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Urbandale staff outline Multi-Tiered System of Support, stress universal instruction and progress monitoring
Summary
District presenters described MTSS work: clarified Tier 1 instruction, use of universal screeners and EduCLIMBER for data, standard interventions, and training for interventionists. Staff set benchmarks for response rates at each tier and noted ongoing improvements and remaining work on intensive behavior supports.
Urbandale Community School District staff presented an update on the district’s Multi-Tiered System of Support (MTSS), describing the system’s structure, tools and recent changes.
Brittany Schall, director of teaching and learning, and Stephanie Davis, director of student services and equity, described MTSS as a tiered model to prevent and respond to students’ academic and social-emotional needs. They framed the model with a prevention analogy: Tier 1 is universal instruction (like daily dental care), Tier 2 is supplemental short-term support, and Tier 3 is more intensive, individualized intervention.
Staff described core elements of implementation: - Tier 1: Universal instruction aligned to the Iowa Academic Standards and career-readiness indicators; the district expects high-quality instructional materials and aims for roughly 80% of students to reach proficiency the first time they receive core instruction. - Screening and data: The district uses universal screeners and the EduCLIMBER data-management system. Schall said EduCLIMBER allows teams to view whole-grade patterns rather than only individual students. - Tier percentages: Presenters described typical benchmarks for a healthy MTSS: about 10–15% of students may need Tier 2 supplemental supports and 1–5% may require Tier 3 intensive intervention, with progress monitoring to guide adjustments. - Staffing and training: The district has expanded interventionist training (for example, Orton–Gillingham for literacy) and added personnel to Extended Learning Programs (ELP). ELP teachers support students with identified learning needs and help teachers differentiate instruction.
Presenters identified accomplishments and ongoing work: clarifying what universal Tier 1 instruction looks like across grades, implementing consistent screening and progress-review processes, creating standard “go-to” treatments for literacy, math and behavior, and building data literacy among staff. Areas for improvement include deeper implementation and fluency across buildings and strengthening the district’s toolkit for the most intensive behavior supports.
Ending: Staff said buildings complete an annual MTSS Self-Assessment for Implementation (SAMI) and that the district will continue coaching and targeted training to improve fidelity of practice.
