MTSS and PLC
MTSS and PLC's are the foundational fabric to the curriculum, instruction, and assessment systems in Bozeman Public Schools. MTSS and PLC's foster culture and belief that ALL students can learn and achieve at high levels. When braided together MTSS + PLC = Learning For All. Click link below to learn more about MTSS and PLC processes in Bozeman Public Schools.
MTSS stands for Multi-Tiered Systems of Support. MTSS is a framework for school improvement that focuses on system level change across the classroom, school, and district to provide all students with the best opportunities to maximize achievement, both academically and behaviorally. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and continually checking fidelity of interventions. Data is used to allocate resources to improve student learning and support staff implementation of effective practices. The framework is typically used for literacy, math, or positive behavior supports. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, standards-based instruction and intervention that is matched to students’ academic, social, and behavioral needs. Additionally, the MTSS framework utilizes a trauma-informed approach that allows for empathetic staff response and interventions that take into account significant life experiences of children and family systems.
MTSS is a systemic approach
- Tier l: All students will be part of strong initial instruction.
- Tier ll: Even with strong initial instruction, some students will need targeted support to be successful.
- Tier lll: Even with strong initial instruction, and targeted support, a few students will need intensive support to be successful.
Improves education for ALL students
Eliminates the "wait to fail" situation that prevents at-risk students from receiving services earlier rather than later
Provides instructionally relevant, easily understood information through progress-monitoring techniques
Allows us to know what works NOW to improve students’ skills
Encourages collaboration among educators, families, and community-members
A completed resource map for each school that includes personnel, facilities, curriculum and intervention, time allocation and requirements, additional resources, and schoolwide data (June 2022)
A common understanding of MTSS that goes beyond pathways to single-student interventions or special education pre-referral (June 2022)
A systemic, consistent MTSS process spanning K-12 (per consensus with end date of June, 2025)
A commitment and process to regularly and continuously monitor for and respond to “implementation drift” with a philosophy of “core plus intervention” instead of “core replacement” (per consensus with end date of June, 2025)
Tier 1 core instruction is built with principles that provide an integrated structure of student support allowing every student access to high-quality resources and engaging curriculum, as well as the use of common assessments to discontinue the practice of tracking. (on-going)
An efficient and effective data system, including early warning system drop-out prevention indicators, that accesses and uses a wide variety of student data as well as matching resources to support individual student needs (June 2022)
The use of evidence based progress monitoring tools, interventions, and curriculum (on-going)
Professional learning community (PLC)
"An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators."
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™
- The Four Pillars: Mission, Vision, Values, and Goals
- The Three Big Ideas: Focus on Learning, Focus on Collaboration, Focus on Results
- The Four Essential Questions: Essential Standards, Common Assessments, Intervention, Extension
- Model PLC Schools
- The Tight Elements of a PLC
- Important Links/Resources
- Why Do We Exist?
- What Is Our Fundamental Purpose?
- Clarifies Priorities and Sharpens Focus
“In a learning-centered school ensuring that all students learn must be at the heart of its mission”
DuFour, DuFour, Eaker, Many, & Mattos, Learning By Doing: A Handbook For Professional Learning Communities At Work (2016)
- What must our school become to accomplish our purpose?
- Compelling Future
- Gives Direction
- How Must We Behave To Achieve Our Mission?
- Collective Commitments
- Guides Behavior
- How Will We Mark Our Progress?
- Targets and Timelines
- Establishes Priorities
Focus on Learning
Focus on Collaborative Culture
Focus on Results
PLCs measure their effectiveness on the basis of results rather than intentions. All programs, policies, and practices are continually assessed on the basis of their impact on student learning. All staff members receive relevant and timely information on their effectiveness in achieving intended results.
Model PLC School Criteria:
To be selected as a Model PLC School the following criteria applies:
- Demonstrate a commitment to the PLC at Work® process.
- Implement those concepts for at least three years.
- Present clear evidence of improved student learning.
- Explain the culture, practices, and structures of the school or district, and submit it for consideration to the PLC Review Committee using our online submission process.
- Update school or district information on the site each year to show your data continues to meet the criteria of the PLC at Work process.
Bozeman Public Schools Model PLC Sites:
1. Educators work collaboratively rather than in isolation, take collective responsibility for student learning, and clarify the commitments they make to each other about how they will work together.
2. The fundamental structure of the school becomes the collaborative team in which members work interdependently to achieve common goals for which all members are mutually accountable.
3. The team establishes a guaranteed and viable curriculum, unit by unit, so all students have access to the same knowledge and skills regardless of the teacher to whom they are assigned.
4. The team develops common formative assessments to frequently gather evidence of student learning.
5. The school has created a system of interventions and extensions to ensure students who struggle receive additional time and support for learning in a way that is timely, directive, diagnostic, and systematic, and students who demonstrate proficiency can extend their learning.
6. The team uses evidence of student learning to inform and improve the individual and collective practice of its members.
DuFour, DuFour, Eaker, Many, & Mattos, Learning By Doing: A Handbook For Professional Learning Communities At Work (2016) p.14