MTSS DEFINED

At EMCSD, our equity-centered MTSS framework integrates academic, behavioral, and social-emotional learning for comprehensive support. It's not just a methodology but the core of our educational approach, driven by the belief in every student's potential. Our framework emphasizes resource allocation efficiency, effectiveness, and equity, with collaborative leadership and data-driven decision-making at its center. We tailor support through screening and assessment, building partnerships with students, families, schools, and the community. While MTSS addresses equity barriers, true progress requires a systemic shift to challenge and change inequitable norms and actions, ensuring equitable opportunities for all students.

CONTINUUM OF SUPPORT

UNIVERSAL

All students (100%) receive high-quality, evidence-based core instruction, intervention, and support that addresses grade-level expectations for learning and is differentiated to meet students’ unique needs. Culturally and linguistically responsive practices are implemented. Most students (80%) should adequately respond to universal instruction, intervention, and support.

SUPPLEMENTAL

Some students may not adequately respond to universal instruction, intervention, and support. Supplemental, targeted intervention and support is provided that corresponds to needs. Progress monitoring data is collected frequently. Supplemental intervention and support is provided concurrently with universal instruction, intervention, and support to around 15% of students.

INTENSIVE

Few students may not adequately respond to universal instruction, intervention, and support or make adequate growth with supplemental intervention and support. Intensive, targeted intervention and support are provided that corresponds to needs. Intensive intervention and support have an increased intensity, frequency, and/or duration when compared to supplemental. Progress monitoring data is collected frequently. Intensive intervention and support is provided concurrently with universal and supplemental instruction, intervention, and support to around 5% of students.

Layering Support

UNIVERSAL

SUPPLEMENTAL

INTENSIVE

UNIVERSAL

Tried and true strategies that set students up for success! Best, first instruction aims to provide all students with equitable opportunities and access to high-quality, effective, and engaging core curriculum. These proactive strategies should be tried out before adding on.

Clear, concise learning targets

Short-term goals or statements that clearly state what the student is expected to know and be able to do by the end of the lesson(s) and include success criteria

Collaborative learning structures

Strategies for students to engage and discuss in the classroom (e.g., fishbowl, think pair share, jigsaw, and elbow partners)

Culturally responsive teaching

Being aware of the cultural make-up of the class and using appropriate resources and activities that respect different cultures

Differentiated instruction

Instruction that meets the needs of all learners in the classroom

Flex scheduling

Creative use of time and space in the school day as a resource to support students’ learning needs

Re-teach

Adjusting instruction to meet the needs of those students who weren’t successful during initial delivery

Small group intervention

Practice of using formative assessment data to teach small groups of students with similar learning needs

Student discourse

Students are provided with multiple opportunities to explain and clarify their thinking and discuss the ideas presented by their teachers, classmates, and the curriculum

Student goal setting

Fundamental to long-term success where students create goals

Targeted instruction based on data

Planning and adjusting instruction based on what students know and can do as determined by assessment data

Teaching practices

Practices that ensure each student learns and moves toward achieving the learning target(s) during the moment of instruction

PARENT, GUARDIAN, AND CAREGIVER WORKSHOPS

Upon administrator request, community liaisons can provide these informational and interactive workshops to parents, guardians, and caregivers.

• Preparing for Parent-Teacher Conferences
  
• Preparing Your Child for Statewide Testing
  
• Thinking Ahead to College and Career
  
• Types of Parent/Guardian Involvement in Education
  
• Understanding and Adapting to Different Types of Learning
  
• Understanding Your Child's Report Card
  

CURRICULUM AND TOOLS

• English language arts
• Ready to Advance (TK)
  
• Benchmark Universe (K-5)
  
• Adelante- Dual Language (Spanish K-4)
  
• StudySync (6-8)
  
• English 3D (ELD 7-8)
  
• Math
  
• Think Central (K-5)
  
• MyHRW (6-8)
  
• ST Math (TK-8)
  
• Science
• Twig (K-5)
  
• Amplify (6-8)
  
• Social Studies
• My World-Savvas (K-5)
  
• Impact McGraw Hill (6-8)
  
• Other
• i-Ready Lessons
  
• BrainPop, Brainpop Jr., and Brainpop ELL
  
• Nearpod and Flocabulary
  
• Newsela
  
• Common Sense- Digital Citizenship
  
• Rosetta Stone
  
• SeeSaw
  
• Quizziz
  

SUPPLEMENTAL

These are more targeted and for those students who need alternative strategies to support their academic success.

SIPPS

Foundational skills program for teaching phonological awareness, short vowels, single consonants, and sight words

LINDAMOOD-BELL VISUALIZING AND VERBALIZING

Develops concept imagery and teachers students to verbalize their images

DO THE MATH

Teaches students to use numerical reasoning to find the best strategy for solving a problem

OTHER EVIDENCE BASED INTERVENTION

TARGETED

These are more intensive and for those students who need alternative strategies to support their academic success.

SIPPS

Foundational skills program for teaching phonological awareness, short vowels, single consonants, and sight words

LINDAMOOD-BELL VISUALIZING AND VERBALIZING

Develops concept imagery and teachers students to verbalize their images

DO THE MATH

Teaches students to use numerical reasoning to find the best strategy for solving a problem

OTHER EVIDENCE BASED INTERVENTION

UNIVERSAL

SUPPLEMENTAL

INTENSIVE

UNIVERSAL

Tried and true strategies that set students up for success! These proactive strategies should be tried out before adding on.

Behavior Expectations

Guidelines for expected behavior and adults use to provide acknowledgement and redirection when necessary

Brain Breaks

Quick break from learning that enables student to rest, recharge, and focus

Cueing

Adult uses a verbal, nonverbal or visual signal to indicate that a certain behavior is desired or should stop

First-then charts

Visual that shows what happens first and what happens next in a plan or routine using preferred and non-preferred tasks

Forced choice

Adult provides student with at least two options of incremental actions that ultimately lead to the expected behavior

Group contingencies

Adult reinforces an entire class or a group of students when they engage in the expected behavior

Planned ignoring

Adult withholds attention after student engages in a specific behavior

Positive rEinforcement

Adult rewards desired behavior to encourage it to happen again

Precorrection

Adult reminds student of the behavioral expectation before a task to “get ahead” of a problem

Proximity control

Adult reduces physical distance between themselves and student as a way to redirect student and remind them of behavioral expectations

SELF MONITORING

Student self-assesses and keeps track of their own behavior

VISUAL SCHEDULES

Series of pictures representing a sequence of activities or events

VISUAL TIMERS

Devices that count down time and show the passage of time with a visual display

Class Management Educator Self-Reflection Tool

Checklist to self-reflect on practices that are in place to support student behavior

STAFF PROFESSIONAL DEVELOPMENT

Upon administrator request, BCBA can provide these informational and interactive workshops to credentialed and classified staff:

• Positive Relationships Make a Difference: The Foundation of Learning and Development
  
• Building Environments that Encourage Desired Behaviors
  
• Understanding Behavior as Communication: Functions of Behavior
  
• The Science of Behavior: Setting, Antecedent, Behavior, and Consequence
  
• Powerful Strategies to Foster Student Motivation
  
• Big Ideas and Key Investments: Proactive Classroom Behavior Strategies
  
• Measuring Behavior: The Power of Data Collection
  

CPI Nonviolent crisis intervention training without safety interventions

Evidence-based program that is designed to provide a common language and to teach participants about the early warning signs of potential crisis situations. Participants are provided with the knowledge, skills, and confidence required to proactively respond, prevent, and defuse challenging behaviors. BCBA will offer several times a year on a first-come, first-serve basis.

PARENT, GUARDIAN, AND CAREGIVER WORKSHOPS

Upon administrator request, community liaisons can provide these informational and interactive workshops to parents, guardians, and caregivers.

• Healthy Screen Time
  
• Importance of Attendance and Ways to Improve It
  
• Navigating Inappropriate Language and Challenging Behavior
• Defiance
  
• Disorganization
  
• Frustration
  
• Hyperactivity
  
• Impulsivity
• Inattention
  
• Incomplete Work
  

SUPPLEMENTAL

TARGETED

These are more intensive and for those students who need alternative strategies to support their behavioral success.

CPI Nonviolent crisis intervention training with

safety interventions

BCBA will offer several times a year on a first-come, first-serve basis

Behavior Plan

A referral is required before BCBA observation, consultation, and

collaboration for intensive strategies that require both an SST

meeting and a behavior plan

UNIVERSAL

SUPPLEMENTAL

INTENSIVE

UNIVERSAL

SUPPLEMENTAL

These are more targeted and for those students who need alternative strategies to support their social-emotional success.

IMPROMPTU CONFERENCES

Facilitate empathy, active listening, social awareness, and relationship building; a restorative practice

STUDENT CHECK-IN

Brief and help student with problem-solving to find simple, concrete solutions to perceived challenges, paired with self-reflection; referrals may be made by students, teachers, other educators, parents/guardians/caregivers, or other community agencies

PROBLEM-SOLVING AND CONFLICT RESOLUTION CIRCLES

Reactive, intentional circles that seek resolution, maintain relationships, and allow all participants' voices to be heard; a restorative practice

SMALL GROUP COUNSELING

Solution-focused, evidence-based, and short-term; referrals may be made by students, teachers, other educators, parents/guardians/caregivers, or other community agencies

lying ACCOMMODATIONS and strategies

sadness/depressioN ACCOMMODATIONS AND STRATEGIES

worry/anxietY ACCOMMODATIONS AND STRATEGIES

TARGETED

These are more intensive and for those students who need alternative strategies to support their social-emotional success.

FORMAL RESTORATIVE CONFERENCE

Reactive, intentional circles that repair harm, maintain relationships, and allow all participants' voices to be heard; a restorative practice

EMCSD'S INTERN COUNSELING SERVICES

Counselors and social workers can provide counseling referrals to EMCSD's intern counseling program for students who may require long-term counseling

OUTSIDE MENTAL HEALTH AGENCY SERVICES

Counselors and social workers can provide counseling referrals to mental health agencies for students and parents/guardians/caregivers who may require long-term counseling; referrals made to mental health agencies such as ENKI Youth and Family Services, Pacific Clinics, and Foothill Family

EMCSD's Expanded Learning Opportunities Program provides students with engaging enrichment programs outside of the normal school hours (e.g., weekends, before and after school, summer, and intersession). Programming is designed to cultivate students' innovative thinking and curiosity while fostering academic, social, emotional, and physical development within a safe and nurturing environment. The following opportunities are offered at one or more schools across the district:

• ASPIRE/LEARN
  
• Art Club
• Bowling
• Coding Club
• Computer Science
• Culinary Club/Cooking Club
• Drama Club
• Fitness Club
• Garden Club
• Girls on the Run
• Golf
• Junior Library Club
• Learn to Swim Program
• Lego Robotics
• Madrigal Singers
• Mariachi
• Math Club/Math Homework Club
• Musical Theater
• Outdoor Science Camp
• Pickleball
• Playworks
• Pottery
• Recycling Club
• Science Club
• Soccer
• Sole Panthers
• Spirit/Dance
• Stars Club
• STEAM
• Student Lighthouse
• Sunshine Club
• Tennis
• Tutoring
• Youth Cinema Project
• Youth Sports Program
• Welcome Ambassadors
• Win-Win Program
  

The Jeff Seymour Family Center’s (JSFC) mission is to unite the county and community to strengthen individual, family, and neighborhood protective factors by increasing social connectedness, community mobilization, and access to needed supports and services. It facilitates linkages to resources and services provided by a network of community partners. Referrals may be made by students, teachers, other educators, parents/guardians/caregivers, or other community agencies with the submission of the completed Request for Services Form. JSFC offers the following services:

• Food
  
• Clothing
  
• Emergency Housing Services
  
• Low Cost Electric Bike Rentals
  
• Utility Discount Programs
  
• Cal Fresh Enrollment
  
• Bicycle Safety, Education, and Repair
  
• Uniforms
  
• Backpack with School Supplies
  
• Medical Care Services- Primary
• Medi-Cal enrollment
• School-mandated Youth Vaccinations and Physicals
• Dental Services
• COVID Testing and Vaccinations
• Yoga and Nutrition Classes
• School Based Counseling
• Adult/Family Counseling
• Court Mandated Parenting Classes
• College Savings Accounts
• Financial Literacy Workshops
• Exploring Clean Energy Options and Rebates