2015 FCS/MSU- MTSS Initiative
DRAFT Scope and Sequence
Scope
MSU Specialists will facilitate the development of a MTSS model in Flint Community Schools.
Through this initiative FCS will build capacity for school and district staff to sustain school
improvement efforts by supporting all students with high quality MTSS programming after the
3-year cycle. The three schools will meet together to build capacity and coherence across the
district. The process will begin with a needs assessment in order to accurately identify current
practices, relevant data, and areas of strengths and challenges related to MTSS programing at
the school. Working with school leadership to analyze the results of the needs assessment,
MSU faculty and staff will assist in the design a MTSS implementation plan with methods and
resources that are aligned with the needs and goals of the school.
MTSS Defined
A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model
of schooling that uses data-based problem-solving to integrate academic and behavioral
instruction and intervention. The integrated instruction and intervention is delivered to
students in varying intensities (multiple tiers) based on student need. “Need-driven” decisionmaking seeks to ensure that district resources reach the appropriate students (schools) at the
appropriate levels to accelerate the performance of ALL students to achieve and/or exceed
proficiency.
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Tier 1 is what “ALL” students get in the form of instruction (academic and
behavior/social-emotional) and student supports. Tier 1 services (time and focus) are
based on the needs of the students in a particular school.
Based on Tier 1 data, teachers may assign students to extended day instruction to
support mastery of the desired standards.
Tier 2 is what “some” students receive in addition to Tier 1 instruction. The purpose of
Tier 2 instruction and supports is to improve student performance under Tier 1
performance expectations (levels and conditions of performance). Tier 2 services are
more “intense” (more time, narrow focus of instruction/intervention) than Tier 1. Tier 2
services can be provided by a variety of professionals (e.g., general education and/or
remedial teachers, behavior specialists) in any setting (general education classroom,
separate settings, home).
Title I Intervention Coordinator (“IC”) is engaged (Tier 2). The IC works with the
general education teacher to observe the student, review data, provide suggestions
for accommodations and modifications to reach the student.
Tier 3 is what “few” students receive and is the most intense service level a school can
provide to a student. The purpose of Tier 3 services is to help students overcome
significant barriers to learning academic and/or behavior skills required for school
success. Tier 3 services require effective levels of collaboration and coordination among
the staff (general and specialized) providing services to the student.
The intervention team led by the IC refers the student to the Educational Support
Team (Tier 3). At this time a determination is made to continue intervention
programming or enter the student into the formal Response to Intervention (“RTI”)
process. The RTI Coordinator develops a schedule to complete observations and
review data provided by the IC.
Outcomes:
The primary function of school and district-level supports for this initiative is to:
1) Ensure that a common-language, common-understanding exists around the rationale
for and the purpose and expected outcomes of implementation.
2) Clearly identify who has the responsibility for what and how those individuals will be
held accountable.
3) Ensure that district and school policies are supportive of, and not barriers to, the
implementation of the model.
4) Provide sufficient support (professional development, technical assistance) to ensure
that the implementation plan and timelines can be achieved.
5) Identify clearly the district- and school-level leaders who will have implementation
expectations as part of their annual performance reviews.
SEQUENCE1
Session 1
Objectives > Outcome 1
 Overview of FCS/MSU MTSS Initiative
 Needs assessment
o MSU and FCS schools will discuss current intervention strategies in place in the
schools
 Review of School Transformation Plans
o Teams will highlight the big ideas from the transformation plans as they relate to
MTSS
 Shared understanding of relevant data and language for tiered supports
o Teams will develop commonality for the purpose of using student data
*Homework: As a leadership team, identify strategies and process that address tiered
supports
Session 2
Objectives > Outcomes 1 & 2
 Identifying problem(s) of practice
o Teams will work to develop shared understanding of problematic areas
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Dates to be determined in collaboration with Flint Community Schools
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Developing a theory of action
o Based on the shared understanding, teams will then work to develop a plan for
addressing agreed upon challenges
*Homework: Teams will gather data of their choice to use during the next meeting to
develop skills and capacity to routinely examine and use data to inform instruction
Session 3
Objectives > Outcomes 3 & 4
 Assumptions about learning
o Teams will focus on school culture and expectations for student learning
 Essential Standards- What do we expect student to learn?
o Teams will work to develop a deeper focus on curriculum and connections to
mindsets
*Homework: Teams will bring in assessment materials used for determining tiers of
support.
Session 4
Meeting with Principals > Outcome 3
 Progress/Assistance Check
 Professional Learning Community Culture Survey
Objectives > Outcomes 3 & 4
 Common Assessment Reflections
o Teams will develop shared understanding about the role of assessment in MTSS
 Universal Screening Planning Guide
o Teams will analyze the processes in place for screening student needs
*Homework: Teams will identify resources and supports aimed at tiered interventions
Session 5
Objectives > Outcome 4
 Student self-tracking
o Teams will develop strategies for increasing student awareness of academic
progress
 Resources and supports
o Teams will analyze time, money, and people that are directed to support MTSS
Session 6
Objectives > Outcomes 4 & 5
 Components vs. Outcomes of Professional Support (AM)
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o Teams will learn and strategize how their team can effectively support
instruction within their school
Teams will develop a plan of action for Next School Year (PM)
o To ensure work continues next year, teams will develop a plan to Fall
implementation
Deliverables
Year 1, MSU Specialists will
 Perform a needs assessment to begin planning for the MTSS process
 Provide access to the latest, best practices, strategies and resources for MTSS
 Develop a professional learning community and a culture of sustainability
 Use the school improvement plan and multiple forms of student data to identifying an
appropriate problem of practice and theory of action in order to provide aligned content
and MTSS structures for targeted skill development
 Focus school-community efforts including a shared understanding of the needs,
available resources and applicable strategies
 Develop a shared understanding and application of relevant data for the purpose of
providing “tiered” interventions
Identify effective organizational structures that support an adaptive MTSS-RTI system based on
student needs.
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