Multi-Tiered Systems of Supports
What is MTSS at RPS?
Multi-Tiered System of Supports (MTSS) is a collaborative, evidence-based, data-driven approach to differentiate instruction and provide intervention across academic, social, and emotional needs for all students. Through a team-based approach, MTSS is one of the most effective ways to provide an equitable educational experience because it anchors collective knowledge and expertise to understand learners’ needs and make informed and strategic decisions that best support them. In addition, MTSS supports RPS’s main priority which is growth for all students.
Key Components of MTSS
MTSS takes a proactive approach to identifying students with academic, social, or emotional needs. Early assessment and intervention for students allows RPS to best impact student growth.
The key components of MTSS include:
Universal screening of all students three times in a school year K-8
Tiers of differentiation and targeted interventions that match individual needs (both enrichment and intervention)
Ongoing data collection and analysis to monitor student progress over time and determine the student’s response to intervention
Ongoing communication and collaboration with family members adn the school based team
Universal Screening (K-8)
A universal screener is a standardized assessment tool used to identify students who may need additional support or enrichment. At RPS, universal screeners are used in the areas of reading and mathematics. These assessments are designed to be reliable measures of students' skills and abilities in key academic areas.
Elementary Universal Screening Measures
Literacy: aimswebPlus, Grades K-5
Mathematics: aimswebPlus, Grades K-1 and NWEA Grades 2-5
Grades 6-8 Universal Screening Measures
Literacy and Mathematics: I-Ready
Tiered Support Framework
MTSS is a multi-tiered framework for establishing and sustaining effective school-wide and individual support needed to enhance academic, social, emotional, and behavioral outcomes for all students. At each stage of the MTSS process, data-based decision-making is used as a systematic way of individualizing support and interventions for students in need. Students move between tiers through the continuous monitoring of student growth.
Tier 1 Core Instruction: At Tier 1, all students receive scientific, research-based core instruction with differentiation provided as needed.
Tier 1 Plus: If a student needs more support than Tier 1 differentiation as determined by universal screeners and other curriculum-based measures, the classroom teacher creates a Tier 1 Plus goal for the student. The classroom teacher then targets the area of need and monitors student progress in this area as intervention is provided.
Tier 2 Targeted Group Support: At Tier 2, students identified as needing targeted intervention or enrichment academically or behaviorally are provided scientific, research-based interventions in addition to the core. This could be provided through pull-out or push-in learning. In RPS it is provided by a specialist or by a teacher in consultation with a specialist.
Tier 3 Intensive Intervention: Students who demonstrate significant academic or behavioral needs, or have not demonstrated sufficient progress with targeted interventions at Tier 2, may require more intensive interventions. In the area of enrichment, a student is moved to Tier 3 when they demonstrate a need for additional enrichment beyond the Tier 1 curriculum.
Referral to Special Education: If the team determines that a student has not made adequate progress in interventions based on data from universal screeners and progress monitoring around their goal, the team may recommend a referral to the Planning and Placement Team to consider whether or not a comprehensive evaluation is warranted. An evaluation serves two purposes: (1) determine eligibility for special education and an Individualized Education Plan (IEP), and (2) provides the team additional data to better understand a student’s learning profile regardless of special education eligibility. After a study of this evaluation data with the team and the family at the Planning and Placement Team forum, eligibility for special education and an IEP may be recommended.
Progress Monitoring: The purpose of monitoring progress is to determine how a student is responding to a targeted intervention plan. Our goal is always a minimum of a year's growth in a year's time. This helps the school-based teams make decisions about possible next steps to support the learner.
FAQs
How will I be told about my child's progress?
You can keep updated on your child's progress by communicating with your child's teacher regarding progress monitoring data, examining standardized test score reports progress reports, and grades, participating in parent-teacher conferences, and communicating with your child.
What happens if my child continues to struggle and the teaching strategies do not work?
Most interventions take time to take effect. If the student is below grade level benchmarks and does not respond to the regular education classroom teacher's intervention, then the MTSS Intervention Team will meet to develop a targeted intervention plan. In these cases, student progress will be monitored, and the MTSS Intervention Team will meet to revise the plan as needed. Parents will be notified when the child's intervention plan is developed or reviewed.
How is Tier 2 different from Tier 1?
Students who have not demonstrated sufficient progress toward grade-level benchmarks within Tier 1 may move into Tier 2. Tier 2 interventions include more intensive instructional support from a specialist, in addition to their regular classroom teacher. The support teacher may also use a different instructional program.
How is Tier 3 different from Tier 2?
As with the shift from Tier 1 to Tier 2, students who move into Tier 3 have not demonstrated sufficient progress toward grade level expectations despite tiered intervention. Therefore, they require even more intensive instructional support which includes greater frequency, smaller groups, and/or a different instructional approach.
How does the school decide to move my child between tiers?
The progress of students in Tier 1 support is regularly reviewed by the school's grade-level MTSS Team, which is composed of classroom teachers, specialists, and building administrators. If during a student's focused intervention period, the student does not make sufficient progress toward the benchmark, the MTSS Team may determine that the student should move up into another tier of intervention. Alternatively, student progress performance towards grade level expectations may indicate the need to step down a tier. Progress monitoring data and classroom performance are used to make tier movement determinations. In addition, teams refer to district created criteria to support them in moving students up and down the tiers as needed.
At what point do teachers consider a different intervention?
If during a student's focused intervention period, the student does not make sufficient progress towards grade level benchmarks, the MTSS Team may consider other Tier 3 instructional interventions or a student may be referred to a Planning and Placement Team Meeting (PPT) for consideration of a special education evaluation. Alternatively, student progress towards grade level expectations may indicate the need to step down a tier. Progress monitoring data and classroom performance are used to make tier movement determinations.
How will you let me know what changes are made with tiered intervention?
If the MTSS team determines that a new intervention should be implemented a MTSS team member will contact family members to discuss the change in approach.
How do you measure student growth?
There are a variety of ways student growth is measured in RPS. This includes a clear explanation of the types, purposes, and timing of our assessments, as well as how individual students are progressing towards grade level standards and demonstrating growth across the year.
Teachers utilize three types of assessments throughout the year: formative, summative, and benchmark to ensure that each child is reaching his or her potential.
Formative Assessments:
These are conducted by teachers throughout the learning process to determine students’ understanding and attainment of lesson objectives and/or individual student learning goals, to modify teaching and learning activities. Some examples include questioning, observations of student work, peer or class discussions, and written responses.
Summative Assessments:
This type of assessment focuses on students’ mastery of a particular unit or topic after instruction. End-of-chapter tests, midterms, finals, and standardized tests (Smarter Balanced Assessments) are examples of summative assessments.
Universal Screenings:
Universal screenings provide another way to ensure that students in Kindergarten through grade 8 are meeting grade-level benchmarks and demonstrating growth at specific times during the year in reading and mathematics. These assessments are not used for grading purposes and are one piece of information that provides the school team with a snapshot of a child’s performance at one moment in time.