules in OUSD?

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How do we align and integrate across the different departments and across the schedules in OUSD?

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Identifies what all students should experience and what kinds of differentiated supports are given based on different criteria

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How is this similar or different than RTI

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Academic and SEL etc...teams meet to best support students through Tier 1, Tier 2, Tier 3 instruction and programming. Regular communication between teams, kiddos and families, and reflection on data systems makes MTSS strong!

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To have one framework to systematize all our academic and behavior supports 

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To have one framework to systematize all our academic and behavior supports 

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How to respond to making sure Tier 1 systems are strong and we don't default to all being Tier 2 or 3?

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How to respond to making sure Tier 1 systems are strong and we don't default to all being Tier 2 or 3?

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We are curious to see models of where MTSS is working.  Want to look at examples that we could make our own.  

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We are curious to see models of where MTSS is working.  Want to look at examples that we could make our own.  

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How can we build systems that aren't dependent only on individuals?

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Does MTSS have to be something that each school develops locally and organically, or can there be a model, or menu of options that all schools implement across a district?

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Teacher Support and professional learning

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Teacher Support and professional learning

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Where is learning happening for teachers and other staff for MTSS? How can we build on each other's work?

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What's preventing us from consistent and sustained implementation of MTSS best practices?

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What's preventing us from consistent and sustained implementation of MTSS best practices?

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What are the different people supporting with this work? How does this align with all of the initiatives in the district? How do we as deparrtments work together to support high needs students

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What are the different people supporting with this work? How does this align with all of the initiatives in the district? How do we as deparrtments work together to support high needs students

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What do effective Tier 2 models look like for the academic part of MTSS? What kinds of resources would schools need to pull off effective Tier 2?

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What is the dream in OUSD?

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What is our timeline for implementation? Short term or long term? Resources / funding available?

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Are our current efforts successful?Where have we seen students improve both academically and behaviorally across our different systems?

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Are our current efforts successful?Where have we seen students improve both academically and behaviorally across our different systems?

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We need to be clear about what we hope to see happening in each of these tiers so we can strategically align our curriculum materials, PD, coaching, etc. to meet that vision.

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I am interested in learning more about how physical needs and environments are connected to MTSS

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I am interested in learning more about how physical needs and environments are connected to MTSS

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In high school, master schedule design can support or undermine MTSS - how do OUSD MTSS partners influence or advise on HS master schedules?

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"A second key behavior necessitated to ensure this process will be effective is consistency.  It is easy to jump on the educational bandwagon in support of various trends or initiatives, and then abandon processes as emergent issues arise, the daily work of education becomes busy, and/or new trends are introduced."- This resonates. I feel like in OUSD, we've decided to invest in so many initiatives, only to move on or become inconsistent when we're overwhelmed.

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Takes a strong, adult team that is consistent.

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-  Collaborative decision making
Revisiting plan to see how effective it is

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Secondary Tier 2/3 look different from Elementary

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Secondary Tier 2/3 look different from Elementary

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Pulling small groups for Tier 2 support is a model that works better in elementary settings. One example of Tier 2 supports for secondary is to simply create times/spaces when students can come get additional support from their teachers.

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Community of practice paired with collaborative decision making which makes it a constant cycle of inquiry which makes it asset based.

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Daily recalibration and assessment to identify needs and monitor progress

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There is no current evidence base for the efficacy of "trauma-informed practices." CBT has been shown to be effective, but it is a more intensive support. I wonder about the implications for tier I support for students who have experienced trauma.

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How does this reflect in our support of adults? Especially those newer to the field??

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COST teams: Having teachers in the room also.

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Targeted Interventions; Cycles of Inquiry

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Targeted Interventions; Cycles of Inquiry

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Collect & analyze data. Identify specific needs. Match specific interventions. Intervene for a set amount of time; come back and revisit. Use data and assessment to monitor progress and effectiveness of interventions.

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I am muddling around with the notion that we need to have a nuanced framework- one that names the specific system but also considers the grade-span implications. Will schools find it helpful to have one adopted system but have more specifics by their grade span?

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Do we have MTSS coordinators on site? Is this a goal?

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Can and should include support staff members (specifically around wellness)

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How does this trickle down to teachers?

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How many of the disparities we see in our system could be addressed by strengthening Tier 1 vs. implementing Tier 2 interventions?

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You can't pull out as much in MS & HS, there's limited time so students don't miss out on content, so you have to be creative to push in and use expanded learning time well.

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I appreciated this space to learn more about our MTSS work. When will we continue this conversation? Will it be in the CSI space? Or will there be opportunities to bring teams together outside of CSI?

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high school support occurs in content areas

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high school support occurs in content areas

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How can we leverage Expanded Learning resources, staff and time to support secondary Tier II & III supports? Even including lunch time affinity clubs.

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I have a question thats now in my head from reading Article - Leveraging MTSS to Ensure Equitable Outcomes. I’m reading this article that talks about the systemic impacts of not have a strong MTSS framework. I’m wondering if there will be a liaison or someone from the office of equity or someone on the MTSS drafting committee with a relentless focus on Pro-Black/Antiracist practices, policies and procedures being called out and if not how we can ensure that lens/accountability is there?

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Student Success Team needs to meet regularly with other stakeholders

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Student Success Team needs to meet regularly with other stakeholders

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AA sped students losing instructional minutes either by being pushed out or walking out of class, and...

And including the empowerment and hearing what ur Black students need for emotional safety: “Providing clear and uniform (school-wide and classroom) expectations, structure and routine helps to alleviate anxiety and serve as an antidote to chaos

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How can we frame MTSS so it doesn't feel like new initiative, but rather deepening the work we've been doing and building collective impact?

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How can we frame MTSS so it doesn't feel like new initiative, but rather deepening the work we've been doing and building collective impact?

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When considering supports for students it is also important to remember what they may be missing. For example, higher tier interventions that prevent a student from participating in an art class.

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How do we move beyond theory and understand the real opportunity and impact, specifically with behavioral interventions? What is working for moving students to lower tiers? 

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How do we move beyond theory and understand the real opportunity and impact, specifically with behavioral interventions? What is working for moving students to lower tiers? 

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How we can successfully coordinate, create expectations for, maintain and refine our district-wide MTSS for each and all schools, when we have varied school communities within our District.  Any exemplar districts we can learn from that bridged a gap of widely-varying school communities into empowered and unique schools with a universal and common set of MTSS expectations?

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How we can successfully coordinate, create expectations for, maintain and refine our district-wide MTSS for each and all schools, when we have varied school communities within our District.  Any exemplar districts we can learn from that bridged a gap of widely-varying school communities into empowered and unique schools with a universal and common set of MTSS expectations?

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A video illustrating Tier 2/3 Secondary-level academic supports using a built-in period for group and individualized support (like advisory?) that also provides relational support for students

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A video illustrating Tier 2/3 Secondary-level academic supports using a built-in period for group and individualized support (like advisory?) that also provides relational support for students

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P.K. Yonge provides a Multi-Tiered System of Supports (MTSS) that is tailored not only to fit the increased academic demands but the unique social and emotional challenges of secondary students.

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Reaching All High School Students: A Multi-Tiered Approach

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P.K. Yonge provides a Multi-Tiered System of Supports (MTSS) that is tailored not only to fit the increased academic demands but the unique social and emotional challenges of secondary students.