Goals & Process

The three goals of the MTSS involve proactively addressing the following conditions using the identified methods for every child in our care:

• Instructional - to close the gaps in skills, enrich academic needs, make content accessible, strengthen instruction, and build the confidence to progress toward mastery of grade-level standards and achieve academic success by gradually raising their current level.

• Behavioral - to augment positive age-appropriate behaviors including but not limited to peer interactions, school attendance, work completion, organizational skills, self-regulation, sustaining focus on tasks, etc.

• Social-Emotional - to expand self-awareness, self-management, social awareness, relationship skills, and/or responsible decision-making.

With the MTSS approach, all students receive the same universal screeners, differentiated core instruction delivered with fidelity, and accommodations for special-education students (Tier 1). The universal screener establishes which students are not meeting benchmark expectations to supply them with early intervention that enables them to work toward the standard. Through identifications made by the classroom teacher using classroom assessment data, each school-building MTSS support team begins progress monitoring for students who receive targeted small-group interventions (Tier 2) combined with regular core instruction. Those students who exhibit the need for further interventions receive intensive interventions customized to the student’s needs by an interventionist (Tier 3).