MTSS

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Guide to MTSS

2024

WHY MTSS?

"Will it be easy No, but it can be done. We are never too old to learn, we are never to meek to lead, and we are never too tired to try again when others' welfare is the goal. This is not the time for fear, rather courage." ---Jeff Grimes, 2005

MTSS, or a multi-tiered system of support, is a comprehensive framework tailored to meet the diverse needs of all students. It blends tiered behavior supports (PBIS) and academic interventions (Response to Intervention) in a whole-school approach. By utilizing data-driven practices, MTSS aims to enhance student learning outcomes through a continuum of evidence-based strategies. This dynamic structure, informed by educators' insights into context, science, and systems, fosters positive benefits for every student. It serves as an organizing framework, using specific data sources to make informed decisions and coordinate academic, behavioral, and social resources effectively and promptly. Importantly, MTSS goes beyond focusing solely on students facing academic challenges.

MEET DAISY

Daisy is a 3rd grade student in your classroom. As you stand in the front of your class, you notice Daisy is not as excited as other students. She's slumped over, disengaged, but nonetheless, quiet. As you watch Daisy on the playground, you notice that she does not play well with other kids. She had an attitude, could be mean, and seemed like she came from a rough home. In class, Daisy gave no effort with her school work. Her beginning of the year testing screamed "URGENT INTERVENTION." Based on what you saw with her attitude, you figured that she probably didn't try on her test. You tried to help her, but her attitude made her unpleasant to work with. On days she wasn't at school, you breathed a sigh of relief. You realize that you looked forward to those frequent days she was absent.

Step 1: Understanding

Daisy

Daisy's beginning of the year screamed "URGENT INTERVENTION". You tried to work with her, even though she is an incredibly difficult child to work with. You set up groups within your classroom schedule and she was always in the lowest group. You pinpointed that she had trouble decoding words, but she's always absent so she was probably missing skills. She was a little better in math, actually, a lot better. While she was still lower than the rest of the class, it was evident that math was more comfortable for Daisy. Just when she seemed to be making a little progress, she always did poor on her classroom tests. You began to get used to putting an "F" on Daisy's papers. She just didn't try hard enough or care. You did your job. You tried calling home several times, but there was never an answer. No one ever came to her conferences. You did all you could. You told your team "She struggles. I don't know what else to do. She needs to be evaluated."

RTI vs MTSS

The chart provided outlines distinctions between RTI and MTSS when viewed from this particular standpoint:

Tier 1

Behavior

Teachers will maintain consistent behavior expectations, apply positive behavior supports, and implement appropriate consequences at the classroom level. Each grade level team should review office referral data three times a year (fall, winter, and spring). Classroom-wide behavior policies are designed to meet the needs of 80% of all students. If adjustments are needed, teacher teams revisit the consistent implementation of positive behavior supports.

Attendance

Accommodations and Modifications for Tier 1

Academic

Teachers will maintain accurate attendance records through Progressbook, as required by board policy. Attendance is monitored in accordance to HB 410. Examples of Tier 1 strategies for attendance:

Assessments are conducted three times a year (fall, winter, and spring) by teachers to evaluate the effectiveness of the core curriculum. The goal is to ensure that the core curriculum at each grade level meets the needs of 80% of all students. If this benchmark is not met, teacher teams revisit the Tier 1/Core curriculum and curriculum mapping to ensure the implementation of systematic, explicit, and strategic instruction. Tier 1 accommodations and modifications are made to guarantee full access to core instruction for all students.

• Create surveys for families and community members that determine and assess attendance barriers
• Use multiple forms of personal communication for families, including phone calls, emails, staff notes and letters and social media accounts when sharing whole-school attendance reminders or reporting individual student absences
• Use resources to recognize and reward good or improved attendance, rather than perfect attendance
• Include attendance data in teacher-based teams, PBIS teams, building leadership teams and district leadership teams
• Provide access to food, health and supports for other basic needs
• Regularly monitor attendance data to identify trends and address barriers
• Notify parent or guardian of student absences

It is important to note that is concern are substantial with data support, refer to the Tier 3 process.

Tier 2

Behavior

There are several ways that students can be identified for enrollment in a Tier II intervention. The two that we are using are the following:• Data decision rules • Teacher/parent nomination Data decision rules: • 3 major office referrals • 6 minor office referral • 2+ below average grades • Social/Emotional Concerns

Attendance

Academic

Early intervention strategies are put into place once students reach Tier 2. At this level, students are absent 10-19% of school: 12-24 hours (two to four) days per month. Additional supports are put into place to avoid additional absenteeism. Examples of Tier 2 Attendance Interventions include:

Additional data will be collected for students not performing at grade level in Tier 1 benchmark screenings. Meetings at both grade and school levels will review and monitor student progress. Progress monitoring tools will be consistently implemented. Groups in Tier 2 interventions will be regularly discussed at grade level meetings and formally reviewed quarterly in building-wide MTSS meetings. A minimum of 6 data points, including baseline data, is needed to support tier movement

• Partnering with parents/families to address potential

barriers to school attendance

• Mental Health supports
• Academic supports
• Postive student engagement
• Address basic needs

Decisions at each formal meeting:

• Successful Tier 2 intervention: Discontinue intervention if student reaches benchmark.
• Successful Tier 2 intervention without meeting benchmark: Continue intervention, with possible revision of goals.
• Unsuccessful Tier 2 intervention: Modify the intervention.
• Unsuccessful Tier 2 intervention with two or more modifications: Transition to Tier 3 intervention.

Tier 3

Behavior

The goal of Tier 3 supports is to address the underlying causes of challenging behavior and to provide the necessary resources and interventions to help the child succeed. This level of support is typically provided for up to 5% of the student population. This level of support often includes:

• Wraparound Services
• Ongoing monitoring and evalution
• Functional Behavior Assessment (FBA)
• Individual Behavior Intervention Plan (BIP)
• Collaboration with Stakeholders

Attendance

Academic

Students receiving Tier 3 supports for attendance are receiving intensive interventions to address absenteeism. These students have missed 20% or more of school (excused or unexcused). Examples of Tier 3 Attendance Interventions may include:

If academic progress stalls in Tier 2 intervention, additional data will be collected for planning Tier 3 interventions. Parents, if not involved, will be informed of concerns and invited to a meeting where weekly progress monitoring data points will be shared. An individualized intervention plan is crafted for students in need of Tier 3 support. Monthly meetings, involving teachers, specialists, support staff, and parents, are held for Tier 3 students. If no progress is observed after adjusting Tier 3 interventions for two cycles, the student is referred for in-depth educational evaluations.

• Service coordination with family
• Involvement of outside agencies (ex. doctors, CPS, etc.)
• Check-in/check-out plan
• Identifying specific needs (ex. stable housing)
• Court referral (if unexcused)

The intensity of interventions can be adjusted by altering: (a) Group size (b) Time commitment (frequency and/or duration) (c) Curriculum/instruction/Materials

SpEd Referral

Daisy

Daisy has a past. She used to be a good student. She enjoyed coming to school, but then something happened. Her mother passed away. Her dad was incarcerated. She was now living with grandparents, who could barely raise her. There was an older cousin who came over a lot and would "play" with Daisy. So, where do we start with Daisy? Students come in with more than academic data. Data isn't just numbers, it's also the experiences they bring. With the MTSS process, we take into account the whole child and try to help with all of it through a cooridnation of supports.

Organizational/instructional issues = Special education

Public School Works & PBIS

‘Including quotes always strengthens our presentation. Break the monotony.’ Always quote the author

Teachers will continue to utilize documentation tools through the Public Schools Works progran. Data from this program is pulled into the Branching Minds platform where student behavioral tiers can be monitored and plans can be created. PBIS is a non-nongetioable, school-wide system that can also be documented through Public School Works (positive) and PBIS Rewards.