MTSS FULL IMPLEMNTATION LOGIC MODEL

Employ a multi-tiered system of supports (MTSS) that provides differentiated, universal core  There is a model and supports available for differentiated core instruction
instruction (e.g., academic and culture and climate), a structured problem solving process, and  Evidence-based interventions are available at all grade levels within all
OBJECTIVE progressively more intense and individualized, evidence-based interventions and/or supports
ASSUMPTIONS content areas
that address barriers and increase the rate of learning for all students.  There is a shared data system to support implementation

CORE COMPONENTS OUTPUTS SHORT TERM OUTCOMES

INFRASTRUCTURE  Each school has a person in place to lead MTSS that has a clear understanding of the MTSS
INFRASTRUCTURE TO SUPPORT IMPLEMENTATION  100% of schools align schedules to Framework
•Align schedules to support implementation support implementation  Staff have increased knowledge of the MTSS framework including the implementation of
 All staff use MTSS as a prevention strategy interventions and differentiated core instruction
 100% of schools have resources
•Professional development is administered to all stakeholders allocated to support implementation  Staff have an increased knowledge of students identified as “at-risk” for below grade level
 Allocate resources to support implementation performance or need additional behavior support over time
 100% of schools are communicating to
 Communicate the MTSS Framework to all stakeholder groups  Through screening, diagnostics and progress monitoring, staff have increased understanding of
stakeholders
individual and aggregate level student skill gaps
TEAM PROCESS TEAM PROCESS  Staff have increased understanding of how to select interventions aligned to student need

 Cross-functional teams of staff meet and conduct structured  Students are systematically screened
 100% of teams have representation
meetings on a 6 week cycle to address the following  Procedures are in place to ensure fidelity of implementation
from all stakeholders
components:  Students have increased access to high quality core instruction and interventions
 Number of meetings held annually
 Check adequacy of student data  100% of meetings that follow data
 Plan, implement, manage and evaluate group and review protocol
individual interventions
 Use data to inform individual student programming, ASSESSMENT
school wide MTSS implementation, and allocation of •100% of students screened in Fall
instructional resources winter and spring
MEDIUM TERM OUTCOMES
 100% of at risk students receiving
ASSESSMENT CYCLE diagnostic assessment
 100 % of students receiving tier 2  Teachers provide improved differentiated instruction
•Administer a universal screening assessment with all students
intervention have progress data  Fewer students are at-risk for below grade level performance or need additional behavior support
•Three times a year (fall/winter/spring)
 Students identified as “at-risk” take a diagnostic assessment entered by the end of the 4 week cycle over time
 100% of students receiving tier 3  Fewer students enter initial evaluation for special education process
 Assessment measure students strengths and weaknesses in
services have progress data entered  Decisions about who needs tiered intervention is reliable and made responsively
content areas
weekly  Interventions are standardized and implemented with fidelity
 Information is used to determine differentiated instruction
 Key decision makers evaluate implementation and adjust course as necessary
and intervention programming
 Staff collect data on student progress as appropriate for TIERED INSTRUCTION
interventions selected  100% of interventions aligned to needs
 Staff track intervention implementation articulated through diagnostic
assessment
MULTI-TIERED INSTUCTION & PREVENTION  100% of students who qualified
 Screening data is used to drive instructional decisions for all receiving tier 2 services
students  100% of students who qualified LONG TERM OUTCOMES
 Tier 1: Differentiated core instruction is provided to all
receiving tier 3 services
students  Rates of intervention success are high
 Tier 2: Targeted group interventions of moderate intensity  100 % of students receiving tier 2
 Increase in AC2020 Goal 1 and 2 score card measures including but not limited to
are provided to students based on need identified through intervention have progress data
entered by the end of the six week  Reading proficiency and growth  % of AP and IB exams taken for
diagnostic assessment
cycle  Math proficiency and growth which a potential college credit
 Tier 3: Intensive individualized interventions are provided
 100% of students receiving tier 3  Four year graduation rate was e eligible score was earned
to students based on need identified through progress
services have progress data entered  Disparity rate for Suspension and Special
monitoring during tier 2 interventions
weekly Education