Multi-Tiered System of Supports may sound confusing, but the goal is very simple. MTSS is a comprehensive framework supporting instruction for all types of learners - from those who are struggling in areas to those who are accelerated - then providing intervention, assessment, staff selection and development, leadership, resource allocation, effective communication, and system processes and protocols.
“By implementing MTSS, we increase the consistency of effective instruction, build staff knowledge and skills to support all learners, use data to identify and provide support for students proactively, and create a positive culture that nurtures relationships with students and their families and communities. This strong foundation helps learners gain the skills needed to realize their life dreams,” said district curriculum director Kim Chausow. “We’re proud to be a MiMTSS Recognized School for our work toward implementing a Multi-Tiered System of Support to benefit all learners.”
MTSS focuses on academic, behavioral, and social/emotional supports. By collecting and analyzing data, MTSS can be used to identify specific areas needing improvement throughout the district, in an individual school or to help individual students.
Thornapple Kellogg District recently received a Gold MTSS Implementation and Impact Award and an MTSS Data Utilization Award. Individual schools in the district were also recognized for their use of the program in behavior and reading areas.
Chausow has been working with MTSS since it started. “I’m proud of the district for continuing this process we started in 2014. We’ve developed it and use it as a framework to help identify supports for students,” she said. “We can identify where we need improvements and then work on them.”
“We’re focusing on the whole child and what they need so they have the best opportunities for success academically, behaviorally and emotionally. It all goes back to our district mission statement of encouraging and developing the greatest potential of each student.”
Academically, the program helps provide information where there are gaps in learning - whether it is in a particular subject area, a specific grade level, or even pinpointed down to specific topics within a subject. Once the data is collected and analyzed, teachers and administrators can begin working on very targeted and specific solutions.
Behaviorally, students are being taught across the district behavioral expectations while they are in school. These behaviors are district-wide expectations and aligned between all buildings. With TK’s configuration, students change buildings every two years until they get to middle school. There needs to be continuity in expectations on how to behave in the buildings and this helps provide the framework.
Social and emotional support helps administrators and teachers recognize individualized needs and circumstances of students or classrooms in general.
Chausow said the program provides a huge benefit to students. “It provides educators with more information using the most current data on student needs,” she said. “Our MTSS team works to help navigate the data, resources, strategies and supports to implement. It’s providing support where support is needed individually and districtwide.”
High School Assistant Principal Amy Forman said giving students rewards for their strong work and behaviors is a positive way of reinforcing those habits. “They love the market and the TK Strong Store. It’s a fun way of rewarding kids for making a positive impact on our school community. We want to keep working on where we see behavioral needs and make sure our students are prepared for life beyond high school.”
One of the biggest impacts Chausow sees is the program aligning all the buildings in the district providing continuity even when students move from one building to another. “We are connected K-12,” she said.
“My hope, moving forward, is that this continues to be a framework under which we operate and educate students. We continue the process, use the data to analyze gaps, and look for resources needed to help our students,” said Chausow.
Chausow said she’s very appreciative of the recognition. “It’s a pat on the back that says our work is not going unnoticed and that we’re doing something meaningful and intentional. From here, we only strive to be even better. The structure is in place, and we just have to follow it, use the data, and implement supports where we find the needs. Ultimately supporting our students and providing them with a quality and caring education.”