WINDHAM MTSS/MTSS-SEDS GUIDELINES

Multi Tiered System of Support for WPS students

MTSS for 26-27

*Building academic coaches should be in charge of monitoring MTSS processes and MTSS SEDS in schools

*Supports for Data collection, progress monitoring, collaboration for changes in approach /strategies 

*MTSS is not a gateway into special education

*Some students need Tier 2 and 3 interventions often based on school and district data

*Before entering Tier 3, students should be participating in Tier 1 interventions allowing Tier 2 to align with areas of struggle , not just a single data point 

*MTSS SEDS has been a process for Windham since 25-26, so students need to be entered into this system and tracked

*Tiered interventions should be given in L1 language

*Evidence based interventions

Processes to Consider

-Begin 26-27 school year with review of MTSS processes and state website at opening staff meetings

-Use MTSS state website as an ongoing training tool throughout school year

-MTSS interventions are for Language Arts, Math and SEL and Behavior 

-Monthly data team meetings with intervention teams reviewing language arts and math data, and modifying approach if data is not improving 

EX: Student is in a 6 week cycle of Tier 3 reading intervention.  If the progress monitoring in 3 weeks is showing no improvement, change up the intervention then and do not wait until the end of the intervention cycle

-Secondary MTSS practices and implementation are now on the state website focused on older students

-Use of building wide WIN schedule allows for all students to receive interventions as needed

Do and Do Nots

*Typical intervention cycles last 6-8 weeks.

*If data is not indicating progress in the cycles within the first couple weeks, it is important for the intervention teacher to change the type of intervention to meet the needs of the student then and not wait until the end of the complete cycle.

*Students should be entered into MTSS-SEDS as soon as they begin Tier 3 interventions and weekly progress monitoring should be entered throughout the entire intervention cycle.

*Coaches need to be the gatekeepers of processes, intervention model and tools, and the entering of data in MTSS SEDS.

*Some students will need intervention cycles more than once.  If progress monitoring data is showing improvement, a referral to special education should not be put into place.

*Interventions should be consistent and ongoing…testing and other school related changes should not impact ongoing services for students.

Next steps

*Use of progress monitoring from the end of the 25-26 school year should be entered into MTSS SEDS so information can be passed along to next year’s team or school to drive instructional practices at the beginning of the school year.

*Tier 3 intervention students should begin services within the first two weeks of next year, not wait until IReady testing is completed.  We know the students who require the interventions, they should begin as soon as possible.

*Erin Dunn from SERC will continue to be the MTSS SEDS contact for districts:edunn@eastconn.org

*Neil Weathers will be the ongoing contact for all things MTSS!

*District and state trainings have been made available to all school intervention teams this year and can always be accessed on the state MTSS website for review or retraining at https://sites.google.com/pbc.eastconn.org/ct-sedsmtssmodule/home