MTSS Process

TIER 1: All students receive differentiated core instruction

1. Teacher uses data to help form core instruction groups and differentiate instruction
2. Teacher consults with Coach and/or Interventionist for core differentiation ideas for students who are below grade-level expectations as needed
3. Teacher documents core and differentiated core instruction, including dates, minutes and content of guided reading groups, etc.
4. PLT Leaders/Grade Level chairs meet with School Leadership Team during data meetings to review status of whole grade and identify students for Tier 2 based on data and teacher report

TIER 2: Teacher managed. Below grade-level students receive supplemental instruction/Behavior intervention

At beginning of school year, grade-level data sheets show which students are already identified Tier 2 from last year.

1. In PLTs, teachers identify students for Tier 2 based on data and teacher report, and began to provide supplemental instruction through WIN groups.
2. Teachers may work with interventionist or PLT to generate intervention ideas and WIN groups.
3. Teacher document intervention(s) for groups of Tier 2 students, which includes the following:
   • Tier 2 Group Intervention Plan Template (online using MS Excel or Google Sheets)
4. Teacher contacts parent and shares the plan for intervention orally (group intervention form is not for parents due to confidentiality of other students on form); document contact with parent
5. Teacher/PLC review progress monitoring data (could be done at 4-6 or 6-10 weeks depending on the intervention) and any barriers to intervention at data meetings; interventions continue if progress is approaching goal or are modified if students are not progressing
   • For each Intervention, the person giving the intervention should fill out the Individual Student Progress Monitoring and Intervention Tracking Sheet
6. At another selected interval, Teacher/PLC review progress again and Tier 2 students who are not progressing adequately are referred for Tier 3; students approaching goal continue in Tier 2 with current interventions.
7. Teacher informs parents of student progress, changes to intervention and/or movement to Tier 3; document contact with parent
8. DPS Tier III Referral Google Form is completed

TIER 3: Significantly below grade-level students/ Exhibiting extreme behaviors receive intensive interventions

At beginning of school year, grade-level data sheets show which students are already identified Tier 3 from last year.

1. MTSS Tier 3 Referral is completed by the teacher for each of the new Tier 3 students
2. Case Manager collaborates with teacher to review Progress Monitoring Data and to complete a Tier 3 Intervention Plan .
3. MTSS Facilitator schedules meeting for parent with referring teacher/staff, MTSS Team and any other needed members

Before the meeting:

• Teacher administers a PM check in - iStation, iReady, and compiles the data to share in the meeting.
• Teacher completes the Tier 3 Student Data Presentation and shares with MTSS facilitator.
• Facilitator pre-fills the Tier 3 Meeting Minutes.

1. At meeting, Tier 3 Intervention Plan is reviewed and modified as needed, additional MTSS documentation is reviewed and permission requested for Vision/Hearing screening, observation, BVAT (Bilingual Verbal Ability Test) if needed, etc.
2. At an interval of time (could be 4-6 or 10 weeks depending on the intervention), MTSS Team and referring teacher review progress of interventions, including progress monitoring data and barriers to intervention implementation; interventions continue or are modified if student is not progressing adequately
3. Tier 3 students who are not progressing adequately are considered for EC referral
4. Teacher organizes a meeting with parent, teacher, MTSS Team, and EC Facilitator to determine if EC referral is appropriate; Meeting is held and student either continues in Tier 3 or is referred to EC for evaluation