NeMTSS Framework

Questions, Comments, or Corrections? Let us know!

MTSS Symposium - Literacy for All

As of 6/10/2019 – Registration is now closed! We have reached attendee capacity but if you would like to be added to our waiting list please contact Rhea Hochstein at rhea.hochstein@nebraska.gov or Leslie Galloway at leslie.galloway@nebraska.gov

This year’s theme of “Literacy for All,” features two keynote speakers and eight breakout sessions. Topics will focus on the prevention of reading difficulties, effective intervention strategies for struggling readers K-Secondary, learning disabilities, and dyslexia.

Who Should Attend?
Classroom teachers, special education teachers, Title I teachers, interventionists, ELL teachers, literacy coaches and specialists, curriculum and language arts specialist, reading recovery specialist, and other interested educators.

There will be a working lunch and a $20 registration fee.

Register at:  http://www.cvent.com/d/n6qdgl

2019 MTSS SUMMIT - "BETTER TOGETHER"

Register Here  http://www.cvent.com/d/w6qrzx

NeMTSS 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 purpose of the NeMTSS 2019 Summit is to provide an overview for MTSS practices in Nebraska. As such, it will chart the course for school-wide implementation from Pre-Kindergarten through graduation. Utilizing the NeMTSS Framework, The Summit will work to make connections to the essential elements of MTSS and the systematic implementation in schools. It is intended to help all Nebraska Educators increase understanding of the various aspects of the system and to identify areas that warrant future professional development within a school setting.

The 2019 NeMTSS Summit will focus on bringing National and Nebraska speakers and presentations to support school teams to develop their knowledge in Multi-tiered Systems of Support to prepare all Nebraskans for learning, earning and living!

Purpose of Summit:
The Nebraska MTSS Summit focuses on Evidenced-Based Practices along with the leadership and systems that support sustained implementation for ALL educators in their development and understanding of the Multi-tiered System of Support Framework.

Attendees will participate in a variety of breakout sessions with National experts and hear from Nebraskans who are currently building MTSS supports, highlighting their work, successes, and lessons learned.

This Summit will create opportunities for networking and resource sharing. Sessions will include learning new strategies and insights to enhance core and intervention within both Academic and Behavioral MTSS to promote success for all students.

Audience:
Anyone who has an interest in learning about Multi-tiered System of Support.

There will be a working lunch and a $125 registration fee.

MTSS Summit Schedule:
Wednesday, September 4th: Registration 7:30 am – 8:30 am

Summit 9:00 am – 4:00 pm
Thursday, September 5th: 8:30 am – 4:00 pm
Friday, September 6th: 8:30 am – 12:00 pm

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 June 10, 2019 12:07pm