A Multi-Tiered System of Supports (MTSS) is a a framework used by schools to address the needs of all students by identifying students for early intervention for academic and behavioral challenges.
Tier 1: The whole class. All students in the general education classroom are in this Tier. Teachers use instruction that’s proven to work. Students may work in small groups based on their strengths and areas of need. The school monitors all students’ progress. A Tier 1 system will typically meet the needs of about 80% of learners. A student who is exhibiting difficulty with just a Tier 1 approach may move to Tier 2.
Tier 2: Small group interventions. Students in Tier 2 still attend Tier 1 lessons with the rest of the class, but they get more targeted support through small group lessons in addition. It can also mean special teaching, called interventions. We're not custom designing something for an individual student in Tier 2, but rather we're matching at-risk students with the right standard "recipe" that fits their needs. We make those "match" decisions based on a variety of available data sources (e.g., mySAEBRS/SAEBRS data, discipline referrals, attendance, grades, teacher input). In addition, we might use observational data. A Tier 2 system will typically meet the needs of about 15% of learners. A student who isn’t making progress may stay in Tier 2 to try a different intervention or move to Tier 3.
Tier 3: Intensive individualized support. If our Tier 2 interventions were insufficient, we look at the individual student and determine how we can provide intensified support specific to that student's needs. A Problem Solving Team should gather observation and interview data that helps them to hypothesize the function of the student's undesired behavior. The team can then reference our Function-Based Behavior Strategies Guide and identify strategies that will be communicated to teachers using a Tier 3 Behavior Support Plan (BSP) or another form of documentation. This Tier can mean small group work or individual lessons. At this Tier, we design instruction and interventions to meet the needs of the individual learner. A Tier 3 system will typically meet the needs of about 5% of learners.
The goal of MTSS is to screen early and to give support quickly. It can also help schools tell the difference between kids who haven’t had access to high-level instruction in the past and those who truly need special education. A special education evaluation is usually the next step if students don’t make enough progress in Tier 3. Students reach this point with a lot of documentation. This data can be helpful when developing an IEP.
Parents and caregivers don’t have to wait for kids to go through all phases of MTSS before requesting an evaluation, though. They can ask for an evaluation at any point.
Second Step, Everyday Speech, Be Good People, Class Dojo, Character Strong, Zones of Regulation
In addition to...
Positive Behavior Interventions and Supports, Traditional Guidance Lessons in ENCORE, SAEBRS (Social, Academic and Emotional Behavior Risk Screener), EduClimber Behavioral Data Tracking, Calm Down Corners, School-Wide Celebrations, Professional Learning Communities, Handle with Care, Regulation Breaks, Sensory Rooms, Trauma-Informed Care and Practices, Problem Solving Teams, Therapy Dogs, Restorative Practices
RISE Program
In addition to...
RISE Incident Behavior Tracking, Homeroom Curriculum, SAEBRS (Social, Academic and Emotional Behavior Risk Screener), Restorative Rooms, Restorative Practices, Professional Learning Communities, Handle with Care, Therapy Dogs, Trauma-Informed Care and Practices, Parent Education Offerings, Team Approach to Problem Solving
DBT in Schools
In addition to...
Parent-Connect Series, Mental Health Awareness and Social-Emotional Learning Embedded into Homeroom, Health Curriculum, SAEBRS (Social, Academic and Emotional Behavior Risk Screener), Teen Mental Health First Aid Trained Staff, Professional Learning Communities, Handle with Care, Trauma-Informed Care and Practices, Ona Break Room, Therapy Dogs, Student-Led Mental Health Advisory, Team Approach to Problem Solving, QPR (Question Persuade Refer)
Check In - Check Out, Lunch Bunch Groups, Weekly Small or Individual Skills Groups, Re-Teaching Groups, Check and Connect School Counselor Sessions, Organizational Skills Coaching (HOPS), Incentivized Behavior Contracts or Daily Behavior Sheets, Regularly Scheduled Regulation Breaks, Care Conferences, Save One Student (SOS), Daily Parent-Teacher Communication, Be Good People Tier 2
Check In - Check Out, Lunch Bunch Groups, Weekly Small or Individual Skills Groups, RISE Aligned Re-Teaching Groups, Student Concern Meeting, Check and Connect School Counselor Sessions, Organizational Skills Coaching (HOPS), Care Conferences, Daily Parent-Teacher Communication, Parent and Family Collaborative Meetings, Be Good People Tier 2, EmpowerU, WhyTry, Resilient Learners Program
Life Skills PE Class, Check and Connect School Counselor Sessions, Emotional Regulation Plans, Be Good People Tier 2, EmpowerU
Daily Re-Teach Groups, School Based Mental Health or Student Assistance Program, 504 Plans, Wraparound CCS/CLTS Referrals, Functional Behavioral Assessment and Behavior Intervention Plans (e.g. visual aids, first-then structuring, etc.), Release of Information with Medical Providers for Continuity of Care Conferences, Incidental Benefit Support, Daily Check and Connect Sessions with School Counselor, Safety Plans, Reintegration Meetings Following a Crisis
Daily Re-Teach Groups, School Based Mental Health or Student Assistance Program, Wraparound CCS/CLTS Referrals, Functional Behavioral Assessment and Behavior Intervention Plans (e.g. visual aids, first-then structuring, etc.), Release of Information with Medical Providers for Continuity of Care Conferences, Incidental Benefit Support, Daily Check and Connect Sessions with School Counselor, Safety Plans, Reintegration Meetings Following a Crisis, Resilient Learners Program, EmpowerU, Be Good People Tier 2+, WhyTry
Daily Re-Teach Groups, School Based Mental Health or Student Assistance Program, 504 Plans, Wraparound CCS/CLTS Referrals, Functional Behavioral Assessment and Behavior Intervention Plans (e.g. visual aids, first-then structuring, etc.), Release of Information with Medical Providers for Continuity of Care Conferences, Incidental Benefit Support, Daily Check and Connect Sessions with School Counselor, Academic Support Placement, Safety Plans, Reintegration Meetings Following a Crisis
Students who qualify for special education services are still entitled to, and should receive, interventions from Tiers 1, 2 and 3. There are some key differences, however, including funding and legal protections. For more information on special education and/or the evaluation process, please refer to this website. An excellent resource is your child's school psychologist. Please see the list of school psychologists by building and their contact information below:
SCHOOL PSYCHOLOGIST CONTACTS
Onalaska High School
Rikki Kazda
kazri@onalaskaschools.com
ext. 5035
Onalaska Middle School
Jennifer Gimmer
gimje@onalaskaschools.com
ext. 4151
Onalaska Elementary Schools
Eagle Bluff - Jennifer Gimmer
gimje@onalaskaschools.com
ext. 3103
Irving Pertzsch - Rikki Kazda
kazri@onalaskaschools.com
ext. 2306
Northern Hills - Jenn DeHaan
dehje@onalaskaschools.com
ext. 1006
Pupil Services
Teresa Anderson
Administrative Assistant
andte@onalaskaschools.com
ext. 8001
Becca Rude
Administrative Assistant
rudre@onalaskaschools.com
ext. 8006
District Wide Contacts
Mental Health Coordinator
Emily Perry
ext. 2310
Family-School Liaison
Jenni Moris
morje@onalaskaschools.com
ext. 2312