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hands on with materials

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Learning more about MTSS and implementation in the classroom

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Hello

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hi

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what

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When should you move a student to Tier 3?

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How do I know if a student needs to move from a Tier 2 to a Tier 3?

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Which junior high campus has already been working with Tier 3 students so I might be able to see it in action...?

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Is there a team on our campuses that support these students. Specially for tier 3, teachers alone can't do that individualized attention and meet the rest of the class needs.

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What staff members have the training and availability to support tier 3?

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How can teachers find the time to implement tier 3 successfully?

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I think that the information now need to be in practice then specific questions can be answered.  Using the online resources will be helpful.

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When is the appropriate time to move a student on from Tier 2 to Tier 3?

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How do we get counselors and other important people in the classroom so we can implement tier 3 successfully.

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Too much to be covered online.

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interesting way to break down the standards into meaningful, actionable chunks.

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No, I really do not have questions. I have more concerns on how  I was not able completed the MTSS form case study.  This course has great information, but I more concerned with completing all the assignments correctly or having trouble downloading forms or accessing information.  Again, it is a great course, but just too much information to cover online. I think this would have been better in person.

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How can I provide tier 2 and tier 3 supports as listed in the MTSS with distance learning at the start of the year? How do I assess students to see which interventions they would benefit from?

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How can we effectively apply MTSS during distance learning, for our students who are doing strictly online? How do we accommodate and meet their needs to keep them motivated?

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How can we apply MTSS with multiple students in multiple classes without extra prep time? How is it possible to hold intervention team meetings when we have multiple students who need tier 2 or tier 3 intervention? I feel like this is very time consuming when working in the secondary classroom.

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Are there more classes on the behavior portion?  I am interested in learning more tricks to help students who struggle with behavior get resources they need and achieve success.

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How can we get this system more clearly/fully established for all secondary students in the district?

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Whitney Bratton - I would like to know what other districts and states are using effective tools? Can we make a Shared Drive with what other campuses are using so people aren't reinventing the wheel and it is organized and easily accessible. Having a district-wide approach to the basics of Tier 2/3 supports would be helpful to keep things uniform and then allow teachers to branch out from those topics (i.e. reading fluency (websites here to monitor progress if Read Naturally does not have any seats left).

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I think MTSS is a great tool; however, I feel like training for our coordinators should be the same from school to school. I also think us teachers should be on the same page on how  we track data within each grade level.

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And also, should parents be invited to all MTSS meetings?

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How can we unify this process across CUSD campuses so that all schools are operating similarly? There seems to be such a huge difference from campus to campus in how all of this is handled?

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How can we make sure students are getting screened? This past year the MTSS team was overflowing and was unable to take on all the referrals that were made. This caused many students to get bumped over to the next year. This prevents students from getting the help they need and causes them to fall further behind as they progress through grade levels.

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Are there more classes specifically for the behavior component? I am interested in becoming an SEL resource.

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Is this MTSS form something that we will be utilizing going forward?

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I really liked the PLAN B info page anyway to get copies of those for teachers?

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At CUSD, do we have this model in place?  I am at a high school setting and feel that we have not rolled out MTSS correctly.  We do have TAT, but I feel that ALL teachers at the site are not trained and are not implementing it.

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Do we use this MTSS model at any of the schools in CUSD?  If so, at what level.  It seems to be a good model for every level.

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As a Para how can I help teachers through this transition?

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What data is CUSD using at this time for MTSS? I understand that it is a data driven process and would be interested in how all of that is used.

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I'm glad that the district is attempting to streamline the MTSS process across sites.  I know that it will be tricky with this upcoming school year and distance learning.  How can I support teachers who had students in the MTSS or wanted to begin the MTSS process prior to distance learning.

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Our special ed students could be involved in more general ed elective classes, regardless of ability as they may enjoy the classes as well, and just need help from their para's

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What is the time frame of a student being in Tier 2 to Tier 3?  And Tier 3 to potential evaluation?

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This illustrates that counselors play an important role in the process.  My school only has 3 counselors for 1500 students and it is difficult to reach all students.

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It seems that we have counselors who speak Spanish, but I'm wondering how we get support for students who speak a language other than English or Spanish at home.

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It seems like the counselor has an active role in the MTSS process. I wonder how CUSD plans to incorporate a part-time counselor, and if we would be able to get more counselor support.

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I am also interested in how this can be coordinated. The whole district would need to be on board. I think this could be beneficial to everyone. Of course, on some level, schools already utilize MTSS. However, we need to jump in with both feet.

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This course has been amazing so far! I have learned so much valuable info. As stated above, I am interested to see what this will look like during distance learning.

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How do we get our whole school to be on board? One of the problems we encountered this year was teachers in the upper grades saying there wasn't enough time in the day to implement tier 2.

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I've learned so much about the process so far! Still not sure how it is going to look during distance learning? Will that be covered?

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I would like to know more about how to help students with behavior issues.

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How can we as teachers (during times of distance learning) assess students? How do we know when they are struggling with content, not just struggling with the technology? Where do we begin to sort this all out?

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What do I do if one of my kindergartners struggle with technology, which impacts their academic sucess and the parents are not at home to help?

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Im a little uncertain as to how to apply the MTSS Tier Framework for students who are struggling with Adobe Software.

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I am wondering about how to use MTSS during distance learning.

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This is alot of communication, who keeps track of it and ensures updates are be done.

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How long do we keep a record of a student in MTSS if they made progress and moved to TIER 1?

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How do you make sure everyone is on the same page in the MTSS process?

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How do you make sure that everyone involved is aware of their role in the MTSS process?

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I am good with things as they stand now.

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How can teachers, counselors, and admin collaborate to build an effective MTSS, while also have a clear delegation of roles and responsibilities so that we don't have students falling through the cracks?

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Some of the activities were difficult to complete without the in person course.

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I liked learning about the difference between each Tiers and I understand Tier 3 more.

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I enjoy having the overview of the MTSS process and especially understanding Tier 3 a bit better.

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no questions yet.

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Two big thumbs up...

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I think this module has provided a lot of resources to help teachers asses each student's tier level.

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Feeling pretty good so far.

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I am wondering about the plan to meet students needed within MTSS during distance learning.

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What are some general recommendations for online implementaion of Tiered interventions? Also, what is available in the area of district-approved math interventions?

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Is there a plan on how to best give universal and diagnostic assessments during distance learning?

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How will we proceed with the MTSS with distance learning?

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How will this model be transferred to the online learning platform?

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How can we assess our students need in this virtual setting? I worry that if we have to extend virtual learning that we won't be able to give students the intervention that they need.

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I like the statements the "Kids do well if they can" versus "Kids do well if they want to."

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I am definitely concerned (as I can see from many others) about how this process will be supported with online learning. I am concerned about more students getting behind AND about students not being identified for higher levels of support and/or special education during this time.

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I like the focus on students will do better when they can. We will need to think that way more this time around with online that maybe it is not lazy just lack of skill

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I really liked the focus on students will do better when they can. I feel like That will be especially imprortant as we are online that many student

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I am still unclear how to better implement MTSS in secondary level.  The MTSS has systems in place for elementary from the district level.  Why not create process districtwide for secondary like is set for elementary?

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The information regarding behavior interventions and the role of the counselor was great.  I also don't know how this would work for online learning.

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I enjoy model 3 learning, especially about the challenging behavior part. The TED talk is enlightening. I watched the rotation model for implementing Tier 2 instructions. I wonder if there are good strategies to keep all the students engaged. It's normal that some students will be off-task when they are not under the teacher's supervision.

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I am not sure how this would be applied for online learning

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helpful information with each course

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Tier 2 and 3 are helpful for students who do not "get it" the first time. Is the district planning to put anything into place so MTSS can be utilized district-wide, or are sites coming up with their own plans?

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Learning about the MTSS Tier Framework and how each tier works is helpful especially because I work closely with students who need more help than others.

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Too much information at times.  However, it has increased my knowledge of MTSS.  I just don't know if we do Tier 1 at my school????

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Tier 3 is confusing.

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learning more about different tiers is very helpful and knowledgable

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learning more  about different tiers is very helpful and knowledgable

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I liked all the examples of rotations and ways to meet students needs and differentiate learning. It seemed that a lot of tier 2 examples had extra teachers. Not every school has extra staff available. Can volunteers meet this need so that teachers can work more intensely with students? As a student services coordinator I can see supporting students in the classroom or in a small group to work on social emotional skills. At the same time I am only one person trying to meet the needs of all students on campus. There needs to be a systematic way to determine if a student is in need of tier 3 support or supplemental support in tier 2.

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This process may not be as effective in an online model. What other steps can be taken to identify/support students & families while doing online instruction?

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What members of the staff and faculty comprise of a typical MTSS team?  How is different from other interventions team?

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I don't know how well this process can be done online.

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How will this be rolled out and presented to teachers so they understand the process involved? Will there be a go-to MTSS person at each site?

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I have a better understanding of the process but worry about being online for the time being.

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I would appreciate MTSS manual to walk teachers through the process

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I like the MTSS process.I just feel pressed for time on a daily basis. MTSS takes extra time, meetings, communication with parents. What is the best way to manage this and the extra time needed to prep and plan. Also, it can be difficult to find the time for Tier 3 interventions.

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I really enjoyed the Ted talk , I like to think that i look at my preschooler in a way that i can ask is it becasue they dont want to  a can to way.  Its really difficult to do so with preschooler who are starting to learn about emotions and feelings and how that relates to them.  How well does MTSS work with students at a young age. what would be the best way access them?

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How will teams be identified at sites?

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I also enjoyed the Ted Talk... about getting to the root of why students might be struggling academically, or acting out in class.  While I don't have my own classroom, I feel I can use some of these questioning strategies in the media center when issues arise.

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I am excited to learn new interventions with my students. How will MTSS work if we are doing distance learning?

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The ted talk about "Kids do well if they can"  was good and I enjoyed that one.   I would like to know more about the actual tests given to screen for tier 2 and 3.