What is MTSS?

Core Components of Response to Intervention:

●   Solid, effective Tier I instruction evidenced by 80% or more of students meeting benchmarks

●   Universal Screening with school-wide data review

●   Identification of students who are not making adequate progress toward benchmark (Early Warning System or Watch list)

●   Ongoing progress monitoring to identify students who may be falling behind

●   Using the problem-solving process to determine root cause(s) of learning problems

●   Targeted and aligned research-based intensive intervention with progress monitoring

What is an Intervention?

An intervention is a specific academic/behavioral strategy that differs from activities occurring in the student’s classroom. It is designed to provide a struggling student with the necessary skills and academic/behavioral supports to allow him/her to achieve grade-level expectations.

An intervention is not:

●   Small group or any other instruction, including going over the same material again, if the instruction is not specific to the student’s identified problem      and does not include frequent and ongoing progress monitoring that measures the impact of the instruction on the student’s learning.

●   Simply completing a form – an intervention is what you do with the child

●   An assessment, such as a Functional Behavior Assessment, a classroom observation, or a psycho-educational evaluation

●   A person – a person delivers an intervention, but simply putting a person’s name as the intervention is not acceptable

●   Progress monitoring without targeted intervention

●   Parental contact

●   Homework or peer buddies

●   Retention

Function of the MTSS-RtII Team

The MTSS Team applies the problem-solving process to determine the root cause of student learning and/or behavior challenges that the classroom teacher, in conjunction with the parent, is unable to resolve through differentiated core instruction. The MTSS Team convenes after the teacher accomplished a preliminary hypothesis and implemented differentiated core instruction targeted to meet the student need. Evidence of this is presented on the completed Targeted Improvement Plan that is reviewed at the first MTSS Team meeting on a student.

The focus of the MTSS meeting is on data review of universal screening and diagnostic information and on the development of research-based interventions to address the learning and/or behavior challenges presented. This includes a Gap Analysis to determine overall effectiveness of Tier I instruction in the classroom for that student, additional diagnostic assessment if needed and the development of Tier II Intervention Plans that outline the plans to address the student’s need.

The MTSS team supports the teacher by providing resources, program and personnel, to assist with the increasing intensity of intervention required to address the needs of the student. It also monitors the implementation and progress of the intervention plan to assure that interventions are targeted and delivered with fidelity.

Should it be deemed that the learning and/or behavior issue is so severe that it requires ongoing support beyond the general education classroom; the MTSS Team assures that appropriate steps and documentation have occurred to move seamlessly into a MTSS Team 3 meeting for further evaluation.

Tier I Instruction

Tier I Instruction is the instruction offered to ALL students. It is standards-based and centered on the core content required for mastery. It is the responsibility of the classroom teacher.

Tier I Instruction includes the following components:

●  Classroom data review and analysis to determine pacing and differentiated instruction needs;

●  Progress monitoring to assure that all students are making adequate progress toward grade-level expectations;

●  Small-group differentiated instruction to target specific instructional needs of students.

●  School-wide and class behavioral expectations that are taught through modeling and practice to assure student understanding and mastery.

The expectation for the teacher is the identification of an area of need, clear communication with the parent, ongoing targeted differentiated instruction with progress monitoring, and an additional parent conference to determine if the issue is being resolved.

Tier I Team:

·   Principal

·   Guidance Counselor of student

·   Intervention Specialist(s)

·   Teacher making referral

·   Parent (All grades)  and Student (if grade 7 and up)

Tier II Instruction

Tier II instruction is strategic in nature. It is in addition to, not in place of, Tier I instruction. Tier II instruction recognizes that the student must have more instruction in a smaller group setting in order to close the gap between current achievement and expected achievement. The increasing intensity must also narrow the focus to address the root cause of the learning and/or behavior problem.

Tier II instruction is delivered in addition to the reading block or the required math block. It must be in a small- group setting within the classroom. The intervention must be delivered no less than 60 minutes per week.

Tier II instruction includes all of the following components:

●   Continuation of differentiated Tier I instruction

●   Monitoring and support of the MTSS Team

●   Additional or more in-depth review of diagnostics to determine the root cause of the problem.

●   Research/evidence-based resources used with fidelity.

●   Additional small-group instruction directly aligned to the targeted area of need

●   A minimum of bi-weekly progress monitoring

●   Increased parent involvement

Tier II Team:

·    Principal

·    Guidance Counselor of student

·    Intervention Specialist(s)

·    Teacher making referral

·    Parent (All grades)  and Student (if grade 7 and up)

Tier III Instruction

When a student’s achievement is multiple years below grade level or when a learning problem, while managed, is not improving, the Tier 2 Team may increase the intensity of the intervention to Tier III.  Tier III is the highest level of intervention in the general education classroom and should be required for five or less percent of all students. The focus of this level of intervention, as with Tiers 1 and 2, is on the delivery of instruction, not the completion of forms.

When an area of concern is complex in nature, additional resources are often required. The intent continues to be the provision of interventions in order to help the student perform successfully in the general education environment. A member from the Tier 3 team will act as the primary case manager and will assist with documentation, intervention design, implementation, and follow up. Reviews, interviews, observations and testing, as needed, will be done to further define and analyze the area of concern. Interventions are designed and data are gathered frequently to evaluate effectiveness.

Parent input continues to be a critical component at Tier III. Tiers II and III of this model are connected. There are, however, primary distinctions between

Tiers II and III.

1.   Tier III instruction occurs in addition to Tiers I and II. For elementary reading, this means outside the 120 minutes required for ELA 

      instruction. Recent research indicates that students who are two or more years behind in reading may require an additional 100 minutes or  

      more of instruction per day.

2.   Tier III instruction occurs daily for a specified amount of time.

3.   Tier III instruction is delivered by a trained individual.

4.   Tier III instruction must include direct instruction by the teacher, and the teacher (not a designee) must administer and review progress 

       monitoring information. This means that a computer program used in isolation does not meet the criteria for Tier III instruction.

Tier III Team:

·   Principal

·   Guidance Counselor of student

·   Intervention Specialist(s)

·   Teacher making referral

·   Parent (All grades)  and Student (if grade 7 and up)

Family Engagement Tools & Resources

What Role Do Parents Play in the RTI Process? - https://www.rti4success.org/video/what-role-do-parents-play-rti-process-including-when-do-they-become-involved-are-they-decision

MTSS for Success Info - https://mtss4success.org/

Intensive Intervention: An Overview for Parents and Families - https://intensiveintervention.org/sites/default/files/17-3324_NCII-Family-Overview-508.pdf

Family Engagement - https://www.naeyc.org/resources/topics/family-engagement

Student Progress Monitoring: What this Means for Your Child - https://www.rti4success.org/resource/student-progress-monitoring-what-means-your-child

RTI Action Network: Resources for Parents and Families - http://www.rtinetwork.org/parents-a-families

This information is provided from PaTTAN and the PDLCS MTSS Manual.