CA MTSS Resource Inventory
Resource Examples List Resources Intention Tasks
Personnel Teachers, paraeducators, Teachers, Provide multi-tiered support Teachers - provide tier 1
Include all human resources library staff, parent Paraeducators, for students through instructions, identify
that may be accessed, resource staff, community Community Liaison, effective teaching, and additional supports as
regardless of current role and liaison Admin Team, Reading collaboration with other needed, collaborate on
responsibilities. Interventionist, professionals to address intervention plans
Instructional academics, SEL, and Paras - provide tier 1 and 2
Interventions, Site behavioral needs support in small groups and
Facilitator, Education one-on-one
Specialist, Admin - oversee MTSS
Psychologist, implementation, monitor
Counselor effectiveness
Community liaison - build
family connections and
resources to support
students
Reading interventionists -
provide tier 2 and 3 reading
supports, adjust as needed
Ed specialists - provide
specialized instruction and
accommodations for
students with disabilities
Counselor - address SEL
and behavioral needs and
supports
Facilities Classrooms, library, Zoom, Classrooms, Playground, To utilize physical and Classrooms - tier 1
List all platforms, rooms and Canvas, Google Library, Resource Space, virtual spaces to support instructions, small group
spaces available. Classroom The Hive, Learning differentiated instruction, sessions, collaborative
Center collaboration, and access to activities
resources that align with the Learning center - provide
MTSS framework tier 2 and 3 instruction,
administer assessments
Playground - opportunities
for SEL, structured play, and
physical development
Library - quiet space for
learning, support literacy
Orange County Department of Education - adapted from the SWIFT Education Center
development and research
skills
Google classroom -
collaborative learning, open
communication between
students, staff, and parents,
easy sharing of assignments
and resources
Curriculum & DIBELS, Second Step, MooZoom to ensure that all students SEL: MooZoom & Caring
Interventions PBIS Matrix, Check-in Iready receive the appropriate School Community
check-out, Write From the SIPPS academic, behavioral, and Math: Iready
List the materials/practices
Beginning SAVVAS social-emotional support they ELA/ELD: SIPPS, SAVVAS
available for supports for
need to succeed. This and F&P
academics, behavior, and PBIS Rewards
approach is proactive, Behavior: PBIS Rewards
social-emotional learning Caring School Community equitable, and data-driven, Assessments and
IXL aiming to systematically supplementary: IReady & IXL
Generation Genius address the diverse needs of Science: Generation Genius
F & P books a school’s student population. Writing: Write Brain
Write Brain
Time Allocations & Master schedule, lesson 60-minute Daily “Power hour” to allocate structured time Power Hour - small group
Requirements plans, specialist schedule 90-minutes Weekly within the school day for instruction targeting
List the current schedule for Intervention delivering high-quality academic areas such as
delivery of content (e.g., 120 60-minutes of ELD- instruction, targeted literacy and math
minute daily intervention designated intervention time interventions, and Intervention - Focus on
block) daily supplemental supports that students who require
20-minutes of IReady daily address the diverse needs additional help beyond daily
of students. supports, using data-driven
instruction
ELD - Provide focused ELD
instruction for multilingual
learners, aligned with their
proficiency levels
iReady - Use adaptive
learning technology to
supplement instruction in
math and reading
Additional Resources Learning Hub, Community Counseling, Leadership, Counseling - Support
Identify any supplementary organization, counseling, Art, Music To leverage supplementary students with individual or
resources available to etc resources that enhance group counseling to address
support student engagement student engagement, emotional well-being and
Orange County Department of Education - adapted from the SWIFT Education Center
and attendance. attendance challenges.
attendance, and holistic Leadership - Develop
development by addressing leadership skills through
academic, social-emotional, structured activities, student
and extracurricular needs. government, and service
opportunities.
Art/ Music - Foster creativity
and engagement through
visual arts, music classes,
and performance
opportunities.
Schoolwide Data Progress monitoring, 59% of all students need To identify and address Progress monitoring -
Indicate schoolwide need as Weekly/daily attendance, additional reading schoolwide trends in Analyze progress monitoring
determined by data (e.g., roster of attendees (Zoom instruction; 56% of all academic achievement and data regularly to adjust
38% of students who may participant reports) students need additional attendance, ensuring that interventions and
need additional reading math support; 9% of all interventions and resources instructional practices.
instruction) students are chronically are allocated effectively to Attendance - Use
absent, improve outcomes for all weekly/daily attendance
students. records to identify students
with patterns of chronic
absenteeism, Implement
targeted supports such as
Check-in/Check-out or
attendance incentives for
chronically absent students.
Orange County Department of Education - adapted from the SWIFT Education Center