Video & Transcript Research : 'MTSS'
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NM
Keywords:
State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance, special education, office of special education, deputy secretary, public education department, IEP
NM
Keywords:
State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance, special education, office of special education, deputy secretary, public education department, IEP
NM
New Mexico 2026 Regular Session
House - Appropriations and Finance Feb 2nd, 2026 at 02:03 pm
House Appropriations & Finance
Keywords:
general appropriation, budget, Medicaid, education funding, public safety, State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance
MN
Keywords:
education finance, school funding, K-12, prekindergarten, pre-K, early childhood education, general education aid, special education, literacy aid, school meals, free school meals, school breakfast, school lunch, charter school lease aid, charter schools, nonpublic pupil aid, private school aid, transportation aid, desegregation aid, integration aid
NM
Keywords:
special education, office of special education, deputy secretary, public education department, IEP, individualized education program, students with disabilities, IDEA, Individuals with Disabilities Education Act, dyslexia, dyslexia screening, structured literacy, reading intervention, multilayered system of supports, MTSS, student assistance team, free appropriate public education, FAPE, special education compliance, charter schools
NM
Keywords:
SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention
NM
Keywords:
SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention
NM
Keywords:
educational retirement, annuity adjustments, cost of living, non-compounding payments, retirement benefits, STEM funding, education, innovation, public education, New Mexico, nominating committees, boards of regents, student representation, political party registration, New Mexico constitution, special education, office of special education, deputy secretary, public education department, IEP
WA
Washington 2025-2026 Regular Session
Committee to Hear SAO Performance Audits Dec 3rd, 2025
Transcript Highlights:
- However, MTSS was implemented to varying degrees at each of the schools.
- So, for example, Catalyst was conducting a pilot on their MTSS program during the audit.
- if it examined at all or just used other criteria for the proper implementation under state law of MTSS
- Kudos on the MTSS. Agreed.
- Their MTSS system is pretty broad with being a K through 12 school.
Summary:
The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings.
The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints.
Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.
NH
New Hampshire 2026 Regular Session
House Education Policy and Administration (02/11/2026)
Education Policy and Administration
Transcript Highlights:
- MTSS is how we get there.
- MTSS is say we're teaching these skills. MTSS is the<04:32:17.439>
framework. - MTSS tier 2, tier three um committee. MTSS tier 2, tier three um committee.
- MTSS is a system. It's not a program. MTSS is a system. It's not a program.
- MTSS is systems work.
MN
Transcript Highlights:
- So MTSS, family and community engagement, data and assessment, literacy, etc.
- And sometimes you'll see MN MTSS; that's just Minnesota MTSS." districts charter schools and tribal districts
- schools in so mtss family and Community<00:31:17.000>
engagement <00:31:17.679>data <00 - Etc um and sometimes you'll see MN mtss Etc um and sometimes you'll see MN mtss that's<00:31:24.519
- >
just <00:31:24.679>Minnesota <00:31:25.279>mtss that's just Minnesota mtss that's
Summary:
The Education Policy Committee met for its first hearing of 2025 and began with member and staff introductions, along with opening remarks from Chair Peggy Bennett about her first time chairing the committee. Members briefly described their districts and backgrounds, and the chair also reviewed committee rules and procedures, including deadlines for bill requests, amendments, testifiers, and handouts.
Nonpartisan House Research then provided an extensive overview of the committee’s jurisdiction and the education code. The presentation covered the Department of Education’s duties, including supervision of public schools, rulemaking under legislative authority, state and federal education funding and compliance, standards and assessments, accountability systems, student discipline, and model policies. It also discussed related entities such as PELSB, the Board of School Administrators, the Perpich Center, regional centers of excellence, Compass, MTSS, and the READ Act. The committee asked questions about zoning for school sites and about teacher licensure changes, including the tiered licensure system and recent adjustments affecting special education teachers and standards of effective practice.
No bills were heard and no votes were taken. The meeting was primarily organizational and informational, focused on orienting members to the committee’s work and the structure of Minnesota’s education policy system.
MN
Transcript Highlights:
- Seventy-eight percent are working to adopt the MTSS framework, and almost all districts have a local
- Seventy-eight percent are working to adopt the MTSS framework, and almost all districts have a local
- Seventy-eight percent are working to adopt the MTSS framework, and almost all districts have a local
- Seventy-eight percent are working to adopt the MTSS framework, and almost all districts have a local
- Seventy-eight percent are working to adopt the MTSS framework, and almost all districts have a local
Bills:
HF3421
Keywords:
early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house
CA
California 2025-2026 Regular Session
Joint Hearing Budget Subcommittee No. 3 on Education Finance and Education Feb 10th, 2026
Transcript Highlights:
- California MTSS support schools and county offices in implementing and aligning the academic, behavioral
- In our letter to the community, we highlight California MTSS collaboration with the community schools
- I'm Randy Deval, Director of California MTSS for Rural California through the Butte County Office of
- For rural schools across the state, MTSS implementation combined with the community schools pillars and
- Community schools implementation works harmoniously with the domains of the California MTSS framework
Summary:
The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support.
Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June.
Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.
NV
Transcript Highlights:
- They've been piloting with the University of Nevada, Reno, which really works with MTSS, which we all
- kind of figure out what's also, and better understand from the universities, what's going on with the MTSS
- Implementing this MTSS system is something we've really looked forward to.
- We're on a bill about MTSS structures, not SB 374. A bill about MTSS structures, not SB 374.
MN
Transcript Highlights:
- Central to our approach is the Compass Minnesota MTSS Attendance Guidebook, released October 31, 2025
- , Minnesota MTSS Attendance Guidebook, released<01:03:37.040>
October <01:03:37.480>31st, <01:05:52.440>framework, Utilizing the Minnesota MTSS framework, Utilizing the Minnesota - It builds their capacity to MTSS system.
- addressed within Minnesota's MTSS addressed within Minnesota's MTSS structures. structures. structures
Keywords:
screen time, preschool, kindergarten, early childhood education, digital media, tablets, smartphones, educational technology, EdTech, classroom devices, publicly funded preschool, school policy, child development, special education, IEP, 504 plan, IFSP, Minnesota education law, climate literacy, education
Summary:
The committee first approved the previous day’s minutes, then took up House File 3776, as amended by the A2 amendment, which clarified how the bill would apply to students with IEPs and 504 plans. The bill’s author argued that Minnesota should address screen time for preschool and kindergarten students, saying current law is too broad, that young children are especially vulnerable to developmental and attention harms from screens, and that parents and teachers should have more control over device use. The bill was laid over after discussion.
Testimony on HF 3776 was split. Amanda Faye of Minnetonka Public Schools opposed the bill as drafted, saying it would conflict with existing academic standards, READ Act screening requirements, accessibility tools, and local control, and would force districts back to paper-based screening. Katherine Myers of Live More Screen Less supported the bill, citing concerns about early childhood screen exposure and arguing that screen-free time supports child development. Members raised concerns about local control, parental rights, and how to protect students who need devices for accommodations; the author and nonpartisan staff noted that schools can already adopt cell phone policies, but exceptions may be needed for certain students and uses.
After laying over HF 3776, the committee began House File 3557. Representative Craft introduced the bill as a voluntary program to promote practical science education and workforce development tied to climate literacy, including a proposed Minnesota Seal of Climate Literacy for high school students. The bill was only introduced before the transcript ended, with no vote or final action recorded on HF 3557.
FL
Florida 2025 Regular Session
February 4, 2025 - 03:00 PM
Transcript Highlights:
- Well, for remediation with regards to the academic MTSS, a student would have to be a level one.
- Prince about MTSS, you have a multi-tiered system of support.
- Prince about MTSS, so you have a multi-tiered system of support.
- I have to praise the Department of Education for the importance of the MTSS training and program and
- I have to praise the Department of Education for the importance of the MTSS training and program and
Summary:
The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism.
St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing.
The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2.
Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.
WY
Transcript Highlights:
- And so that's something I can't show you on a Y-TOP score, but I could show you in my MTSS data.
- And so that's something I can't show you on a Y-TOP score, but I could show you in my MTSS data.
- And then ELA was very MTSS data.
- through our MTSS process. through our MTSS process.
- few years built out a full suite of MTSS few years built out a full suite of MTSS supports<03:37
MN
Transcript Highlights:
- in districts via the network, and integrate curriculum and ELA standards into the Compass Minnesota MTSS
- 29.120>
Minnesota standards into the Compass Minnesota standards into the Compass Minnesota MTSS - >
Minnesota mentioned, Minnesota uses the Minnesota mentioned, Minnesota uses the Minnesota MTSS - framework to help schools MTSS framework to help schools continuously<00:13:08.120>
improve <00 - Several districts reported early success in implementing the Minnesota MTSS model.
MN
Minnesota 2025-2026 Regular Session
Seclusion Working Group - 01/28/26
Minnesota Senate Floor Meeting
Transcript Highlights:
- We have strong MTSS systems in place. We do PBIS. We do implement Ukeru.
- We have strong MTSS systems in place. We do PBIS. We do implement Ukeru.
- We have strong MTSS systems in place. We do PBIS. We do implement Ukeru.
- We have strong MTSS systems in place. We do PBIS. We do implement Ukeru.
- We have strong MTSS systems in place. We do PBIS. We do implement Ukeru.
Summary:
The Seclusion Working Group met for its final meeting on January 28 and first approved the prior meeting minutes after correcting two roll-call vote errors involving Miss Woodward. The chair then gave an extended recap of the history of seclusion policy, including the pre-2023 emergency-only framework, the 2023 ban on seclusion for children birth through grade 3, the 2025 introduction of SF 1830 to restore prior law, and the compromise amendment that allowed limited seclusion in grades 1 through 3 with added safeguards. The chair also reviewed the working group’s timeline, noting it had met from August 2025 through January 2026 and was required to submit findings by January 30, 2026.
The main substantive discussion focused on the chair’s proposed timeline for eliminating seclusion and an alternative proposal from Mace. Several members criticized a Minnesota Department of Education letter that opposed parts of the working group’s recommendations, arguing it mischaracterized district practices, questioned informed consent and mental health professional provisions, and did not reflect the realities faced by schools. Members supporting the current use of seclusion said districts already use MTSS, PBIS, Ukeru, and other interventions, but still need seclusion in limited emergency situations. They also said the department’s comments felt inflammatory or unsupportive.
On the timeline issue, Mace proposed allowing limited seclusion for students in grades 1 through 12 receiving certain special education services until July 1, 2036, with data collection on outcomes and related interventions. Some members supported a “runway” toward elimination, saying it would allow time to build alternatives and avoid an abrupt ban, while others said they could not support including grades 1 through 3 in any extended timeline and preferred elimination sooner. Members also questioned whether MDE currently collects enough data on law enforcement interventions and related outcomes. The meeting ended with continued discussion of the timeline proposal, but no final vote or report approval was recorded in the transcript excerpt.
MN
Transcript Highlights:
- And this guidebook is used in tandem with our Minnesota MTSS framework that has also been written with
- attendance guide book Minnesota MTSS attendance guide book released<00:15:50.959>
October <00: - <00:16:19.920>
framework <00:16:20.560>that with our Minnesota MTSS framework that - with our Minnesota MTSS framework that has<00:16:21.120>
also <00:16:21.440>been <00:16: - The first pathway, Improving Attendance Utilizing the Minnesota MTSS Framework, helps teams evaluate