MTSS-I Roles and Responsibilities
| Who | What | When | How |
|---|---|---|---|
| Assistant Superintendent for Instruction and Technology | Supervise MTSS-I | Ongoing | Regular stakeholder meetings |
| Oversee the annual update to District MTSS-I Plan | September | Update plan with stakeholder input for September BOE presentation | |
| Meet with Building Leaders and Director of PPS to align AIS services and analyze student performance | Summer | Individual meetings with Building Leadership | |
| Facilitate District MTSS-I Committee Meetings | Sept-June | Hold District MTSS meetings at least 3 times a year to review district goals and MTSS plan | |
| Oversee the implementation of the Universal Screener | Sept-June | Set up assessment window dates and collaborate with stakeholders to prepare for testing | |
| Collaborate with building leaders to develop team protocols and oversee implementation of the MTSS plan | Sept-June | Through monthly leadership meetings | |
| Ensure access to relevant data | ongoing | Through creation and maintenance of data files | |
| Request the creation of data dashboard inclusive of salient data points | ongoing | ||
| Systematize and facilitate analysis of district data with leadership teams | ongoing | ||
| Continuous collaboration with building principals and instructional coaches to review student progress, suggest and lead changes for instructional practices and refine program delivery. | Quarterly | Review data after each STAR administration and prior to September | |
| Principals | Oversee the building level responsibility of providing AIS to students not meeting benchmark criteria | Ongoing | Lead the analysis of assessment results for the identification of students not meeting benchmark criteria through the facilitation of building data team meetings and instructional support meetings |
| Regular review of building level data, specifically student progress | Regularly scheduled meetings | In collaboration with the BDT | |
| Meet with IST to review data for students not making progress after two intervention cycles | Regularly scheduled meetings - weekly or biweekly | Facilitation of regularly scheduled IST meetings | |
| Ensure timely correspondence to parents for initial identification, change to level of services and discontinuation | Ongoing | Collaboration with AIS teachers | |
| Responsible for the oversight/supervision of K-8 AIS tracking so that accurate information regarding students receiving AIS, minutes per day, and days per week is recorded | Monthly | Monthly reviews of student progress data | |
| Director of PPS | Ensure special education teachers review testing accommodations in Star | Beginning of the year | |
| Collaborate with Instructional Support teams when students enter the IST process regarding the implementation of appropriate Tier 3 interventions | As needed | Consult with Instructional Support Team members, or attend meeting for students entering Tier 3 | |
| Classroom Teachers | Ensure students’ mastery of standards and grade level skills | Review student data bi-weekly | Provide targeted small group instruction to support students’ needs so that students make progress in identified areas |
| Use Star data, formative and summative assessment data regularly to inform instruction and monitor student progress for consistent review of progress | Daily | Through the regular systematic review of exit tickets, quizzes and tests | |
| Provide differentiated Tier 1 instruction for all students and, as needed, for select students, Tier 2 instruction in the classroom based on BDT recommendations | Daily | Instructional planning with district-approved curriculum plans and materials, responding to student need | |
| Participate in grade level and department meetings, BDT meetings and IST meetings for students of concern | As needed | Attend meetings on rostered students | |
| Collaborate with AIS teachers to ensure awareness of student progress on targeted individual skills | Weekly | Exchange information via meeting or email on individual student needs, instructional plan and progress made. | |
| AIS Teachers | Administer diagnostic assessments in order to inform student placement in Tier 2 and Tier 3 intervention plans | Quarterly and as needed | Use diagnostic data to create recommendations to be shared with Building Data Teams so as to inform intervention planning |
| Provide targeted and explicit instruction to address student need identified through diagnostic assessments | Daily | Link instruction to specific skill deficits identified through diagnostic assessment | |
| Set individual goals with students and monitor progress to ensure growth | Weekly/biweekly | Set and articulate instructional goals with students and review progress with students | |
| Communicate progress with parents and students | At least each trimester/quarter | Through progress reports sent home with report cards | |
| Serve as a member of the building IST | Weekly/biweekly | Attend and participate at IST meetings to provide instructional suggestions based on diagnostic assessment and progress monitoring data | |
| Collaborate with classroom teachers to ensure awareness of student progress on targeted individual skills | Weekly | Exchange information via meeting or email on individual student needs and instructional plan | |
| Meet with building data team to identify instructional targets and appropriate interventions | Quarterly | Review NYS assessment results, STAR screener information and District assessments to determine appropriate services | |
| Measure and document students’ progress as indicated according to progress monitoring guidelines | Biweekly | Complete biweekly progress monitoring probes and enter into Intervention Record Response form system | |
| Prepare and send parent notification letters regarding delivery of service | Ongoing | Send parent notification letters when students enter and AIS group, change AIS groups and exit AIS groups | |
| Make recommendations to IST after two intervention cycles demonstrate little to no growth | As needed | Notify the IST facilitator requesting an IST meeting when a student is not making progress | |
| Maintain a record of accurate information regarding students receiving AIS, minutes per day, and days per week is recorded | Ongoing | Via Good Sheets | |
| School Counselors/Social Workers | Participate in planning and implementing SEL assessment and intervention, including attending data and SST meetings | Ongoing | |
| School Psychologists | Participate in planning and implementing assessment and intervention, including attending data and SST meetings | Ongoing | |
| Instructional Coach | Consult with departments and grade level teachers to support the development of appropriate Tier 1, 2 and 3 interventions and progress monitoring tools on digital platforms | Ongoing | Participate in data meetings Set drop in sessions to provide consultation to teachers around tools relevant to specific students. |