What is Multi- Tiered Systems of Support (MTSS)
Multi-Tiered Systems of Support is a framework that the school uses within all educational settings and levels to ensure learners are meeting their academic, social/emotional and behavioral targets and goals. It is based on continuous improvement in which data is collected on learner achievement, social emotional learning, and behaviors and used for problem-solving when not developing at an expected rate. The MTSS framework supports needs-driven decisions in order to accelerate performance for all learners within Tri-Valley Central School District.
The core assumption to MTSS is that ALL learners can learn and achieve when provided with effective teaching, research-based instruction, and access to standards-based curriculum.
MTSS Framework/Supports
Each Tier includes: Instruction, Assessment, and Problem-Solving.
Tier 1
- High quality instruction & curriculum that includes regular academic screening/progress monitoring.
- Culturally responsive practices.
- Universal screening and benchmarking.
- If learners are struggling, classroom interventions are provided by educators and their teams.
Tier 2
- More intensive academic/behavioral interventions provided in addition to classroom support.
- Focus of lagging skills.
- Weekly progress monitoring, adjust interventions.
Tier 3
- Create a Personal Learning Plan.
- Individual and/or small group instruction
- Weekly progress monitoring.
- The team may consider referral for a special education evaluation.
Questions/Answers
Q: My child was just evaluated by a medical professional. What are my next steps with the school district?
A: Contact your child’s teacher, school counselor or the Principal to discuss the report. Provide a copy of the medical evaluation report.
Q: I am concerned about my child’s academic/behavior progress. What can I do?
A: Discuss your concerns with your child’s teacher.
Q: I have talked to my child’s teacher and continue to have concerns. What can I do?
A: Discuss your concerns with your child’s school counselor or Principal.
Q; The teacher told me that interventions are taking place but why is it taking so long?
A: Change takes time. We need to give learners time to improve their lagging skills and gather more information on whether improvement is being made.
Q: When do we consider special education disability?
A: The goal of MTSS is to help the learner. If after interventions they continue to struggle then a special education referral may be considered.
Q: What is the MTSS Team? Who is involved?
A: A team of school staff that come together to brainstorm possible solution to the identified concerns. This team is typically made up of classroom teachers, administrator, school counselor, and educational specialists.
Accommodations, based on learner needs, that can be provided without an IEP may include:
- Movement breaks
- Repeating directions
- Extra time to transition between classrooms
- Outline of class notes provided
- Flexible seating arrangements
Personalized Learning Plan
- Classroom teachers work with the building MTSS team to develop a written plan to target learner concerns.
MTSS MYTH / TRUTH
FALSE:
MTSS is just another initiative that constrains schools.
TRUE:
Implementing an MTSS framework does not constrain schools but allows them to use their systems and resources more effectively.
In fact, curriculum and instructional changes are supported as a result of evidence collected through MTSS systems.
FALSE:
MTSS is only for kids who struggle, instead of for all students.
TRUE:
MTSS increases the quality of the educational experience for ALL students. The effectiveness of instruction for all students is the constant priority within an MTSS.
FALSE:
With MTSS, families don’t know how their child is doing.
TRUE:
As part of an MTSS implementation, student data is collected, reviewed, and shared with families multiple times throughout the school year.
Parents of students who receive additional help, such as tier 2 or tier 3 interventions, should receive more frequent updates of their child’s progress because these students are monitored more frequently. As active team members, families are invited to participate.