What are Multi-Tiered Systems of Support?

Multi-Tiered Systems of Support (MTSS), is an instructional model focused on providing high quality instruction to every child. It is implemented as a three-tiered approach.

Tier 1 is quality classroom instruction for all students. At RC Buckley we use SuperKids (K-2nd) and HMH Into Reading (3rd & 4th) for literacy instruction. We use Eureka2 Math for all grade levels. If assessment data indicates that they are not making adequate progress in Tier 1, they will be recommended for Tier 2 intervention services.

Tier 2 services are personalized targeted instruction that is in addition to their classroom instruction (Tier 1). These services are provided by specialized instructors in a small group setting. Progress is assessed weekly and reviewed by the instructional team every 6-8 weeks. Students who show adequate progress with this additional instruction can be exited from Tier 2. If assessment data indicates that they are not making adequate progress in Tier 2, the instructional team will meet to discuss next steps to support the student.

Tier 3 services are personalized targeted instruction that is more frequent and intensive than Tier 2. Tier 3 services are provided by specialized instructors in a small group or individual setting, in addition to their classroom instruction. Progress is assessed weekly and reviewed by the instructional team every 6-8 weeks. Students who show adequate progress with this additional instruction can be exited from Tier 3. If assessment data indicates that they are not making adequate progress in Tier 3, the instructional team will meet to discuss next steps to support the student.

What Role Do Families Play in MTSS at RC Buckley?

Families are vital members of the student’s MTSS team. There will be open communication between families and the instructional team regarding the student’s progress in MTSS. Families will be invited to attend MTSS meetings and collaborate with the team on how to help their child. If you have further questions, contact the school.

FAQs

What is MTSS?

Multi-Tiered Systems of Support (MTSS), is an instructional model focused on providing high quality instruction to every child. It is implemented as a three tiered approach. Students are assessed regularly to determine the Tier (intensity) of support needed. The instructional team implements specialized instruction to help students who are not meeting benchmarks, evaluates the success of those interventions, and shifts/adjusts the interventions to meet the individual needs of our students.

What is Benchmarking or Universal Screening Assessments?

At RC Buckley, we screen our students progress three times a school year using STAR (https://www.renaissance.com/2016/09/09/parents-guide-star-assessments/ ) in Reading and Math to assess their knowledge in key areas outlined by NYS Next Generation Learning Standards (http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy-standards) 
(https://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-learning-standards ). Additionally, we use assessments from our school wide literacy and math programs (SuperKids - K - 2nd and HMH Into Reading - 3rd & 4th, for reading and Eureka2 for Math) to determine when students require further support in learning the essential reading and math skills outlined by NYS curricula.

Who is a part of the MTSS Team?

The MTSS Team is composed of the student’s family, classroom teacher(s), literacy / math teachers, special education teachers, relevant service providers (OT, PT, speech therapists, & counselors), principal, and school psychologist.

Is MTSS Special Education?

No, MTSS is a general education program designed to help students who are not making adequate progress in the schoolwide behavior expectations, reading, or math curriculum. It is a pro-active and systematic approach to understanding how children learn and to meet the student where they are holistically.

How can families be involved?

Families are a vital and necessary member in the MTSS process. They are welcome to be involved in any MTSS meeting that is held regarding their child. This can help illuminate the different interventions that are being implemented at school and generalize them to the home environment. Additionally, as you are the expert on your child, you can provide the school with any interventions that are helpful at home. If you have further questions or concerns, please contact your child’s classroom teacher.

When are MTSS meetings held?

Meetings are held only when students aren’t responding to the interventions developed by teachers and interventionists. Since research suggests that interventions should be tried for at least 6 weeks before assessing their effectiveness, meetings are held between 6-8 weeks after interventions and recommendations are made.

What if my child isn’t making substantial progress despite being in MTSS?

Since this is a multi-tiered approach, students will be provided with more individualized and intensive support when they do not respond to interventions. MTSS meetings are used to see whether students are progressing with the level of interventions and type of interventions. For example, if your child is receiving interventions twice a week in a small group setting for phonics (decoding words), if they are making progress but not a substantial amount to meet their goals, the MTSS team may recommend increasing the level of service (i.e. 2 times a week to 3). Whereas if the student is not responding to the type of intervention (working on phonics), the team may recommend a change to something more foundational like phonological awareness (letter sound awareness).

References:
Shapiro, E. S. (2014). Tiered instruction and intervention in a response-to-intervention-model. Retrieved from: http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model