NeMTSS Framework

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2019 NeMTSS Summit Presentations

Below are some presenter materials from the 2019 NeMTSS Summit
*Only presentations that were made available to us by the presenters are included*

Adam Weaver
FBT-MTSS2019 worksheet
FBT-MTSS2019

Alcott Spotlight
Alcott MTSS Presentation 2019

Ali Hearn
NE MTSS Conference_Fall In Love with the TFI

Alyssa Anson, Karen Haney & Kayla Parr
MTSS Summit-GOLD Presentation
Nebraska’s-Learning-Pathways-for-GOLD 2019-2020
Results Matter TA Doc 2019

Amanda VanDerHeyden
Nebraska_pm – *Please contact Leslie at leslie.galloway@nebraska.gov for this presentation*

Amanda Witte & Kristen Derr
Partnerships for Student Success – MTSS Conference_8-23-19

Barbara Mitchell
District Action Plan Template
District Level Considerations_9.5.19
District Systems Fidelity Inventory 080519
NE MTSS Workshop
SWPBIS Tiered Fidelity Inventory (TFI) 2017
Tier 2 Behavior Supports within MTSS_9.4.19

Dr. Felicity Post
An SEL Learning Approach-What Children Deserve Presented at MTSS Summit Fall 2019

Dr. Gail Chan
NE MTSS Sept 2019_No Video

Dr. George Batsche (Keynote Speaker)
NeMTSS Summit KEYNOTE
Alignment Across Tiers and Lesson Planning
Case of Brian Instructional Plan
GB Nebraska Break Out
Lesson Design and Implementation Guide
Lesson Design and Implementation Template

Dr. George Batsche & Dr. Judy Elliott (Keynote Speakers)
NE half day session HO’s
Planning and Problem Solving Worksheet
SAM Individual Record

Dr. Judy Elliott (Keynote Speaker)
NE KEYNOTE 
181018-New-MTSS-Self-Assessment
NE Break out Session HO’s

Dr. Kelly Georgius
MTSS Math Standards and Strategies

Dr. Linda Karges-Bone
A Brain Treat for the Holiday
Brain Tips Revised Summer 2018
Family Engagement Nebraska 2019
Raising Smarter children – *Please contact Leslie at leslie.galloway@nebraska.gov for this presentation*

Dr. Shirley Vargas & Lane Carr
2019-AQuESTT-Reporting-Key-Messages
AQuESTT_System of Support
AttendanceMattersEdLeaders
InternalSupportforSchools

Ethan Mitnick
Nebraska MTSS Notecatcher
Nebraska MTSS Reflection Sheet

John Parsons JD
Effects of Poverty on Children

John Schwartz
MTSS MAP Presentation 2019

Judith Carta & Robin Miller-Young
How Strong is Your Tier 1 workshop
Instructional Leadership Team Task Checklist 9-1-19 workshop
Moving an Early Education Program into an MTSS-Part 1-Introducing MTSS in Early Childhood workshop
Moving an Early Learning Program into an MTSS – Part 2 Leadership and Implementation Science workshop
Moving an Early Education Program into an MTSS – Part 3 on Tier 1 workshop
Moving an Early Learning Program into an MTSS – Part 4 Problem solving 9-3-19-workshop
MTSS Nebraska BREAKOUT Carta & Young 9-2-19 JC (1) FINAL
MTSS_RtI in EC Leadership, Consensus, PD Blog Entries 10-10-15
MTSS_RtI in EC Leadership, Consensus, PD Blog Entries 10-10-15

Kimberli Breen
NE Coaches MTSS Handouts 0919

Kristy Feden & George Toman
School Psych Q and A for Sept MTSS Conference

Lauren Evanovich
NE MTSS_ RP Part 1 Building the foundation
NE MTSS- Part 2 reactionary practices working to repair harm

Liberty High School
ESSA_LHS_6_11_19_Online Version – *Please contact Leslie at leslie.galloway@nebraska.gov for this presentation*

Loretta Tabor
MTSS Symposium Handout – *Please contact Leslie at leslie.galloway@nebraska.gov for this presentation*

Penny Brown
NeMTSS 2019 Handouts -3 per page

Peter DeWitt
Nebraska MTSS
Nebraska MTSS

Wahoo Spotlight
Wahoo MTSS_Presentation_September4_5_2019

Westside Spotlight
NeMTSS Summit Screening & Decisions

MTSS is a framework that promotes an integrated system connecting general education and special education, along with all components of teaching and learning, into a high quality, standards-based instruction and intervention system that is matched to a student’s academic, social-emotional and behavior needs.

MTSS is a framework that promotes an integrated system connecting general education and special education, along with all components of teaching and learning, into a high quality, standards-based instruction and intervention system that is matched to a student’s academic, social-emotional and behavior needs.

The NeMTSS Framework is designed to provide an overview for MTSS practices in Nebraska. As such, it will chart the course for school-wide implementation from PreKindergarten through graduation. The framework is devoted to explaining the essential elements of MTSS and the systematic implementation in schools. It is intended to help school leaders to increase his/her understanding of the various aspects of the system and to identify areas that warrant future professional development within his/her school. It is not intended, however, to be a substitute for training.  Professional learning, along with ongoing district or ESU level coaching, is required to implement MTSS. Readers are encouraged to pursue supplementary training in each of the elements and processes discussed in this document

MTSS is an essential component of the Continuous Improvement Process and should not be seen as a stand alone initiative.  Local school districts and Educational Service Units (ESUs) are a critical part of the Nebraska MTSS network.  Each school district and ESU is charged with multiple improvement efforts, have a variety of local expertise, and possess unique context.  Making natural connections between the essential elements of the MTSS framework and other efforts that the school district or ESU are involved with, such as continuous improvement, will be beneficial.

The Nebraska MTSS framework encompasses the concepts of response‐to‐intervention (RtI), positive behavior interventions and supports (PBIS), and special education eligibility determination. The MTSS framework is an educational systems change paradigm (Sansosti & Noltemeyer, Annual 2008; Shores & Chester, 2009) that provides a construct for supporting  students and staff as part of school improvement.

The development of an MTSS framework begins by establishing a strong core of literacy, mathematics, and behavior, PreK-12, for all students which provides the foundation of prevention within the entire system. Universal screening processes measuring fluency and accuracy of critical early skills that are predictive of future student skill attainment are used to identify students who may need additional support. Evidence-based interventions are implemented to provide a layered continuum of supports matched to student need. Ongoing progress monitoring data are used to determine student response to intervention and is essential to the data-based problem solving process to determine next steps for fading, exiting, or intensifying interventions for students.  Data from MTSS can be used as part of the process for the identification of students with exceptionalities (See the Special Education Eligibility Determination section of the NeMTSS Framework); however, in no way should MTSS delay the initial evaluation of a student that is suspected of having a disability.

KEY TO MTSS SUCCESS – The Problem Solving Process

An effective MTSS relies on teams utilizing data to guide decision making at all levels (i.e., district, school, grade, classroom, individual) of support. Some important things to consider when using a data-based problem-solving model:

(Adapted from Florida http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf )

  • A problem-solving model provides the structure to identify, develop, implement and evaluate strategies to improve the performance of ALL students.
  • The use of scientifically based or evidence-based practices must occur.
  • The effectiveness of the problem-solving process is based on both fidelity of the problem-solving process itself and fidelity in the implementation of the instruction/intervention plan.
  • The problem-solving process is applicable to all tiers of instruction/intervention and can be used for problem solving at the community, district, school, classroom and/or individual student levels.
  • The problem-solving process is iterative. Teams may need to cycle through the problem-solving process multiple times to find successful solutions.

NeMTSS Framework Model

THE ESSENTIAL ELEMENTS OF MTSS

MTSS has been defined by the National Association of State Directors of Special Education (NASDSE) as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”  Following are MTSS Essential Elements as defined by Nebraska Stakeholders:

  • Shared Leadership
  • Communication, Collaboration, and Partnerships
  • Evidence-Based Instruction, Intervention and Assessment Practices
  • Building Capacity/Infrastructure for Implementation
  • Layered Continuum of Supports
  • Data Based Problem Solving and Decision Making  
Updated September 16, 2019 3:02pm