2015 – 2016
Cohort 5/6
Application for Participation in
www.kansasmtss.org/application.html
Submitting District:
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2015–2016 MTSS: CI3T Application for Participation
RECOMMENDED CITATION:
The Kansas MTSS: CI3T Application was adapted from 2013 MiBLSI Application,
December 22, 2014.
Kansas State Department of Education. (2015). Kansas Multi-Tier System of
Supports: MTSS: CI3T Application. Topeka, KS: Kansas MTSS Project,
Kansas Technical Assistance System Network.
I. What is Kansas’s Integrated
Initiative (MTSS: CI3T)?
Reading,
Math,
and
Behavior
Multi-Tier System of Supports: A Comprehensive, Integrated, Three-Tiered model of
prevention (MTSS: CI3T) is funded by the Kansas State Department of Education Early
Childhood, Special Education, and Title Services. The CI3T framework was previously
developed and implemented in other systems by Dr. Kathleen Lane and colleagues prior to
coming to the University of Kansas. A partnership between Keystone Learning Services and
Dr. Kathleen Lane at the University of Kansas and Dr. Wendy Oakes at Arizona State
University was established in August of 2012 to move forward the efforts of an integrated
approach to reading, math, behavioral and social skill programming.
The MTSS Core Team/ MTSS: CI3T State Team and other TASN providers have worked
closely with Dr. Lane, Dr. Oakes, and their colleagues to blend the work in Kansas.
The MTSS: CI3T project is designed to support local school districts in the implementation of
a data-driven, problem-solving model within a multi-tier delivery system. MTSS: CI3T
focuses on integrating reading, math, social, and behavioral supports.
MTSS: CI3T is a continuous improvement model in which problem solving and data-based
decision making occur in an ongoing way and across multiple levels of the educational
system. MTSS: CI3T can and should be used as the framework within school improvement
efforts to support an integrated and unified improvement focus. School improvement and
Kansas Learning Network (KLN) support the development and maintenance of an MTSS
model, and MTSS: CI3T will support and operationalize the school improvement and KLN
process.
The mission of MTSS: CI3T is to create capacity for an integrated reading, math, social, and
behavioral MTSS system that can be implemented with fidelity, is sustainable over time, and
utilizes data-based decision making at all levels so that students increase achievement
related to reading and math with the social skills necessary for success.
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2015–2016 MTSS: CI3T Application for Participation
Project Goals:

MTSS: CI3T will work with local school districts to provide support in measurement and
evaluation, professional learning, technical assistance, and fiscal areas necessary to
support MTSS: CI3T implementation.

Partnering school districts will have the necessary infrastructures and support personnel
identified for successful building-level implementation: an identified district MTSS: CI3T
coach; collaborative teams who meet on a regular and consistent basis to provide
feedback to the building-level leadership team (BLT); BLTs that provide feedback to the
district-level leadership team (DLT) regarding implementation efforts; and effective and
efficient data systems for collecting, storing, and analyzing data at all levels.
II. Overview of Application for Participation
Kansas’ MTSS: CI3T is seeking to partner with public and private school systems in the
development of local capacity to implement an integrated reading, math, social, and
behavioral multi-tier system of supports (MTSS: CI3T).
The purpose of this application process is to identify school districts that will participate in a
regional training cohort, in which State MTSS: CI3T trainers will provide technical assistance
and professional development toward implementing a personalized and sustainable MTSS:
CI3T.
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2015–2016 MTSS: CI3T Application for Participation
Selected local school districts will be involved with State MTSS: CI3T trainers in a three-year
training and coaching process (described in Section VII of this application) in order to
develop and operationalize a plan to implement an integrated MTSS: CI3T reading, math,
social, and behavioral model with fidelity and that will be sustained over time. This process
is termed “Inside the Build.”
Local school districts that apply, but are not selected, for the 2015-2016 cohort will receive
feedback related to specific standalone professional development opportunities
recommended for district preparation for the next application cycle, as well as individualized
coaching toward implementing a multi-tier system of supports. This will be done with the
purpose of improving current practices within the district and establishing a priority
placement in subsequent MTSS: CI3T cohorts. These broader opportunities are termed
“Outside the Build.”
III. Who Should Apply:
The MTSS: CI3T project is intended to support school districts in developing sustainable,
local capacity to implement MTSS: CI3T reading, math, social, and behavioral domains with
fidelity. MTSS: CI3T promotes a “district-wide” model. District-wide implementation means
that every school, including school- and community-based early childhood programs
through Kansas College and Career Ready, must adopt the MTSS: CI3T model and the
district shares ownership with MTSS: CI3T to ensure that implementation efforts are
supported and sustained.
Once an applying school district is selected for potential participation in a cohort, MTSS:
CI3T project staff and representatives from the school district will work collaboratively to
determine the district’s implementation readiness. Implementation readiness will be
determined by the district’s ability to communicate and validate their need of MTSS: CI3T;
the fit of MTSS: CI3T within their current initiatives, priorities, structures, supports, and
parent/community values; their resource availability for training, staffing, technology
supports, data systems, and administration; their expected outcomes if MTSS: CI3T is
implemented; their ability to sustain and refine MTSS: CI3T; and their capacity to
implement MTSS: CI3T as intended.
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2015–2016 MTSS: CI3T Application for Participation
IV. Application Timeline
Applications must be submitted via email or postal mail, using the contact information
at the end of this application. Visit www.kansasmtss.org/application.html to download
another copy of the MTSS: CI3T 2015-2016 application and to view a PowerPoint designed
to help explain Kansas MTSS: CI3T and the associated process, start to end.
January 19, 2015
Application is released to the public.
February 16, 2015
Applications are to be postmarked or emailed.
February 28, 2015
Applicants are notified of potential partnership.
March 2015
Implementation readiness meetings with potential partners
(districts that move to gate #2 of the application process described
on page 5/6) who were accepted will be scheduled with MTSS:
CI3T staff. Dates and times will be determined.
April 15, 2015
Successful applicants will be notified of acceptance into cohort 5/6.
Applications must be postmarked or emailed by February 16, 2015.
Email applications and questions to kansasmtssci3t@keystonelearning.org
Mail applications to:
Keystone Learning Service Center
Attn: Dianna Bloom
500 E. Sunflower Blvd.
Ozawkie, KS 66070
V. Selection Process
Selection of applicants will reflect experience, previous success with supporting district-wide
change efforts, community and agency involvement, geographic location for the
development of cohorts, and a strong desire to improve academic performance through a
MTSS: CI3T.
In order for Kansas MTSS: CI3T to meet its own organization goals, we are resolved to
partner with any district committed to a continuous improvement model in which problem
solving and data-based decision making occurs in an ongoing way and across multiple levels
of the educational system. Districts that complete this application are indicating their
commitment to such a model, and will be supported in either of the two capacities below to
maximize state and district resources, act efficiently, and increase overall capacity.
1. Inside the Build: Full three-year commitment (Structuring, Implementation, Refine
and Sustain) from your district’s leadership team and MTSS: CI3T trainer(s) and six
full-day training dates built around developing MTSS: CI3T school systems with your
district’s building leadership teams.
a. Entering into the structuring year requires a prerequisite degree of readiness,
which may need to occur “Outside the Build” prior to or concurrently with fully
entering the structuring year.
2. Outside the Build: With state guidance, may continue exploring readiness and
performing capacity-building activities suited to your district’s needs and goals.
Meetings will be held with MTSS: CI3T staff and the DLT to determine action
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2015–2016 MTSS: CI3T Application for Participation
planning steps and progress towards district-set goals on 2-3 occasions during the
2015-2016 school year.
The Kansas MTSS: CI3T application process is set up as a series of gates. As our
organization has a limited number of staff, time, and resources, we have to evaluate
applicants according to each district’s current capacity, need, fit, resources, and
readiness for systematic improvement. Each application is considered for admission into
an “Inside the Build” cohort or an “Outside the Build” coaching district. The process is as
follows:
Gate 1: Results of application– implementation and priority survey results combined
with level of district need as determined by 2012-2013 state testing data, graduation
and dropout rates, percentage free and reduced lunch, etc.
 Applications that score highly on Gate 1 will proceed to Gate 2.
 Applications that do not score highly will engage in “Outside the Build”
activities with state-level guidance.
Gate 2: In-person follow-up interview with district leadership and Kansas MTSS:
CI3T staff – results of application questions, with regional and student number
considerations.
 Applications that score highly on Gate 2 will be fully admitted to an
“Inside the Build” Structuring cohort.
 Applications that do not score highly may engage in “Outside the
Build” activities with state-level guidance.
VI. Benefits of Participation
District-level implementation of MTSS: CI3T will assist in developing a continuum of
supports:
Improving efficiency:

Creating a common vision within the school district that aligns the beliefs and practices
needed to support a district-wide multi-tier system of supports to address the needs of
all students.

Assisting the school district in developing consensus and commitment from all
stakeholders for the implementation of MTSS: CI3T and creating efficiencies with regard
to resource deployment (or allocation), priorities, and integration of services.

Providing a continuum of implementation supports to school districts based on their
needs. Enhancing continuity between buildings and grade levels across the district by
reviewing district policies and formalizing expectations, instruction, policies, processes,
and language.

Focusing professional development to address data-based needs according to the MTSS:
CI3T initiative for the district.

Networking opportunities across the state.
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2015–2016 MTSS: CI3T Application for Participation
Improving effectiveness:

Refining a set of proven practices and systems that can be generalized to support the
adoption and implementation of new evidence- and research-based practices as they
become available.

Developing a long-term plan for supporting MTSS: CI3T implementation in the school
district that includes mechanisms to:

o
Provide vision/direction for the practices.
o
Allocate resources.
o
Assist in developing capacity to support the implementation of practices.
o
Support in the development of competencies necessary for implementation.
o
Collect and analyze local data that measures the impact of implementation
supports on implementation fidelity and student outcomes.
Building the school district’s capacity for leading, training, and coaching toward a
sustainable model of MTSS: CI3T implementation.
Durability (sustainability):

Developing infrastructures needed to support implementation efforts at all levels of the
system: school district leadership, school building leadership, and school collaborative
teams.

Establishing an ongoing, self-correcting feedback loop within the school district to
support a model of continuous improvement through data-based decision making related
to MTSS: CI3T implementation.
VII. Requirements for Participation
The following are requirements for a partnership between the local school district and the
Kansas MTSS: CI3T project staff.
School District:

Have all buildings within the district participate for a minimum of three consecutive
years. The school district will spend the first year of participation developing the
infrastructures necessary to support all buildings and grade levels in the district in future
years. This includes building leadership teams (consisting of 6-10 members) and the
district leadership team participating in all training sessions—six full days during the first
year and six full days during the second year. The number and level of trainings in the
third year will be determined by needs assessments that take place during the second
year, and thus cannot be exactly determined within this document.
o
Year One: Structuring
BLTs and DLTs will collaborate to structure their multi-tier system of supports in
their respective buildings. Tasks include but are not limited to:

Establish a mission and purpose statement.

Establish a set of behavioral expectations in all settings within each school
based on faculty and staff input.

Identify procedures for monitoring, including—but not limited to—
universal academic and behavioral screeners and organizing data collected
in a comprehensive assessment schedule.

Determine primary, secondary, and tertiary interventions.
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2015–2016 MTSS: CI3T Application for Participation
o
o

Conduct a curriculum protocol for academic and social skills.

Develop a daily school-wide schedule and yearly assessment schedule.

Utilize best practices in classroom instruction and behavior management.

Develop a reactive plan to consistently address minor and major
behavioral issues.

Obtain information from faculty and staff through social validity surveys.

Complete a faculty implementation manual.

Additional activities as needed by district review—existing and potential
initiatives prior to initiating MTSS: CI3T to ensure cooperation and
consistency in their efforts.

Conduct a district-level policy review to update procedures and bring
greater efficiency to operations.

Agree to the use of Dropbox district-wide. Dropbox will need to be
operational by June 1 of the district’s acceptance year. Dropbox is a file
hosting service that offers cloud storage, file synchronization, and
personal cloud and client software. Dropbox allows users to create a
special folder on their computers, which Dropbox then synchronizes so
that it appears to be the same folder (with the same contents) regardless
of which computer is used to view it. Files placed in this folder are
accessible via the folder, the Dropbox website, and a mobile app. Unless
otherwise indicated by district technology capabilities, all these documents
will reside on your district’s server. If Dropbox is not a possibility for your
district, please make note of that in the application so a secure way to
transmit information can be discussed should your district proceed to gate
2 of the application process.
Year Two: Implementation

Implement MTSS: CI3T plan using blueprint developed in year one.

Use data to continue selection of Tier 2 and Tier 3 interventions.

Seek out professional
interventions.

Conduct academic and behavioral universal screeners three times per year
for all students.

Review academic and behavioral data to determine
interventions for individual students or supports for teachers.

Monitor student progress as recommended by MTSS: CI3T.

Ensure treatment integrity through staff surveys, direct classroom
observations, and the School-wide Evaluation Tool (SET).

Identify professional learning opportunities for the following year.
learning
opportunities
to
build
fluency
in
appropriate
Year Three: Refine and Sustain

In addition to reviewing year one activities and completing tasks outlined
in year two, participate in trainings based on the needs that still exist
regarding the implementation and sustainability of MTSS: CI3T.

Align beliefs and practices in MTSS: CI3T implementation efforts. (The
research
base
for
MTSS
can
be
reviewed
at
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2015–2016 MTSS: CI3T Application for Participation
http://www.kansasmtss.org/pdf/mtssdocs/Kansas_MTSS_Research_Base.
pdf.)


The DLT will support implementation efforts by providing a vision,
establishing MTSS: CI3T as a priority, allocating resources, providing
political support and visibility, and removing barriers to implementation.

DLTs and BLTs will have a standing agenda item regarding MTSS: CI3T.

DLTs and BLTs will be identified and given the charge of planning,
monitoring, problem solving, and continuously improving implementation
efforts.

Identify a district-level administrator as a district liaison who will provide
oversight for the coordination and communication of MTSS: CI3T efforts in
conjunction with MTSS: CI3T project staff.

Identify a district MTSS: CI3T coach or coaches with dedicated time to
manage the MTSS: CI3T process.

Allocate resources (fiscal, time, etc.) to support implementation efforts
and long-term sustainability, including the development of a training
infrastructure that integrates and aligns all district professional
development activities.

Support all school buildings in developing a schedule that conforms to all
core and intervention curricula time recommendations.

Collect CBM screening data on five levels: (1) student level, (2) classroom
level, (3) grade level, (4) building level, and (5) district level.

Agree to adhere to specified project timelines for developing coaching,
training, technical assistance, and evaluation capacity that are jointly
determined by the school district and MTSS: CI3T project staff.

Establish a data sharing agreement with Kansas State Department of
Education and the KSDE TASN MTSS: CI3T project to aid in designing and
providing assistance to the district and schools, evaluating the Kansas
MTSS: CI3T project, and reporting on the progress of the effort. Any
public reporting will be done across multiple districts with no identification
of districts.

Protect school buildings and staff from competing initiatives.

Establish a system of communication and self-correcting feedback that
encompasses all levels and stakeholders of the system.

Implement practices district wide that are associated with an integrated
reading, math, social, and behavioral MTSS: CI3T model with fidelity.

Support all school buildings in the use of the following data systems:
A data collection system that gathers and summarizes office disciplinary
referrals that will inform a school’s decision making process. The primary
elements of the data system must be efficient and gather and summarize
information that tracks:

average referrals per day/month

referrals by time

referrals by location

referrals by day of the week
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2015–2016 MTSS: CI3T Application for Participation

referrals by grade

referrals by student

referrals by problem behavior – minor or major

Universal behavior screener: Schools will select and purchase a universal
behavior screener and conduct screenings three times per school year. The
information should be used to evaluate overall levels of problem behavior in a school
and identify groups and individual students needing more support in the area of
behavior.

Program quality measures on Positive Behavioral Interventions and
Supports (PBIS) Assessment (www.pbisassessment.org). Program quality
measures provide information about changes in staff and student behavior related to
implementing PBIS. Results are used to inform action planning next steps in order to
ensure that schools implement PBIS with high quality.

Curriculum-based measures of literacy using one of three data systems: DIBELS
Data System (www.dibels.uoregon.edu), DIBELSnet (www.dibelsnet.org), or
AIMSweb (www.aimsweb.com). DIBELS and AIMSweb function as universal
screening and progress monitoring tools for students in grades K-8. They are a set of
standardized, individually-administered measures of early literacy development.
They are designed to be short (one minute) fluency measures used to regularly
monitor the development of pre-reading and early reading skills in the five big ideas
of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and
comprehension). The results can be used to evaluate individual student development
as well as grade-, school-, and district-level feedback regarding validated
instructional objectives. At the preschool level, a universal screening that assesses
oral language, phonological awareness, and alphabet knowledge will need to be
utilized (e.g. Early Literacy IGDIs, mClass: Circle).

Curriculum-based measures of mathematics: AIMSweb (www.aimsweb.com).
AIMSweb functions as a universal screening and progress monitoring tool for
students in grades K-8, and includes high school national norms. It includes a set of
standardized, group-administered measures of mathematical development. AIMSweb
Math contains assessments for early numeracy, computation, and concepts and
applications, as well as AIMSweb’s robust online data management and reporting
system. Educators can use Mathematics Concepts and Applications (M-CAP) or
Mathematics Computation (M-COMP) to monitor the progress of children in
mathematics after they are doing formal mathematics. However, this does not occur
until the first and second grades. Thus, students may be failing to acquire critical
mathematical knowledge that will form the basis of later understanding. Educators
need tools to identify these at-risk children before problems occur. Kindergarten and
first grade students orally count, identify numbers, identify the bigger number from a
pair, and identify the missing number from a number line. Each task is one minute
and designed to represent a critical early numeracy skill for these students. The
results can be used to evaluate individual student development as well as grade-,
school-, and district-level feedback toward validated instructional objectives. At the
preschool level, a universal screening and progress monitoring tool that assesses
counting, number naming, and quantity comparison will need to be utilized (e.g.
Early Numeracy IGDI, Preschool Numeracy Indicators, mClass:Circle).

Schools will want to carefully consider the availability of curriculum-based
measurements for academics that will fit the needs of the entire district, as well
as evaluate the current use of curriculum-based measurements in their district.
At this time, AIMSweb is the only curriculum-based measurement that offers the
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2015–2016 MTSS: CI3T Application for Participation
appropriate math and literacy measurements for grades K-8, which are necessary
for assessing all students in grades K-12.

Early warning data collection: School teams will be instructed to a) utilize existing
data systems to extrapolate useful information, b) create or adapt the current data
collection system—that includes predictive indicators—to detect students at-risk and
in need of additional support, and c) analyze their data and use it to guide them in
the selection of EBPs and aid in the effectiveness of programs being administered.
VIII. Potential Costs Associated with Implementation
MTSS: CI3T is a technical assistance and professional development project—therefore,
project funds are used to support MTSS: CI3T-created professional development and
technical assistance activities and materials. This project is not intended to cover the
necessary costs associated with MTSS: CI3T implementation within a given fiscal year and
throughout the course of participation with the project. Consequently, applicants are
strongly encouraged to leverage existing funding sources to offset implementation costs in
order to develop, implement, and sustain local capacity for MTSS: CI3T coordination,
coaching, training, technical assistance, and evaluation, as well as to aid in purchasing an
academic and social curriculum. Funding and additional resources are not available through
MTSS: CI3T to participating school districts beyond the project-sponsored technical
assistance and professional development.
As districts enter into this process in different spots along a readiness continuum, the
following is a list of potential costs districts may incur as a result of structuring and
implementing an MTSS: CI3T system. Many districts will already have many of these
components in place prior to implementation, and would therefore not consider them
additional costs. Greater detail regarding each of the items is found in the previous section.

Universal screener for behavior

Universal screener for math

Universal screener for reading

Adoptions,
necessary

Professional development time

Social skills/character education curriculum

Data and file sharing programs/services

Potential substitute expense
addendums,
and/or
modifications
to
curricula
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2015–2016 MTSS: CI3T Application for Participation
as
deemed
IV. MTSS: CI3T Questions and Agreements—REQUIRED SUBMISSION
DOCUMENTS
MTSS: CI3T Application for Implementation and Priority Survey:
Reflect on these topics across the
district
Does your district leadership team (DLT)
consist of leaders from pre-K through
age 21, as well as from the community?
Does each building have a building
leadership team (BLT)?
Use of school-wide Positive Behavioral
Interventions and Supports (PBIS).
Do you have standardized instructional
practices and curricula within the
district?
Do you have a district-level
administrator who is available at
minimum 1 hour per week, per building
to serve as a district-level MTSS: CI3T
coach?
Do the goals of MTSS: CI3T (from page 4
of the application) currently align with
the mission, goals, and objectives of
your district?
Are your district's beliefs and practices
currently aligned across all departments
and levels within the school district?
Does the district currently utilize a selfcorrecting feedback approach to
problem solving?
Use of curriculum-based measures
(CBMs) in math that at minimum
include: (1) computation for grades 1
and above, (2) concepts and application
for grades 2 and up, (3) tests of early
numeracy for pre-K through grade 1.
Do you have a database for storing
Office Discipline Referral (ODR) data
that at minimum include: 1) student
name, 2) time of day, 3) inappropriate
behavior, 4) location, 5) motivation, 6)
others involved, and 7) administrative
decisions?
Current Implementation
In
Not in
Place
Partial
Place
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District Priority Level
Hig
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Medium Low
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2015–2016 MTSS: CI3T Application for Participation
Optional
Comments
Use of CBMs in reading that at minimum
include: (1) phonemic awareness, (2)
phonics, (3) alphabetic principles, (4)
vocabulary, (5) comprehension, and (6)
fluency?
Collect CBM screening data (for reading,
math, and behavior) on five levels: (1)
student level, (2) classroom level, (3)
grade level, (4) building level, and (5)
district level.
Do you currently have a data-driven,
multi-tier intervention approach in
reading based on universal screening
data?
Do you currently have a data-driven,
multi-tier intervention approach in math
based on universal screening data?
Do you currently have a data-driven,
multi-tier intervention approach with
behavior based on universal screening
data?
Do all buildings in the district currently
have a master schedule that maximizes
instructional and intervention time?
Are your hiring practices uniform for
every building and aligned with your
district’s core beliefs?
Do you have Dropbox as a district-wide
file sharing format? If not, what does
your district use? __________________
Generally, will district staff and the
community be receptive to the concepts
of MTSS: CI3T?
Do you currently have a social skills
curriculum in place for students, pre-K12?
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2015–2016 MTSS: CI3T Application for Participation
MTSS: CI3T Application Questions:
1. Why do you want to participate in the MTSS: CI3T process?
2. What educational issues do you hope to address/improve by participating in the
MTSS: CI3T process?
3. What are your district’s current objectives/goals and how are they being addressed?
a. Would any of these objectives/goals compete with your efforts in MTSS:
CI3T?
4. How do you plan on involving pre-K through age 21 students and community
stakeholders in the MTSS: CI3T process?
5. Identify your district’s core curricula currently used in reading and math pre-K-12, as
well as any social skills/character education pieces. Please include adoption dates for
each. Reading:
Math:
Social Skills/Character:
6. What is your district’s current assessment schedule and data tracking capability?
7. What support systems and staff does your district currently have that can be utilized
to help accomplish your district’s goals with MTSS: CI3T?
8. How will your district plan to build support and resources for the MTSS: CI3T process
over the next few years?
9. How and how often is appropriate student and adult behavior recognized?
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2015–2016 MTSS: CI3T Application for Participation
This document is a required component for the MTSS: CI3T application process at
Gate 2, and must be completed, appropriately signed, and submitted in order to be
considered for full admission into a cohort. You do NOT need to complete this
form until you are notified your district has moved to Gate 2 of the application
process.
Developing a district model of MTSS: CI3T should become a priority of the district. It is a
process to operationalize and sustain school improvement efforts as they relate to creating
a positive school climate and improve reading and math achievement for all students. Full
commitment of the district and building level administrators is required.
(print full name of school district above)
agrees to the following commitments and participation requirements:
1. The above named school district will spend the first year of participation developing
the infrastructures necessary to support all buildings and grade levels in future
years. This includes pre-K through 12th grade. This also includes participation at all
required trainings and meetings.
2. The above named school district understands that the implementation of MTSS: CI3T
is an integrated, three-tier model of reading, math, social, and behavioral supports
that requires (at minimum) a three-year commitment in order to move toward
sustained implementation.
3. The above named school district agrees to align its beliefs and practices with the
implementation of MTSS: CI3T across all levels, including pre-K-12 within the school
district.
4. The above named school district agrees to establish MTSS: CI3T as a standing
agenda item on all leadership agendas.
5. The above named school district agrees to designate a district-level administrator to
provide oversight for the coordination and communication of MTSS: CI3T efforts
across the district, in conjunction with MTSS: CI3T project staff.
6. The above named school district agrees to establish building leadership teams at
each building and a district leadership team.
7. The above named school district agrees to collaborate across all departments in all
buildings and at all grade levels to create efficient resources and align practices and
priorities in an ongoing manner.
8. The above named school district agrees to allocate resources (time and fiscal) to
support implementation efforts and long-term sustainability, which include:
a. Ongoing planning for visibility, political support, and funding.
b. Development of a training infrastructure that integrates and aligns all district
professional development activities.
c. Use of Dropbox district-wide by June 1. If there is a technology issue with
your district using Dropbox, please clarify this within your application so a
secure way to transmit information can be discussed should your district
move to gate 2.
d. Protecting district- and building-level administration and staff from competing
initiatives and related activities.
9. The above named school district agrees to support all buildings and grade levels
using the following assessment measures and data collection systems:
a. An acceptable universal screening and progress monitoring tool for literacy
and math (see full description within the application instructions).
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2015–2016 MTSS: CI3T Application for Participation
b. A data system for analyzing office discipline referral data.
c. Program quality measures on PBIS assessment.
d. A system for identifying predictors of dropout, including attendance, behavior,
and course completion.
e. A universal screener for behavior.
10. The above named school district agrees to complete a readiness assessment with
MTSS: CI3T staff in order to develop a long-term district plan for MTSS: CI3T
implementation in schools, which includes professional development, professional
learning communities, and other mechanisms of technical assistance that are
evaluated and revised annually through the school improvement process.
11. The above named school district agrees to participate in continuous data-based
decision making.
12. The above named school district agrees to develop and operationalize a selfcorrecting feedback loop.
13. The above named school district agrees to establish a system of communication and
feedback that encompasses all levels of the system and all stakeholders to support
the achievement of all students.
14. The above named school district agrees to collaborate with MTSS: CI3T staff to
develop capacity for training and coaching functions necessary for implementation
and sustainability efforts.
15. The above named school district agrees to adhere to specified project timelines.
16. The above named school district agrees to establish a multi-year data sharing
agreement that will allow the reporting of data in the federal Systemic State
Improvement Plan with no district identifiable information.
17. The above named school district agrees to a district policy review process with
MTSS: CI3T staff.
This is a preliminary commitment given our school district’s current
understanding. We recognize that we will have an opportunity to further explore
the scope of this work during future meetings to determine the rightness of fit,
should our application be selected.
We also recognize that, as a school district, we reserve the right to opt out of this
commitment should—upon further consideration, along with additional information
from the initial meetings in March 2015—we or MTSS: CI3T staff determine that
we are unable to honor the commitments and requirements outlined in this
document at this time.
Print Name
Signature
Superintendent
Assistant Superintendent
Assistant Superintendent
Assistant Superintendent
Curriculum Director
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2015–2016 MTSS: CI3T Application for Participation
Date
Special Education Director
Business Manager
School Board of Education Representative
Technology-Network Administrator
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
Building Principal
XI. Application Submission
All applications must be postmarked or emailed by February 16, 2015. The email address
and mailing address are provided below.
If you have any questions regarding the application or submission process, please email
them to kansasmtssci3t@keystonelearning.org.
Applications must be postmarked or emailed by February 16, 2015.
Email applications and questions to kansasmtssci3t@keystonelearning.org
Mail applications to:
Keystone Learning Service Center
Attn: Dianna Bloom
500 E. Sunflower Blvd.
Ozawkie, KS 66070
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2015–2016 MTSS: CI3T Application for Participation