The Hustle, Grind, and Execution of MTSS Implementation
Recently, I've had random papers printed in my office by team members connecting to my printer through WiFi. Typically, the printing jobs are lesson plans, guided reading books, or the weekly email, but a printed document resonated with me this week. The one-page summed up the process for implementation of Multi-Tiered Systems of Support (MTSS) and will serve as a framework for this month's discussion.
Hustle: To Have the Courage and Determination to Always Strive for The Life You Deserve
Hustle culture can be dangerous, mainly when you are laser-focused on work and professional aspirations at the expense of the other components of life. But hustling to affect the lives of others positively hits differently.
Thus far, the MTSS hustle has looked like me meeting regularly with my coach, reading articles, and watching YouTube videos to understand what I have committed myself to truly. Further, it consists of finding ways to turnkey information to different stakeholders in a way that makes sense and seems reasonable. While mentally exhausting, I must admit, there's something exciting about reimaging our approach to student support, especially for Black and Brown kids. MTSS allows us to increase academic access and opportunity for all students within our building, regardless of their disability or special education status. We are lucky that we have a parent body that is deeply committed, involved, and vocal about their children's education. We are even more fortunate to have a staff willing and ready to go above and beyond for student success. Adopting the MTSS structure will allow us to increase the collaboration between families and staff to accomplish more in less time while combatting the effects of learning loss and poverty. Beyond the hustle, though, one must be ready and equipped to put in the work.
Grind: To Perform Repetitive Tasks and Take All the Necessary Steps to Reach Your Goal
Admittedly while I am goal and results-oriented, I can be inconsistent when referring back to the plan. Not to say that I abandon it, but once I identify what needs to be done, I just do it. So, it was refreshing to revisit my MTSS Coaching Plan to learn that I was on track when thinking about the monthly roll-out objectives for MTSS. I have conquered the logistical matrix of finding shared meeting times, created a clear and organized notes document, and reconfirmed a group of teachers committed to joining the MTSS charge. Throughout the rest of this month, I must complete my data wall aligned to students' STEP reading levels and place students in tiers which will drive subsequent MTSS academic meetings, intervention selection, and progress monitoring.
As I continue to build the MTSS framework, I often reflect on how to ensure consistency—regularly meeting, intervention implementation, and reporting. Ultimately, I aim to create simplistic yet repetitive systems that will protect the time and sustain teachers' investment. By planning with the teacher in mind, I have greater confidence in ensuring my team's consistency, even as the year gets busier, the weather gets colder, and the days get longer. To ensure seamless execution, I aim to increase student outcomes without inundating or overwhelming staff.
Execute: Stop Talking, Put in The Work, and Let Your Results Do the Talking for You
After months of planning and clarifying the concept and process, we have finally launched MTSS at Ivy Hill Prep. The August/September meetings with grade teams were meant to introduce the agenda, structure, and overall objectives of our monthly academic meetings. However, teachers showed up ready and prepared not only to discuss informal data they collected during the first three weeks of school but also excited to collaborate and identify the next steps to meet the needs of their students.
One of the most significant parts of being at my school is the close-knit and familial relationship that all staff members have with students. So, while we are still in the process of completing universal screening in reading, we were able to share insights about students of academic concern. It was very refreshing to have dedicated conversations about students' performance without discussing behavioral or attendance problems, that while affecting their work, can sometimes overshadow academic strategy meetings. By the end of the 30 minutes, every classroom discussed 2-3 students and left with concrete next steps on what they could do to promote academic growth. As an educator, I firmly believe in the statement, "student did not, because teacher did not," which keeps the onus on the teacher to set students up for success. Even in the few cultural meetings that have already occurred, teachers are happy and eager to identify creative strategies to meet students where they are while simultaneously pushing them to where they need to be. Working alongside educators who are equally committed to improving their craft to be the best versions of themselves for students is great.
As we close out the month, we will continue to collect universal screening data for reading and behavior and finish our first round of culture MTSS meetings. But, overall, I am confident in the foundation we are laying, which will set our school up for academic success.
