MTSS: Raising Reading Outcomes

The webinar introduces the Multi-Tiered System of Support (MTSS) focusing on reading education, led by Dr. Amy Murdoch and her colleagues from Holy Family School. Dr. Murdoch emphasizes the importance of joining the Center for Reading Science for resources and upcoming events. Key aspects include membership benefits, and initiatives such as a book study and reading summit. The session aims to delve into MTSS implementation, providing resources regardless of location, stressing the significance of reading science using data and professional development.

Michelle Fry introduces herself, emphasizing her extensive experience in urban education as both an intervention specialist and classroom teacher. Her new role as a reading specialist for grades K-5 builds on her recent education at Mount St. Joe. The objective of the webinar is made clear: demonstrating the implementation of MTSS from kindergarten through third grade. They highlight progress using data from the past four years, emphasizing the necessity of patience and system-building. They describe Holy Family School's demographics, with over 80% of students being English language learners.

Michelle Fry and Katie describe the tangible improvements in reading skills among students since implementing MTSS, particularly impressive gains observed in the third-grade cohort. They attribute this success to marrying MTSS with the science of reading instructional methods, which notably closed reading gaps. The staff's commitment to improving instructional practices through ongoing professional development and focus on systematic reading approaches is underscored. Practical steps and insights are shared, demonstrating comprehensive engagement from teachers to administrators in fostering reading skills.

Katie highlights the initial skepticism and the 'aha' moments experienced by teachers throughout professional development, particularly during comprehensive letters training. Emphasizing the importance of universal screening and teacher professional development in effectively implementing MTSS, she stresses the cooperative aspect within the school to foster a supportive teaching and learning environment. The introduction of these practices has not only enhanced the confidence of the teaching staff but also redefined their approach to delivering reading education.

Dr. Murdoch outlines the collaborative use of the Literacy Analysis and Planning Guide (LAP-G) to identify areas needing improvement within their MTSS framework. Emphasizing professional development and the screening process as foundational steps, the discussion illustrates the strategic focus on word recognition and systemic analysis, identifying gaps in implementation and calibration of instructional practices. By layering their instructional framework, starting with the foundational skills of word recognition, they aim to provide a solid base for further expansion of reading proficiency.

The development of a differentiated, small group instruction approach within the MTSS framework is discussed. The program involves detailed planning, utilizing screener data to execute phonics instruction effectively. The introduction of these structured methods demonstrates early success, although initial challenges are acknowledged. The importance of dynamic collaboration and integrating teachers’ professional learning into practical application in classroom settings underscores the ongoing process of refining and enhancing instructional strategies within this multi-layered system.

The webinar illustrates the example of phonics lesson libraries and core phonics programs being integrated into small group instructions to enhance reading development. Through trial and error, the school identifies the successful application of these structured, tiered systems in fostering student growth. The staff engages in iterative cycles of feedback and restructuring, demonstrating a commitment to refining teaching methods. Lessons are drawn from both successful implementations and missteps, guiding the evolution of their reading instruction strategies.

The staff discusses key takeaways from the implementation journey, emphasizing problem-solving as a communal effort where shared goals focus on elevating student literacy. They highlight the shift from isolated efforts to a school-wide initiative, allowing for systemic support and the effective use of data-driven instruction. The approach fosters teacher empowerment, reflective practice, and adaptive instructional methods consistent with MTSS principles. Real-world application of theoretical training to achieve literacy goals creates a framework for sustainable academic improvement.

Outcomes and positive changes resulting from their revised instructional processes are shared, demonstrating significant gains in reading proficiency. Observations reveal how a systematic and well-coordinated approach to MTSS contributes to closing the reading gap. They address the vital role of ongoing data analysis, professional development, and collaborative effort among teachers and staff in sustaining these gains. Continuous problem-solving and adapting strategies to meet the diverse needs of learners are emphasized as critical components.

Discussion shifts to addressing significant challenges encountered, particularly regarding taking actionable steps when initial solutions were ineffective. The commitment to reevaluation and adaptation of core material into a small-group format shows a strong adherence to evidence-based methods. The team’s collective resolve to provide equitable reading instruction to all students by customizing approaches that meet their specific needs demonstrates the model’s flexibility and scalability within various teaching contexts.

In discussing the extension of MTSS into language comprehension and vocabulary instruction, they stress the importance of integrating science and social studies to enhance content literacy. Writing instruction is emphasized as a medium to extend comprehension and vocabulary skills, enabling profound connections with content. They tackle vocabulary systematically, enhancing learners’ exposure and understanding of language essential for academic success. These principles guide teams toward a balanced, comprehensive literacy curriculum.

The narrative provides insight into successful instructional models developed through strategic trial and error. Strategies focused on creating an adaptive curriculum to support student diversity and learning variability are implemented, prioritizing first-year teachers’ support. Emphasis on adapting core pedagogical resources to meet specific literacy goals reinforces the relationship between innovation and evidence-based practice. This adaptive approach is presented as key to overcoming hurdles and optimizing reading instruction.

Participants reflect on strategic collaboration and the sharing of instructional roles to maximize impact. The systemic coordination and division of responsibilities among teachers and support staff ensure targeted student support. Detailed processes to evaluate students' literacy skills, incorporating both academic and emotional support, illuminate the deeper impacts of these educational transformations. They celebrate the success of creating a culture of reading, where both teachers and students are actively engaged in the learning journey.

Significant emphasis is placed on transferring skills and empowerment derived from successful implementation phases to broader applications, such as informing sister schools within their network. Scaling effective practices demonstrates how intense initial effort and learning can catalyze wider educational reform. Teacher leaders are cultivated, and experiential learning is employed to foster broader educational change within and beyond the local community, harnessing shared expertise to fuel district-wide literacy improvements.

Participants engage in questions and reflections, reiterating the importance of both macro and micro-level interventions in MTSS. The interplay of supportive educational leadership, adept use of data, and strategic collaboration produces robust changes within literacy instruction. The blending of structured professional development with adaptable teaching methodologies reinforces MTSS as a viable, adaptable model for educational settings. Collaborative reflections promise ongoing discourse and adaptability in addressing dynamic educational challenges.

Summarizing the meeting, Dr. Murdoch and her colleagues assert their commitment to sharing operational insights gleaned from their MTSS journey, aiding other educational entities in replicating their success. Future engagements focus on actionable insights, continual evaluation, and readiness to adapt emerging best practices. The dedication to fostering literacy advancement through shared strategies and community support fosters a sustainable educational ecosystem, resonating with broader institutional goals for equitable academic success.

The team wraps up by reinforcing the importance of the progress made on MTSS implementation at Holy Family School. They highlight an upcoming members-only session designed to delve deeper into specific aspects like language comprehension and tools shared, indicating ongoing support for participating institutions. The session closes with gratitude to all contributors and anticipation for continued collaboration and support through online and community channels. The recording is noted as being available for later viewing.