Multi-Tiered Systems of Support
Multi-Tiered Systems of Support (MTSS) is a framework for effective team-based problem solving that is data-informed, evidence-based, and flexible enough to meet the academic and behavioral needs of all students.
This three-tiered framework encompasses best practices from Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS) research and guidance. Tiered-prevention logic emphasizes the following guiding principles (adapted from the PBIS Implementation Blueprint, U.S. Dept. of Education, 2015):
Teachers focus attention on student needs as soon as frustration or difficulty is felt and address it beginning at the Kindergarten level. There is a three-tier process that is initiated. This process is led by the building principal. The general education teacher is responsible for the initial identification of student needs and makes up the first tier.
The general education teacher is on the front-line and will make attempts and document the attempts to improve the child’s academic or behavioral needs. With this documentation in hand, the general education teacher can request a building Instructional Support Team (IST) meeting. At the IST meeting, along with parent involvement, suggestions will be made as to how to better match student needs to instruction.
The process for documentation of what has been attempted to better educate the student and the timeline for implementation of suggestions and check-up points will be identified at the IST meeting. This is an appropriate opportunity for collaboration, consultation and support for the general education teacher as well as the parent. View Midlakes full Multi-Tiered Systems of Support Plan along with other documents below.
NOTE: Midlakes MTSS Plan will be updated regularly to reflect such changes as benchmark scores for assessments or changes to programs/interventions being used.
- All students should experience an effective and relevant foundation.
- Implemented across the entire school.
- Invest in prevention first.
- Establish a continuum of support tailored to address the needs of ALL students.
- Select and use evidence-based practices.
- Build local capacity with assistance and support.
- Document high fidelity of implementation.
- Decide with data.
- Enhance implementation to be culturally relevant.