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Multi-Tiered System of Support (MTSS)

What is MTSS?
A multi-tiered system of support or MTSS approach is a framework with a tiered infrastructure that encompasses whole child data (attendance, academic, behavior, and social-emotion) to early identify student needs. The MTSS process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. WHole Child
Gananda CSD MTSS Vision Statement:
  • Offers a personalized, premier educational experience where all reach their potential,
  • engages students in challenging, dynamic curricula enhanced by innovative technology to develop lifelong learners who thrive in a global society, and 
  • partners with staff, students, parents and community to produce students who become responsible, contributing citizens.
Tiered Support:
TIER 1:  
  • All students receive high quality, differentiated, culturally responsive core academic and social/emotional instruction through the general education program.
  • The program is designed to meet the needs of and ensure positive outcomes for a minimum of 80% of all students.
  • Skilled and highly qualified educators make use of scientifically based instruction and strategies, as well as differentiated instruction, all while using flexible and fluid grouping to meet the needs of the students and to ensure positive outcomes for all.
TIER 2:  
  • A small group instruction designed for approximately 15% of students not making adequate progress in Tier 1.
  • Targeted instruction is provided multiple times per week by trained, knowledgeable and skilled school personnel. 
  • Intervention progress is monitored and reviewed at least every 6 weeks.  A written process is followed for teaching all staff how to refer students who, after multiple documented Tier 1 interventions, are still not making adequate gains/progress. 
  • Tier 2 interventions do not supplant Tier 1 instruction, but are provided in addition to what the student is receiving in Tier 1. Interventions are designed to match the needs of students identified as at-risk, or excelling, through universal screening and progress monitoring measures. There are multiple on-going interventions with documented evidence of effectiveness. 
TIER 3: 
  • Tier 3 supports are supplemental, individualized and customized intervention provided for approximately 5% of students in a smaller group format and delivered with greater frequency and duration than Tier 2.
  • Interventions at Tier 3 are tailored to the student’s needs and provided by a highly trained, knowledgeable, and skilled educator.
  • Students in Tier 3 continue to receive core instruction at Tier 1, and supports at Tier 2 as needed.
What the MTSS Process looks like at RMES
  1. Teacher and/or parent/guardian identify that their student is having trouble in any of whole child areas (attendance, academics, behavior, and/or social-emotional). A discussion is held between the classroom teacher and the student's parent/guardian to share concerns and brainstorm possible next steps (Tier 1 interventions). 

  2. A Tier 1 intervention is implemented for a minimum of 10 instructional days during this time the classroom teacher is collecting data to determine student progress. 

  3. If the student does not show progress with this Tier 1 intervention, a second Tier 1 intervention is implemented again for a minimum of 10 instructional days during this time the classroom teacher is collecting data to determine student progress. 

  4. At the end of implementing at least  2 Tier 1 Interventions if the data indicates that the student is not making progress then the classroom teacher requests a meeting with the Tier 2/3 building team to review concerns, Tier 1 interventions, and brainstorm next steps. Next steps could be going back and trying a new Tier 1 intervention or moving forward and trying a Tier 2 intervention. 

    *There are some Tier 2 and Tier 3 interventions that are provided based on testing (i.e. Reading Services)*

  5. If a Tier 2 intervention is defined as next steps for your student you will be contacted/receive a letter from the school. Tier 2 interventions are implemented for a minimum of 30 instructional days by a skilled school personnel/provider. During this period, the provider of the intervention will be collecting data to determine student progress. 

  6. At the end of 30 instructional days (or longer), the provider meets with the Tier 2/3 team to review and analyze with data. If the student is making adequate gains with this intervention, then the Tier 2 intervention is continued. If the Tier 2 interventions was not successful, the team will brainstorm a new Tier 2 intervention to implement for a minimum of 30 instructional days

  7. After implementing at least 2 Tier 2 Interventions and the data indicates that the student is not making adequate progress, then the student will move forward to receive a Tier 3 intervention. 
*If you believe that your child/student is in need of extra support(s) please contact their classroom teacher to start this process. 
Jackie Pedulla
School Psychologist, M.A./C.A.S.
(315) 986-3521 ext. 4335
MTSS Core Team: Oversees and supports all building teams, creates a more cohesive systems for all school members, streamlines communication, better the needs of all students, keep a data focus for the building, fidelity checks of building teams.
Tier 1 (PROUD) Team: Celebrations & recognition (staff and students), school-wide events on a calendar, Tier 1 staff boosters, analyze Tier schoolwide 1 data, action items from Tiered Fidelity (Tier 1 focus).
Tier 2/3 Team: Review small group and individual intervention data, process Requests for Assistance, review student support plans, progress monitoring, goal setting, fidelity of tiers 2 and 3.