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USD 475 MTSS Process

Multi-Tier System of Support (MTSS) is a set of evidence-based practices implemented across a system to meet the needs of all learners.  MTSS is designed as a framework based upon a system of prevention, early intervention, and support to ensure that all students are learning from instruction.  It establishes a system that intentionally focuses on leadership, professional development, and an empowering culture.  Kansas MTSS incorporates a continuum of assessment, curriculum, and instruction.  This systemic approach supports both struggling and advanced learners through the selection and implementation of increasingly intense evidence-based interventions in response to both academic and behavioral needs.  The system establishes a Self-Correcting Feedback Loop that includes ongoing monitoring of the effectiveness of instruction to ensure that each student achieves high standards.

Goals of MTSS

  • To provide an integrated systemic approach to meeting the needs of all students.
  • To become the guiding framework for school improvement activities to address the academic and behavioral achievement of all students.


 

TABLE of CONTENTS

Core Beliefs
Non-Negotiables

Underlying Principals and Practices

Graphic of Tiers of Support

Team Meeting Structures

Intervention Strategies

MTSS Documentation and Skyward tools


 

MTSS Core Beliefs

  • Every child learns and achieves to high standards.
  • Learning includes academic and social competencies.
  • Every member of the learning community continues to grow, learn, and reflect.
  • Every leader at all levels is responsible for every child.
  • Change is intentional, coherent, and dynamic.

The Core Beliefs are achieved by making these commitments:

  • Every child will be provided a rigorous and research-based curriculum.
  • Every child will be provided effective and relentless teaching.
  • Interventions will be provided at the earliest identification of need.
  • Policy will be based on evidence-based practice.
  • Every educator will continuously gain knowledge and develop expertise to build capacity and sustain effective practice.
  • Resources will be intentionally designed and redesigned to match student needs.
  • Every leader will be responsible for planning, implementing, and evaluating evidence-based practices.
  • Academic and behavioral data will be used to inform instructional decision.
  • Educators, families, and community members will be part of the fundamental practice of effective problem solving and instructional decision making.
  • An empowering culture will be enhanced and developed to create a collective responsibility for student success.

 

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MTSS Non-Negotiables

  • There must be a district leadership team if the MTSS effort is district driven.
  • Active participation of the building administrator on the building leadership team is necessary to provide leadership, support, and authority to the team.
  • Membership of the leadership team includes individuals with decision-making authority over curriculum, instruction, and assessments. 
  • The MTSS needs to be designed to support the learning of all students, not only students who are struggling to learn.
  • The acceptance and use of the required practices for the MTSS implementation of the content area chosen must be embraced by all school staff.

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MTSS Principles and Practices

  • Evidence-Based Practices: the highest level of research available in the content area.
  • Differentiated Learning Experiences that challenge all students.
  • Classroom Management: defined by Marzano, Waters, and McNulty (2005) as the artful joining of the following teacher actions:
    • Establishing and implementing rules and procedures,
    • Establishing and implementing appropriate consequences,
    • Maintaining effective teacher and student relationships, and
    • Maintaining a "healthy emotional objectivity regarding management issues" (p.92).
  • Intervening Early: prevents failure and makes the best use of time and continual learning.
  • Multi-tier Model: the level of instructional support students receive.  Allocation of staff responsible for providing the various levels of instruction is based upon local resources and the model of supports selected.
  • Instructional Groups are Fluid: students may access the instruction and curriculum most closely matched to their individual needs whenever warranted.
  • Data-based decision making and the use of a problem-solving process: utilizing a problem-solving approach to use data to guide decision making when creating, implementing, and refining a MTSS process.

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MTSS Graphic Illustration

MTSS Graphic.jpg
 

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