Evidence-Based Instruction, Intervention and Supports

Equitable Access & Opportunity

Overview

Kentucky’s Multi-Tiered System of Supports (KyMTSS) is a framework that organizes the systems, data and practices to promote responsive, engaging and supportive learning experiences for all students. This ensures that every student has access to the educational resources and rigor they need at the right moment in their education.

Why It’s Essential…

For all students to achieve at high levels, they must be able to access the full range of opportunities and resources that contribute to student success. Leadership teams intentionally analyze data by student demographics and address unacceptable outcomes through a strategic use of evidence-based practices and data-based problem solving.

Key Features

Systems

  • Leadership teams are representative of the students and community they serve and include key stakeholders such as students, family and community partners who advocate for and contribute to creating culturally responsive policies and values for the district and school.

  • Leadership teams ensure every student has access to grade-level appropriate learning experiences aligned to the Kentucky Academic Standards, a guaranteed and viable curriculum, highly qualified teachers, high-quality instructional resources and tools and the full range of supportive services that ensure their health and well-being.

  • Leadership teams use a consistent data-based decision-making process to remove barriers to learning and allocate funding and resources (people, materials, training, time, etc.) that are distributed based on identified student and school needs.

  • Districts and schools provide continuous, sustained and job-embedded professional learning and coaching to support teachers in evaluating, exploring and expanding their instructional practices to meet the needs of diverse learners.

Data

  • Data is analyzed at the district and school level to identify and address disparities in funding, student access to highly effective teachers, access to high quality curriculum and instructional practices, school disciplinary practices and other supportive resources such as technology.

  • Multiple sources of data are gathered and disaggregated to evaluate and monitor student outcomes at the systems and student level. For example:

    • Office referrals;
    • Suspensions;
    • Universal screening;
    • Academic achievement and growth;
    • Early warning systems;
    • Surveys;
    • Graduation rates; and
    • Students enrolled in Gifted and Talented, advanced placement, or dual credit courses.

Practices

  • Current policies, programs and practices are examined for underlying assumptions and beliefs around student learning and behavior.

  • District and schoolwide plans are developed that address academic, social and behavioral expectations, access to learning opportunities, high-quality instruction, resource allocation and/or accountability to achieve student success for all.

  • Schools intentionally create a positive school climate that is welcoming and promotes respect of the learners and families served.

  • Practices, instructional resources and the environment purposefully reflect the images and experiences of all students.

  • Instruction and intervention practices are designed to be responsive to the unique backgrounds represented by the students and the community.

Resources and Tools