Multi-Tiered System of Supports (MTSS)

What is MTSS?

Multi-Tiered System of Supports (MTSS) is a multi-level approach offered to all students providing supports and interventions to any student struggling across different areas. It is a process that allows educators to intervene early, using supports in the general education setting. The Gananda Central School District follows a three tiered layered intervention system. Instruction and interventions are provided by highly-qualified educators, are research-based, and differeniated to meet all student needs.

Formal Definition: “MTSS is a systemic, evidence-based, continuous school-improvement framework in which data-based problem solving, and decision-making are practiced across all levels of the educational system. The Every Student Succeeds Act defines MTSS as a comprehensive continuum of evidence- based, systemic practices to support a rapid response to students’ needs (e.g., academic, behavioral, social-emotional, student physical and mental health) with regular observationto facilitate data-based instructional decision making that supports all learners. It ensures equitable access to a rigorous, robust, high quality education beginning in pre-kindergarten. Like a computer’s operating system that helps organize software and programs so that users are able to navigate and access what they need, MTSS helps schools organize the delivery of a continuum of supports so that students are able to access the level of support they need when they need it.” ~ MTSS-i Pilot Framework (NYS -website)

Why MTSS Matters?

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the “whole child.” That means it supports academic growth, but many other areas too, such as social-emotional, behavioral, gross motor, fine motor, sensory, speech and language skills, or absenteeism (not attending school).

The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to “move up” to one-on-one help.

Selection for extra interventions and support is based on individual student data such as survey data, benchmark data, student performance in the classroom, teacher and/or interventionist observation, and parent/guardian input.

Tier 1

All students have access to and receive high quality, differentiated, culturally responsive core instruction in their general education classroom. The design of this tiered level is to meet the needs of and ensure positive outcomes for a minimum of 80% of all students.

Students are continuously monitored on progress. Any student who continues to struggle with these Tier 1 supports in place may move forward needing Tier 2 or a more targeted or intensive intervention to better support them in their learning.

Examples of some Tier 1 Supports:

PROUD Behavior Matrix
PROUD Acknowledgement (Bucks/Calls/PostCards/Specials Student of the Month, etc.)
Voice Levels
ZONES of Regulation
Tier 1 classroom visuals
Function Based Thinking
Restorative Chats
Consultation
Classroom Observation
Attendance Letters

Tier 2

Some students may receive a small group (3-5 students), supplemental instruction designed for approximately 15% of students not making adequate progress in Tier I. Tier II interventions do not supplant Tier I instruction, but are provided in addition to what the student is receiving in Tier I.

Interventions are designed to match the needs of students identified as at-risk, or excelling, through universal screening and progress monitoring measures. Targeted instruction is provided multiple times per week by trained, knowledgeable, and skilled school personnel. Intervention progress is monitored and reviewed at least every 10 weeks.

Examples of Tier 2 Supports:

Small group social-emotional skills (group counseling)
Check-in/Check-out
Panther Pals
Small group academic support in reading or math
Attendance phone calls
Small group Speech and Language Therapy
Articulation support
Small group Occupational Therapy
Small group Physical Therapy
Restorative Circles

Tier 3

Tier III supports are supplemental, individualized and customized intervention provided for approximately 5% of students in a much smaller group (2:1 or 1:1) format and delivered with greater frequency and duration than Tier II. Students in Tier III continue to receive core instruction at Tier I, and supports at Tier II as needed.

Examples of Tier 3 Supports:

Individualized Schedule
Expected Behavior Contract
Functional Behavior Assessment (FBA)
Safety Plans
Individual Counseling
Outside Agency Referrals
Individualized intensive academic support (reading or math)
Family Attendance Support Meeting
Homevisits
Restorative Conference
Individual or 2:1 Speech and Language Therapy
Individual or 2:1 Occupational Therapy
Individual or 2:1 Physical Therapy

Request For Assistance (RFA)

A RFA can be requested by any staff member, student, or family member who has a concern about a student’s academic performance, behavior, social-emotional well-being, attendance and/or related service areas and is making less than expected gains in a current intervention(s).

What is an RFA?
When submitting for a RFA, the referring individual is essentially requesting to meet with a large team of various experts to help brainstorm more intensive interventions to support the referring student and their areas of growth to help them be successful in school. Parents/guardians are encouraged to attend these meetings and be part of the team of experts to support the student.

When are RFA Meetings held in the Elementary School? How long are the meetings?
RFA meetings for the elementary building are held every Friday morning 7:45-8:15 am. They are not held on Superintendent Conference Days. RFA meetings are 30 minutes maximum due to the given meeting time provided.

Parent/Guardian role in a RFA meeting?
Parents/Guardians should already be aware of their students concerned based on open communication with the classroom teacher and/or intervention providers. Parents/Guardians will be told by the referring teacher if they are making a RFA submission. Once the submission is made the MTSS building coach will contact parents/guardians about an estimated meeting date.

At the meeting, parents/guardians will be asked to share out first to provide student strengths and interests as you know the student best
Other areas that will be discussed at the meeting include; any relevant background information, area(s) of concern, current supports in place, and next steps

All meeting notes will be shared via Parentsquare within 72 hours of the meeting.

If you have concerns about your student and have already discussed with their classroom teacher your concerns and your student is still not making progress and would like to request a RFA meeting please completed this form.

Who to contact with questions?

Lynn Boyer- District MTSS Coordinator [email protected]

ext. 4334

Jackie Pedulla- RMES MTSS Coach

[email protected]

ext. 4335

Tier 1 Resources