Massachusetts Tiered System of Support (MTSS)

Approved Priority Partners

*The Systems for Student Success Office and the Office of Planning and Research underwent a review all Priority Partner applications in order to determine which partners have conducted research and have evidence that their program meets the top three tiers of ESSA evidence levels. Meeting the top three tiers of ESSA evidence levels qualifies your services to meet the evidence level required by ESSA for schools in Massachusetts who are in need of additional assistance or intervention. You can find out additional information about ESSA and evidence-based interventions on the How Do We Know Initiative page. Partners marked with * have met the top three tiers of ESSA evidence. See the brief description of their research and outcomes. Schools and districts may partner with any of these organizations for a variety of needs, however only those with an * can be cited as meeting evidence-based criteria in their turnaround plans.


Organization Name

Approved Turnaround Practice Categories

ESSA Evidence

*Achievement Network
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High Quality Core Instruction
Research has shown ANet has supported significant positive impacts of ANet on school leaders and teacher perceptionsof the rigor of the ANet interim assessments, satisfaction with data and reporting, and the support they receive around data use. Teachers also reported significantly more frequent review and use of data.
While ANet demonstrated an impact on school leaders and teachers, this study did not demonstrate any impacts of ANet on student outcomes.
*BARR: Building Assets, Reducing Risks
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School Climate & Social-Emotional Support
A randomized control trial conducted in a large high school in suburban northern California, where BARR was found to have positive significant findings on a variety of indicators of academic achievement on participating 9th graders.
BARR students earned significantly more core course credits, higher grade point averages, and had a lower course failure rate than non-BARR students.
BARR students also earned significantly higher standardized test scores on the Northwest Education Association's (NWEA),Measures of Academic Progress (MAP) scores in mathematics and reading than did non-BARR students after one year of implementation; specifically an average of two years of growth in mathematics, compared to one year of decline in the non-BARR condition.
*BELL: Building Educated Leaders for Life
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Academic Supports & Interventions for Students
Research in two Boston and one New York location has shown positive significant findings onindicators of reading achievement and parent involvement from a randomized control trial.
*City Connects
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School Climate & Social-Emotional Support
Research has shown significant positive associations between City Connects and a variety of academic outcomes, including student report card grades, state standardized achievement testschools, and math and reading achievement measured by the Stanford Achievement Test (9th ed.; SAT9) with participants from urban settings.
*City Year
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Academic Supports & Interventions for Students
City Year's PSA (third-party, independent evaluation) report shows that students enrolled in CY schools perform better on state assessments of ELA and math (for all but one of the years for which data was reported) compared to students in matched-comparison schools that were not CY schools.
District Management Council
  • District Strategic Use of Human Capital
  • Organizing the District for Successful Turnaround
 
Engaging Schools
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School Climate & Social-Emotional Support
 
Generation Ready
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Approved for:

  • Leadership, Shared Responsibility & Collaboration
  • High Quality Core Instruction
 
Hill for Literacy
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Approved for:

  • Leadership, Shared Responsibility & Collaboration
  • High Quality Core Instruction
  • Academic Supports and Interventions for Students
  • Organizing the District for Successful Turnaronud
 
*Lesley University Center for Reading Recovery & Literacy Collaborative
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Approved for:

  • Leadership, Shared Responsibility & Collaboration
  • High Quality Core Instruction
Research has shown that K-2 schools participating in the Literacy Collaborative demonstrate significant gains in literacy beginning in the first year of implementation and that the effect's magnitude grew larger during each subsequent year of implementation.
Mass Insight Education & Research
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Leadership, Shared Responsibility & Collaboration
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Organization the District for successful Turnaround
 
*National Institute for School Leadership (NISL)
  • Organizing the District for Successful Turnaround
  • Leadership, Shared Responsibility & Collaboration
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District System Design Partnership (DSDP)
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Superintendent Academy
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Executive Development Program (EDP)
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Suite of Institutes
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School Leadership Coaching Program (SLCP)
Research has shown significant positive associations between NISL and state test schools on math and readingin both Massachusetts and Pennsylvania.
New Classrooms Innovation Partners for Learning
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High Quality Core Instruction

 
Public Consulting Group
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District Strategic Use of Human Capital

 
School & Main Institute

School Climate & Social-Emotional Support

 
School Works
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Approved for:

  • Leadership, Shared Responsibility & Collaboration
  • Organizing the District for Successful Turnaround
 
*Talent Development Secondary
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Approved for:

  • Leadership, Shared Responsibility & Collaboration
  • High Quality Core Instruction
  • Academic Supports & Interventions for Students
  • School Climate & Social-Emotional Support
Research has shown that 9th grade students in Talent Development schools produced statistically significant gains in attendance, academic course creditsearned and promotion rates for first time 9th graders in a large urban city, as compared to students in similar control schools.
In addition, research has shown that 8th grade students in Talent Development schools demonstrated significantly greater math achievement than their controls and had significantly better, although modestly so, attendance.
TNTP
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Leadership, Shared Responsibility & Collaboration
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High Quality Core Instruction
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District Strategic Use of Human Capital
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Organizing the District for Successful Turnaround
 
University of Connecticut

School Climate & Social-Emotional Support

 

Additional Note: The ESSA review included research conducted by third-party, independent researchers as well as research published in peer-review journals. Research conducted directly by vendors that was not published in peer-review journals was not considered in the review. Please note, ESSA cautions that null and negative findings should be taken into consideration when assessing whether an intervention or practice is evidence-based.

 
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