MTSS Framework and Flowchart

MTSS Procedures 2024-25

MTSS, or Multi-Tiered System of Supports, is a framework used in schools to provide varying levels of support to students based on their individual needs. The goal is to ensure all students have access to the resources and interventions they need to succeed academically, behaviorally, and emotionally. Here’s an overview of the procedures typically involved in MTSS:

1. Universal Screening

• Purpose: To identify students who may need additional support.

• Process: Administer screenings to all students at regular intervals using iReady. 

2. Tiered Levels of Support

• Tier 1: Universal Support

  • Description: High-quality instruction and support provided to all students in the general education setting.

  • Focus: Effective teaching practices, differentiated instruction, and a positive classroom environment.

• Tier 2: Targeted Support

  • Description: More focused interventions for students who are struggling despite Tier 1 support.

  • Process: Small group interventions or additional instructional time targeted at specific areas of need.

  • Monitoring: Regular progress monitoring to assess the effectiveness of the interventions.

• Tier 3: Intensive Support

  • Description: Individualized, intensive interventions for students who require more significant support.

  • Process: One-on-one support or very small group instruction, often tailored to the student's unique needs.

  • Monitoring: Frequent progress monitoring and adjustments to interventions based on student response.

3. Data Collection and Analysis

• Purpose: To make informed decisions about student needs and the effectiveness of interventions.

Process: Collect data through assessments, observations, and other tools. Analyze this data to determine if students are responding to the interventions and to make decisions about moving between tiers or changing strategies.

4. Problem-Solving Team

• Purpose: To collaboratively address and resolve student needs.

• Composition: Typically includes teachers, administrators, counselors, and sometimes parents.

• Process: The team reviews data, discusses student progress, and develops or adjusts intervention plans as needed.

5. Progress Monitoring

• Purpose: To evaluate the effectiveness of interventions and ensure students are making progress.

• Process: Regularly assess and review student performance to determine if interventions are successful or if changes are needed.

6. Fidelity of Implementation

• Purpose: To ensure interventions are being implemented as designed.

• Process: Monitor how well the interventions are being delivered according to the plan. Adjust as necessary to maintain the integrity of the intervention.

7. Family and Community Involvement

• Purpose: To engage families and the community in supporting student success.

• Process: Communicate with families about their child’s progress and involve them in the intervention process. Partner with community resources as needed.

8. Review and Adjustment

• Purpose: To continuously improve the support system.

• Process: Regularly review the MTSS framework and its implementation. Make adjustments based on data, feedback, and changing student needs.

Implementing MTSS involves a systematic approach to support all students, aiming to provide the right level of intervention at the right time.

DISTRICT NON-NEGOTIABLES

• The principal is responsible for the MTSS process and serves as or appoints a campus MTSS Coordinator.

• Each campus will have a multi-disciplinary MTSS team (typically 5-7 members) who implements the process outlined in the district’s model.

• The core MTSS team includes but is not limited to representation from administration, counseling, assessment (diagnostician/LSSP), instruction (general education/dual language teacher), and support services (content specialist/interventionist, critical skills teacher, dyslexia, nurse, special education support/inclusion, speech, behavior interventionists).

• The campus MTSS team meets regularly at a specified data and time to:

  • analyze the universal screening data in order to interpret trends and identify struggling learners who fall below the predetermined cutoff score

    • review the data to determine whether there are deficits in Tier 1 curriculum or delivery of instruction that may be contributing to students’ inability to meet standards

    • provide consultation to teachers and other staff on improving Tier 1 interventions and whole class instruction

  • problem-solve individual interventions aimed at increasing the learning rate of the struggling learner

    • identify students’ strengths, interests, and talents

    • review baseline data that has been collected

    • set projected outcomes and methods for measuring progress

    • make data-driven decisions for students who are experiencing difficulties in academic and/or behavioral domains

    • ensure that selected interventions are implemented with fidelity

    • develop a plan to communicate the MTSS plan/results with students’ parents

• The campus MTSS Coordinator:

  • schedules MTSS meetings and prepares the agenda

  • maintains communication between core MTSS team members and other key staff

  • maintains documentation of the MTSS process 

  • assigns permanent/rotating roles to team members, such as Tier Support/Case Manager, Timekeeper, and Scribe

  • schedules and attends parent meetings, as necessary

  • provides/facilitates campus MTSS professional development

  • participates in district-wide MTSS planning and evaluation

• Each student referred to Tier II/III must have a Tier Support/Case Manager; therefore, most campus MTSS team members will function in this role at some point.

• The Tier Support/Case Manager:

  • requests/retrieves existing data (grades, attendance, discipline, behavior observations, nurse) from appropriate teachers/staff

  • gather and compares measurable data from universal screeners and other assessments

  • examines and presents screening findings to the campus MTSS team

  • monitor and document progress of the student’s intervention plan

  • participates in scheduled parent meetings