MTSS: a framework of identifying and addressing the academic and behavioral needs of students through a tiered system.
Embedded Files
Let's put a plan of action in place to prevent academic failure.
Multi-tiered intervention processes focus on students who are struggling. The goal is to provide a vehicle for teamwork and data-based decision-making in hopes of improving student performance before (and after) educational and behavioral problems intensity.
Assessment, progress monitoring, and data-driven decision-making are all components of successful MTSS implementation.
Positive MTSS outcomes have been found in numerous studies, including sustained academic performance, reduced behavior problems, reduced inappropriate referrals to special education, and improved graduation rates.
The Framework
The Framework
Core Instruction (Tier 1): Instructional Tools to include the Core Curriculum and other instructional materials provided to ALL students. Core instruction provides print-rich explicit and systematic, scaffolded, and differentiated instruction; builds background and content knowledge; incorporates writing in response to reading; and incorporates the principles of Universal Design for Learning.
Setting/Instructor: General Education Classroom, Classroom Teacher
Progress Monitoring at least 3x/year (Fall, winter, and spring)
Supplemental Instruction/Interventions (Tier 2): provides explicit, systematic, small group teacher-led instruction matched to student need, targeting gaps in learning to reduce barriers to student's ability to meet Tier 1 expectations; provides multiple opportunities to practice the targeted still(s) and receive corrective feedback; occurs in addition to core instruction;
Instruction/Instructional Tools used in addition to those used in Tier 1
Setting/Instructor: General Education Classroom, Small Group, Classroom teacher or support personnel
Progress Monitoring: Bi-weekly
Intensive, Individualized Instruction/Interventions (Tier 3): provides explicit, systematic, individualized instruction based on student need, one-on-one or very small group instruction with more guided practice, immediate corrective feedback, and frequent progress monitoring; and occurs in addition to core instruction and Tier 2 interventions. Tier 3 interventions must be provided to students identified as having a substantial reading deficiency. All intensive reading interventions must be delivered by instructional personnel who possess a literacy micro-credential as provided in s. 1003.485, F.S., or are certified or endorsed in reading.
Instruction/Instructional Tools used in addition to those used in Tier 1 & 2
Setting/Instructor: Alternate setting to the classroom, Individual/Small group (1-4 students), Intervention teacher or support personnel, 15-30 min/day, 4x-5x week
Progress Monitoring: Weekly
tEACHER FORMS
tEACHER FORMS
for getting started.
Other Documents
Other Documents
K-8 At-Risk Letter to be attached to each progress report and report card for students failing one or more classes.
Student Data Sheets: Fill out and place inside the student's MTSS yellow folder after submitting the concern form.
FAST ELA Student Data Tracking Grades 3-10 For use with student data chats in grades 3-10. Discuss the information before each PM, and assist students in filling out and understanding their data and goals.
Hearing and Vision Screening form to print and send with each student to the school nurse when TIER 3 supports are being requested. This is required.
Google Sites
Report abuse