Overview: MTSS in District 73.5

Partnering to support each student's learning needs.

DISTRICT 73.5 MTSS DEFINITION:
Also known as Response to Intervention/Instruction (RtI)
Multi-Tiered System of Support (MTSS) emphasizes the principle that all students can learn when:
  • All teachers differentiate instruction to enhance learning within a research-based core curriculum.
  • Early access to a multi-tiered system of research-based interventions is provided.
  • A problem-solving approach that depends on the use of reliable data and the progress monitoring of learners to assess the effects of interventions is used.

MULTI-TIERED SYSTEM OF SUPPORTS
Students' academic and behavioral needs are met through a multi-tiered system of support. All student receive core (Tier 1) instruction. When a student needs additional support, they receive supplemental interventions that increase in intensity to match a student's needs. At times, students require enrichment to support their learning; this is also supplemental to core instruction.


PROBLEM SOLVING PROCESS
Skokie School District 73.5 uses a problem solving process that assesses students’ academic and behavioral skills and matches instruction to these skills to improve student outcomes. In District 73.5, problem solving is defined as a process that includes a clear definition of the problem, a systematic analysis of why the problem is occurring, an explicit intervention plan, and progress monitoring to determine the effectiveness of efforts to improve student performance. 

Problem solving occurs at three teaming levels within the school system: school wide problem solving, grade level problem solving, and individual problem solving. 

ESSENTIAL COMPONENTS OF A MTSS:
MTSS supports the goal of Continuous School Improvement. MTSS always contains these essential components:
  • Comprehensive Commitment & Leadership
  • Data System
  • Problem Solving & Team Structure
  • Multi-Tiered System of Instruction & Intervention
  • Implementation Monitoring & Ongoing Action Planning



BRIEF HISTORICAL BACKGROUND:
  • Federal and State legislation mandated a MTSS process
  • Districts were required by Illinois State Board or Education (ISBE) to submit a MTSS Plan for Implementation by January 2009
  • By the 2010-2011 school year, districts had to provide documentation of MTSS (or Response to Intervention (RtI)) when identifying students with Specific Learning Disabilities (SLD)