MTSS Definitions

Accommodation

Changes made to instruction and/or assessment that does not change the expectations for performance or change the construct that is being measured. Accommodations provide access to buildings, curriculum, and assessments.

Baseline

A measure of performance prior to intervention. These initial data are used to monitor changes or the improvement in an individual performance.

Behavior Matrix

Clearly defined school wide expectations for behavior

Common Assessments

Formative, informal, and benchmark assessments

Common Assignments

Core instruction that focuses on a common standard

Core Analysis

Documenting how we teach, what we teach, and the environment where teaching occurs (Instruction, Curriculum, Environment). This should happen at least twice a year.

Curriculum-Based Measurement (CBM)

Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.

Data-based Decision Making

An ongoing process of collecting and using data to make instructional decisions about Core, Supplemental, and Intensive support.

Data Decision Rules

Formal procedures that inform our actions around data.

How will we determine if our instruction is effective for our population?

How will we decide if students are at risk?

How will we address student risk - Core, Supplemental, or Intensive?

How will we know instructional changes are working for our population?

How will we determine that our interventions and intervention systems are effective?

How will we determine if students receiving interventions are progressing?

Gap

Difference between expected and current student outcomes relative to academic, behavior, and social emotional goals

Intervention

The systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions are provided by both special and general educators, and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation, and include ongoing student progress monitoring.

Modifications

Alterations that change, lower, or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. Consistent use of modifications can negatively impact grade level achievement outcomes. Modifications in statewide assessments may invalidate the results of the assessment.

Multi-Tiered System of Supports (MTSS)

A multi-tiered framework, which promotes school improvement through engaging, research-based academic and behavioral practices. A system approach using data-driven problem solving to maximize growth for all.

Positive Behavior Intervention and Supports (PBIS)

A proactive approach to establishing the behavioral instructional supports and social culture needed for all students in a school to achieve social, emotional, and academic success.

Progress Monitoring

is used to assess students' academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Response to Intervention/Instruction (RtI)

Early identification and support of students with in need of academic supplemental or intensive instructional support

Six Critical Components of MTSS

Leadership, Building the Capacity/Infrastructure, Communication and Collaboration, Data-Based Problem Solving, Three Tiered Instructional/Intervention Model, Data Evaluation

Standard Protocol

Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control.

Tier I

Differentiated Core Instruction (All Students)

Whole group and differentiated Core Instruction - Consider the instruction, curriculum, environment (ICE)

Tier II

Supplemental Instruction

(20% of students)

Supplemental Support - academic practices exist that include strategies addressing integrated common student needs, are linked to Tier 1 instruction, and are monitored using assessments/data sources tied directly to the academic, behavior and social-emotional skills taught.

Tier III

Intensive Instruction (5% of Students)

Intensive Support - academic practices exist that include strategies that are developed based on students' needs, are aligned with Tier 1 and Tier 2 instructional goals and strategies, and are monitored using assessments/data sources that link directly to the academic, behavior and social-emotional skills taught.

Universal Screener

Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Screeners are brief, conducted with all students at a grade level, followed by progress monitoring (STAR Assessment).