• RG

  • SJUSD MTSS Key Components

    1. High quality, differentiated core instruction in an environment that is responsive to academic, social, emotional and behavioral needs
    2. Data-based decision making
    3. Universal screening and progress monitoring
    4. Layered continuum of academic, social, emotional and behavioral supports
    5. Family, school and community partnerships
  • Background
    During the 2015-16 school year, a group of 30 San Juan Unified site and district staff were called together to research and make recommendations for adopting an evidence-based MTSS (Multi-tiered System of Support) framework in the district. Subject specific experts (classified, certificated staff and administrators) and parent leaders were included in development of these recommendations. A MTSS framework provides the foundation for tiered academic and social-emotional instruction and interventions are provided throughout our district.



    The group’s work produced a report including nine recommendations that were presented to our Board of Trustees in March 2016. Those recommendations are now being addressed and implemented as resources allow. The nine recommendations include:
    1. To build a solid foundation for MTSS implementation, Cognitive Interviews will be held with a representative sampling of schools to determine the current strengths and needs of schools in the areas of data-informed decision making and problem solving, progress monitoring of individual students, and what sites are currently using for academic and social, emotional and behavioral interventions.

      • This information will be used to create cohorts of schools based on similar needs and determine how to best design supports and professional development for each group of schools.

    1. We recommend that district curriculum, instruction, differentiation and formative assessment practices be research based and data driven. We recommend that:

      • Structured release time with protocols for teacher collaboration be provided

      • Standards-based curriculum in key content areas and resources to support social-emotional well-being of students will be provided

      • School structures/schedules be reviewed by school site leadership teams to determine best alignment to meet student needs

    1. We recommend that the Essential Practices and Indicators of High Quality Instruction resource be vetted by the System of Professional Growth committee to align language and expectations. This resource will be offered as a non-evaluative best practice for Tier 1 instruction.

      • District sponsored professional development will be job-embedded and include strategies for how to differentiate instruction to meet varied student needs

      • A glossary of common instructional language and definitions for key terms will be shared with all staff

    1. We recommend that schools repurpose an existing committee (or committees) to become a Learning Supports Team (LST). The Learning Supports Team will make data-based decisions to connect students with interventions and discuss ways to better coordinate existing site and district resources.

      • Multiple sources of data be considered in making any decision about supports and interventions for students

      • Training on use of the Cycle of Inquiry model and The Hexagon Tool will be provided so that teams can make data-informed decisions will be provided to Learning Support Teams

    2. We recommend that current assessments are used as our district’s academic universal screener to identify students who are not proficient and not making expected growth.

      • A representative committee will decide what behavioral and academic criteria will be used to determine students in need of support 15

      • Tools will be recommended or developed for sites to use for progress monitoring all interventions

      • A representative committee will identify cut points for schools to use in determining students in need of intervention or acceleration

    1. We recommend that the Division of Teaching and Learning consider hiring or repurposing support staff to assist schools in implementation of academic, social, emotional, and behavioral interventions and progress monitoring

      • Schools and district departments will be trained in data-driven decision making

      • The Hexagon Tool will be shared as a process for making decisions about the ability to fully support and implement interventions.

    1. We recommend that the Office of Student Learning Assistance and the Student Support Services Departments create a menu of research-based academic, social, emotional, and behavioral interventions that are available to each school in the district.

      • Menu of resources will come with implementation requirements (staffing, group size, duration), targeted skills that the resource addresses and the grade/age that intervention is designed for

      • A self-assessment of the current state of tiered interventions will be completed (District Capacity Assessment)

      • A representative committee will develop suggested criteria for movement within tiers

      • Additional staffing to support implementation should be considered

    1. We recommend that the Family and Community Engagement Department meet with community based agencies and resource providers to further develop partnerships to intervene and support our most under-resourced families.

      • Youth and family voice will be gathered to determine greatest areas of need

      • A multi-disciplinary committee will create a menu of community resources for students/families with Tier 2 and 3 concerns

      • Quarterly interagency partnership meetings will be hosted by SJUSD to support and expand services for students and families

      • A community partnership fair will be held in the fall and spring for families and support staff

      • Each school will be asked to identify a point person to receive information about family engagement and community partnership opportunities

        • Training and support for this point person will be provided through the FACE office

    1. A multi-disciplinary work group will develop a welcoming schools process for district departments and school sites that supports two-way communication with families and shared responsibility for student achievement
Last Modified on September 10, 2018