Council of Great City Schools Audit

Recommendations for MT(L)SS

PURPOSE and BACKGROUND: Multi-tiered System of Supports (MTSS). New Mexico Public Education Department (NMPED) framework for
tiered instruction and interventions is in flux and there is overwhelming consistency in the educational literature on the components of an effective MTSS
framework. The nature of this work is too important for Albuquerque Public Schools (APS) to wait for state guidance. Rather, the district should
immediately build on its Student Assistance Team (SAT) and Response to Intervention (RtI) practices to develop/implement a framework of MTSS in
academic achievement, positive behavior, and social/emotional growth--for all students.

The term MTSS is used generically because of its universal meaning in educational literature and its use in the federal Literacy Education for All,
Results for the Nation Act (LEARN Act), H.R. 2272, which authorizes state grants to improve birth through grade 12 literacy. The Council team uses the
term MTSS because of its universal meaning in the educational literature and its use in the federal Literacy Education for All, Results for the Nation Act
(LEARN Act), H.R. 2272, which authorizes state grants to improve literacy at birth through grade 12. This broad usage makes it easy to find relevant
information in any internet search. The term that NMPED is using, i.e., “multi-layered services and support” (MLSS), is not in use outside the state. APS
will use the term MT(L)SS for the implementation phase.

C of GCS Recommendations
APS MT(L)SS Framework
Recommendations Possible Actionable Items APS Progress and Objectives Responsible Timeline
Board Policy and Vision Policy should  Stakeholders representing both Board Services Summer
Establish clear and defined school board  Specify language in reference to Tier I SPED and GenEd will work with  Legis. Liaison 2019
policy in support of district’s MTSS and Tier II instruction and Board to create policy. SPED
framework for academics and behavior. interventions.  Include policy in Implementation OEIIS
 Commitment to academic  Highlight district support and principal Plan.  C&I/Innovation/
achievement leadership in differentiated instruction LCE/Equity/
 Improve social/emotional well-being in GenEd settings. SFCS/Title I
for students  Expect students will receive rigorous, Zone Associates
linguistically appropriate and culturally  Principals
relevant core instruction. Communications

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 Recommendations
Leadership Positions
Revise APS organizational structure.
Align administrative support for
teaching/learning to better leverage
district resources. Establish expectations
for collaborative decision-making and
program implementation.
 Assoc. Superintendents report to
Deputy Superintendent or CEO-CAO
 Promote C&I leadership position to
Assoc. Super. to reinforce
importance.
 Internal Project Manager to monitor
activities for Superintendent.
 Hire short-term external consultant
with expertise in SPED assessments.
District, Zone and School Leadership
Teams
Establish leadership teams at district,
zone, and school levels to support MTSS
planning and implementation activities.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Deputy Superintendent or CEO/CAO APS aware of negative impact of Superintendent SY18-19
 Establish guidance for collaborative adding senior admin. OEIIS SY19-20
decision-making and program  OEIIS Asst. Super. to Associate SPED
implementation across departments. to add responsibility of MT(L)SS. Zone Associates
 Project manager to coordinate reports o Internal Dir/Sr. Dir. could  Principals
to superintendent and cabinet, status manage MT(L)SS. HR
of implementation, barriers. o OEIIS Core Group CFO
 SPED, LCE, and HR address supervising majority of
recruitment and retention issues and MTSS departments meet
establish guidance on transfers not weekly.
governed by negotiated agreements.  Assoc. Supers. meet weekly.
 SPED and C&I meet monthly.
 Tier I and Tier II aligning supports
and curriculum across district.
 C&I and SPED updated selection
policies of new curricular
materials.
District MTSS Leadership Team Stakeholders will meet to create District SY18-19
Diverse, representative stakeholders from MTSS Leadership Teams. Assoc. Super. SY19-20
all levels. Include union.  OEIIS Core Group overseeing OEIIS On-going
 Establish standing meetings many MTSS departments meet  C&I/Innovation/
 Ensure common, high-quality weekly. LCE/Equity/
language.  Associate Superintendents meet SFCS/Title I
 Discussions to include weekly. CISO
o School culture; growth mindset;  SPED and C&I meet monthly  SIS/SAPR
people first language; etc.  SPED and ATF created task force CFO/COO
o Interaction among Tiers created action plan. Communications
Zone MTSS Leadership Teams o Meet quarterly to work on Zone
One MT(L)SS leadership team per zone action plan steps. Zone Associates
with leader collaboration  C&I PD  PSS/Principals
School-Based Leadership Teams  Summer SPICon Conference School
 Ensure common understanding included national speakers with Principal/Instruc.
 Define responsibilities themes such as growth mindset, Council/Counselor
SEL, and behavior support.
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 Recommendations Possible Actionable Items APS Progress and Objectives Responsible Timeline
District Framework Design Department Alignment  OEIIS overseeing plan. OEIIS SY17-18
Review information from NMPED as well  Departments aligned to support  OEIIS/SPED/Technology Depts.  C&I/Innovation/ SY18-19
as credible websites to address implementation. aligned to support LCE/Equity/ SY19-20
recognized MTSS components.  Deliverables collaboratively implementation. SFCS/Title I
 Develop and Implement Plan developed without producing  Principals aligned in Learning SPED/UDL Team
 Roll-out plan (include all grades) competing priorities. Zones Zone Associates
Provide supports for linguistically  Involve technology and general  OEIIS-Title I and SPED currently  PSSs
appropriate and culturally competent education comparing materials to replace CISO
instruction.  Compare value of materials to low-value resources.  Ed Tech
replace low-value resources.  New interventions phased in  Assessments
Phase in new interventions. incrementally and intentionally. CFO/COO/HR
Communications
Implementation Plan Framework  OEIIS creating Implementation OEIIS SY18-19
 Districtwide MT(L)SS team to develop  Aggressive time-frame with short and Guide including policy, objectives,  C&I/Innovation/ SY19-20
written multi-year action plan. long-term objectives. framework, and templates. LCE/Equity/ SY20-21
 Expectations  Engage ATF representatives.  SPED and C&I working together SFCS/SAT/504
 PD  Disseminate draft framework to to align protocols /Title I
 Data analytics and platforms stakeholders and obtain feedback.  C&I and Title working to align Tier SPED
 Accountability measures.  Incorporate MT(L)SS components I and Tier 2. Zone Associates
 Budget allocations, etc. o Universal screeners  OEIIS working with CISO CISO
 Make sure clear framework includes o Formative assessments departments to crease data  Assessment
all students. o Standard protocols for analytics and platforms.  SAPR
 Clear feedback loop interventions/supports  Exploring pilot schools  SIS
o Supplemental and intensive  Reviewing phase-in process  Ed Tech
MTSS Guidance resources.  Collaborate with ATF and APSPA CFO
Develop written guidance on MT(L)SS  Post implementation plan on website, HR
framework specific to developing with relevant links. Web Team
universal understanding of core  Provide schools small planning grant Communications
principles.  Address behavioral issues ATF/APSPA

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 Recommendations
Data Analysis and Reports
 Review current data collection and
analyses
 Supplement with indicators or metrics
useful in determining whether schools
use MTSS practices and relationship
to student achievement (e.g., growth
based on appropriate instruction and
intensive interventions)
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Create Data Analysis and Report  SPED/C&I/CISO working in OEIIS SY19-20
Process conjunction to create data reports SPED SY20-21
 Achievement Data and will work with schools in PD Zone Associates
 Educational Environments for data analysis.  PSSs
 Attendance/Suspension/Dropout  LCE conducting comprehensive CISO
 Percentages of IEPs by school Focus Reviews  SAPR
Data Analysis and Reports  Data analysis and reports will  Assessments
 Identify data to problem-solve and inform the work and modifications
strategize.  SPED and Gen Ed alignment of
 Develop user-friendly reports. assessments to measure growth
 Embed data in 90-day plans to target and progress
patterns and concerns.
 Use risk ratios to better understand
district practices and effects.
Data Checks
 Ensure data includes all State
Performance Plan (SPP) indicators.
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 Recommendations
Monitoring and Accountability
Evaluate implementation, effectiveness,
and results of MT(L)SS, and include
 Baseline Data and Fidelity
Assessments
 Data Checks
 Timely Communication and Feedback
General Compliance Support, and Data
and Fiscal Issues
 Improve compliance
 Address data issues
 Enhance revenue
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Create Monitoring and Accountability  SPED to use State indicators to OEIIS On-going
Plan monitor compliance SPED
 Processes to ensure 90-day plans  SPED/State/Federal indicators Chief Information
address issues related to SWD. could be incorporated into 90-day and Strategy
 Ensure Academic Master Plan data plans Officer
disaggregated for SWD.  iReady/iStation for SPED  SAPR
 Expect principals to oversee SPED baseline data Zone Associates
and held accountable.  SAT and Section 504 Standard  Principals
 Review tools for instructional rounds Operating Procedures Manuals Communications
and monitor instruction/interventions. o Electronic manuals
 Initiate technical assistance, PD, and o Expectations
mentoring to improve practices. o Incorporate information
 Flexible use of school-based budgets on behavioral process.
for inclusive education.  Provide training to stakeholders
Baseline Data and Fidelity and parents on SAT and 504.
Assessments  Strengthen compliance – hiring
 Use MT(L)SS (SAM) for school self- Compliance Coordinator
assess and leadership team review.  SAT and SPED
o Review SAT packets
o Reviewing referral
process and training
o Defining roles and
responsibilities
 SAT hired four behavioral
specialists – one per LZ
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 Recommendations
Demographics, Referral and
Identification of Disability
Improve the overall consistency and
appropriateness of SPED referrals,
assessments, and eligibility decisions.
 For each disability area of concern,
review district processes, including
referrals, assessments, and eligibility,
and provide more specific guidance.
 Develop schedules for ensuring child
find process.
 Obtain feedback to draft language.
 Address processes connected with
disability areas where APS an outlier.
 Monitor students for adequate
progress after receiving appropriate
interventions.
Exiting Special Education
Establish guidelines for determining when
and under what circumstances a student
no longer needs special education to
progress educationally.
Transition to services under Section 504
might be appropriate for such students.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Protocols  SAT creating on-line protocols SPED SY18-19
 Establish protocols for SATs, and timelines to support schools. OEIIS SY19-20
assessments, and IEP teams to  APS will evaluate possible areas  LCE/SAT/ SY20-21
support SPED decision-making. of concerns such as  Equity
 Incorporate procedural manual o Emotional disturbance at high CISO
information on EL SWDs. school level and among  SIS
 Actions if SAT suspects student African Americans  SAPR
needs SPED but documentation/ o White students with autism Zone Associates
interventions incomplete. o High proportion of ELs with  Principals
 Portal to store and share vital SAT SLD or intellectual disability.  PSSs
elements with teachers.  LCE working with SPED on  Teachers
 Establish thresholds for maximum teacher training and will work on
number of students with IEPs. procedural manual.
o Identify individual schools  SAT conducting data analysis of
 Leadership to work with principals to types of determinations and
problem-solve and make changes. schools with higher number of
 Consider how speech/language SATs to provide more direct
services provided in Tier 1 or Tier 2. support.
 Student may be identified as
SWD – Child Find K-12
Process  SPED work with GenED to create SPED SY19-20
 Plan for and provide all relevant process for students exiting Tier 4 OEIIS SY20-21
district stakeholders with PD. to move back to Tier 1, 2 or 3.  SFCS/C&I/SAT SY21-22
 Develop and provide regular reports  Create system for progress /504
to leadership to determine whether monitoring. CISO
SPED eligibility shaped by school- Zone Associates
based factors.  PSSs
 Share data by zone and by schools  Principals
within zones.
 Develop process for ongoing
monitoring of expected referrals,
evaluations, and eligibility practices.
 Enable staff to observe best practices
and receive support to improve
knowledge and skills.
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 Recommendations
Early Childhood
Increase number of children educated
inclusively in regular preschool classes--
with no more than 50 percent and close to
30 percent of classes composed of
children with disabilities.
Spur high-quality education for students
with disabilities.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Considerations  SPED and NMPK have standing SPED SY19-20
 General/special education discuss meetings to discuss curriculum, OEIIS SY20-21
o Early childhood curriculum instructional practices.  NMPK/C&I/ SY21-22
o Instructional practices  OEIIS aligning Tier I and Tier 2 Instructional
o Expansion of inclusive instructional materials and Materials/Title I
educational models curriculum district-wide.
 Provide for students with academic  FOCUS standards for NMPK
performance significantly below o Schools applying for Five-
peers. star status
 Improve instruction aligned to core
standards and expand intensive
interventions.
 Reconcile instructional materials used
by GenEd and SPED.
 Ensure students with disabilities can
access Tier 1 and 2 interventions
along with Tier 3 interventions.
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 Recommendations
Planned Collaboration
Set expectations general/special
educators, paraprofessionals, and related
service personnel will collaborate in
providing instruction and interventions for
students they have in common.
 Selection and implementation of new
curricular materials
 Solicitation and implementation of
district grants
Collaboration with Higher Education
To the maximum extent possible,
collaborate with current/new higher
education and other partners to involve
them in this process and strengthen
district capacity.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Zone Level Collaboration  OEIIS associate superintendent SPED On-going
 Regularly scheduled meetings to will establish standing meetings Zone Associates
improve teaching/learning for SWDs. for departments involved in OEIIS
 Develop strategic actions for supporting instruction/ behavior.  C&I/LCE
principals with common issues and  Associate superintendents meet HR
principals with unique issues. weekly. Higher Ed
 Use data to inform issues  SAT and SPED standing meeting. Institutions
 Monitor cohort schools with standard  LCE and SPED standing meeting. ATF
protocol.  Outreach to higher ed (teacher
Expected Practices prep programs) to align common
 SPED establish expectations for classroom expectations
internal admin. practices.
 Expect regular SPED PSS and
periodic Assoc. Super. attendance at
principal zone meetings.
 Establish schedules for SPED
personnel/leadership to visit schools.
 Expect SPED PSS participation in
instructional rounds.
o Ensure instructional round
protocols include
observations of specialized
classes.
 Specifically charge SPED leadership
collaborates to support teaching and
learning for SWDs.
o Hold accountable for
collaboration.
 Ensure decision-making affecting
teaching and learning includes
SPED/related services staff.
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 Recommendations
Positive Support for Behavior
Enhance supports for teachers who work
with students with challenging behavior to
increase time engaged in teaching and
learning.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Plan  Exploring SEL curriculum and SPED SY20-21
• Identify and expand personnel PBIS district-wide Zone Associates SY21-22
available to observe classrooms,  Behavior Specialist at each Zone OEIIS
model effective practices.  LCE collaborating with SPED to  C&I/LCE/SAT/
• Address issues associated with identify best practices in SFCS
process for requiring FBAs/BIPs implementing language HR
• Revise criteria and guidance for FBA/ acquisition strategies.
BIPs.  SFCS restorative justice grant
o Align requirements with IDEA  Re-directors working at all
and New Mexico code. elementary schools
o Identify best practices in FBA  SPED district-wide BCBAs
implementation and guidance.  SPED can provide training
• Remove requirement for FBA/BIP to
initiate/maintain SW services in IEP.
• Consider FBA to determine if student
requires more restrictive placement or
available to assess students
with/without IEPs.
• Use PBIS to develop intervention
models for ELs with disabilities.
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 Recommendations
Flexible Service Delivery Models
Identify effective approaches for
supporting students in general education
classes using flexible service models.
 Improve teaching/learning of students
in general education classes using a
flexible service delivery model;
 Expand options for students who
would otherwise attend specialized
programs to receive instruction in
general education classes; and
 Support ELs with IEPs to address
language acquisition needs as well as
instructional needs related to
disabilities.
Specialized Program Configurations,
Instruction and Support
Review specialized program offerings to
assess whether the district needs eight
different specialized programs.
Possible Actionable Items APS Progress and Objectives Responsible Timeline
Support implementation • Working with materials designed SPED SY20-21
 Improve and expand high-quality co- for instruction aligned with OEIIS SY21-22
teaching, including UDL strategies. Common Core State Standards,  C&I/Title
 Provide supplemental interventions e.g., Ready/I-Ready. I/SFCS
inside or outside of GenEd classes • Tier I and Tier II aligning Zone Associates
with flexible groupings of students curriculum and instructional  Principals
with common intervention needs. materials district-wide. CFO
 Explain how to “count” students with • Braided funding for social workers HR
IEPs in GenEd for significant time but • LCE and SPED collaboration to
less than 80 percent of the day. address ELs with disabilities.
 Improve master schedules by sharing • SPED with LCE working on
models of successful schools. comprehensive document to
 Schedule common planning time for determine if student has a
SPED, GenEd teachers. disability or is it a language
 Ensure instructional materials and acquisition issue.
practices rigorous enough to result in 
academic progress.
 Address funding to remove barriers
for SWDs to access GenEd.
 Establish two centers for SWDs.
o Fiscal/programmatic
efficiency
o Principal(s) directly report to
Zone Assoc. Supers. with
SPED support.
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 Recommendations
Differentiated Professional Learning
Embed in PD, curriculum content needed
to carry out implementation plan
components. Encourage partners to offer
training through their own programs or
other mechanisms.
 Map out PD curriculum and specify
which stakeholders are the main
audiences.
 Consider an annual conference to
showcase exemplary school
practices, information, etc.
Cross-Functional Training
Conduct cross-training of personnel from
different departments to ensure essential
information provided to all principals and
teachers.
Questions
 How and when will all personnel be
trained in each critical area?
 Who will provide funding for
supports?
 How will key information be
communicated effectively?
 What additional modeling and
supports may be needed?
Possible Actionable Items APS Progress and Objectives Responsible Timeline
SPED Organization and Support  C&I and SAT providing support SPED On-going
Enable SPED personnel to assist and professional development to  UDL
principal leaders and staff to support principals, teachers, SAT Teams Zone Associates
teaching/learning.  SPED UDL team provides OEIIS
 Make reporting lines clearer and teacher instructional support.  C&I/Title I/LCE
easier for central office, zone, and  SPED UDL training providing HR
staff to understand. training in differentiation. Web team
Planning needs Communications
 Promote inclusive education with Higher Ed
multidisciplinary, interdepartmental ATF
approach.
 Compliance information through
instructional practice lens.
 Training provided at school level
through PLCs, and blended learning.
 Written materials to support training.
 Follow-up via web-based postings.
 C&I and SPED updated policies for
selection of new curricular materials.
 Rely on “train the trainer” model.
 Principal training to maximize and
leverage inclusive, high-quality
instruction and supports.
 Ongoing training for new staff.
 Involvement of ATF, higher education
partners, and parents.
 SPED support activities requiring
higher level of expertise for GenEd
teachers in Differentiated Instruction.
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 Recommendations Possible Actionable Items APS Progress and Objectives Responsible Timeline
Parent Support & Engagement District Parent Advisory Council  OEIIS FEC created parent SPED SY18-19
Improve engagement with  Work with a broad range of parents to advisory committee with GenED Zone Associates On-going
parents/families of children with design districtwide advisory council. and SPED parents. OEIIS
disabilities to expand involvement in  Address manner in which APS meets  Collaborate with SPED
schools and support of their own state requirements. leadership on various aspects
children’s education.  Review PD, and curriculum to give of zone-based parent
feedback. advisory committee
Ensure training accessible to parents with  One or two districtwide parent o Content of meetings
diverse linguistic needs and sensory conferences during year. o Processes for
limitations.  SPED Assoc. Super. should attend addressing questions
parent advisory committee meetings. o Zone meeting notices
Acronyms
APSPA Albuquerque Public Schools Principals Association
ATF Albuquerque Teacher Federation
BCBA Board Certified Behavior Analyst
BIP Behavior Intervention Plan
C&I Curriculum and Instruction
CISO Chief Information and Strategy Officer
FBA Functional Behavior Assessment
FEC Family Engagement Collaborative
GenEd General Education
LCE Language and Cultural Equity
OEIIS Office of Equity, Instruction, Innovation, and Support
PBIS Positive Behavior Interventions and Supports
PSS Principal Support Specialist
SAT Student Assessment Team
SEL Social Emotional Learning
SPED Special Education
SWD Students with Disabilities
UDL Universal Design for Learning

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