Teaching and Learning » MTSS

MTSS

Elementary School District 159
MTSS

Illinois Multi-Tiered Systems of Support (MTSS) is a framework for continuous improvement that is systemic, prevention-focused, and data-informed, providing a coherent continuum of supports responsive to meet the needs of ALL learners. MTSS is a pro-active whole-child approach that integrates academic, behavioral, and social emotional instruction and support. 

 

What is a Multi-Tiered System of Supports?

A multi-tiered system of supports is not a separate program or class but rather an organizing framework for instruction and intervention. The goal of a school using a multi-tiered framework is to provide high-quality instruction that is responsive to the needs of all learners. Educators consistently analyze and use data, or progress monitor, to identify students who may benefit from additional academic, behavioral, and/or social-emotional assistance. Student response to intervention data is monitored and used to determine whether supports will be faded, continued, or modified.

 

What are the key components of a Multi-Tiered System of Supports?

  • High-quality instruction;
  • Universal screening for early identification of students in need of supplemental support;
  • Academic, behavioral, and social-emotional evidence-based interventions that are progressively more intensive and matched to student need; and
  • Ongoing progress monitoring of student performance.
 

What are tiered supports?

A Multi-Tiered System of Supports organizes instruction and intervention into tiers or levels of support:

  • Tier 1/Universal: All students receive high-quality instruction in the general education classroom.
  • Tier 2/Targeted/Additional: In addition to Tier 1 content, Tier 2 supplies supplemental targeted academic, behavioral, and social-emotional skill interventions and instruction, usually in small groups.
  • Tier 3/ Intensive: In addition to content received in Tiers 1 and 2, students who receive Tier 3 supports have individualized student-centered plans that are frequently progress monitored to assess skill development. Changes may be made based on student progress.

How does the school identify and support students?

  • During the year, schools screen all students to see which students are meeting grade-level standards and which students need additional support.
  • For the students needing more support, a school-based team uses a problem-solving process to plan interventions and monitor progress (Tiers 2 and 3).
    • MTSS problem-solving teams may include principals, educators, school counselors, school psychologists, school social workers, instructional coaches, and intervention specialists.

*At tier 3, individual diagnostic assessments may be administered to help plan

  interventions.

*Parents are not required to attend problem-solving meetings but must be given

  opportunities to participate in problem-solving for their child. 

 

What can I expect from schools using a Multi-Tiered System of Supports?

  • Information on my child’s progress in meeting grade-level standards;
  • Notice of academic or behavior concerns (early identification)
  • Instruction and intervention that is matched to my child’s needs;
  • Feedback on how my child is responding and making progress; and
  • Involvement in individual, data-based problem solving for my child.
 
Our goal at ESD 159 is to provide high-quality instruction that is responsive to the needs of all learners. Educators consistently analyze and use data, or progress monitor, to identify students who may benefit from additional academic, behavioral, and social-economic assistance
ESD 159 MTSS core Beliefs
We believe ALL children can learn.
We believe in proactive rather than reactive practices
We believe in systems thinking.
Marlene McClinton
ESD 159 MTSS Coordinator
mmcclinton@dist159.com
(708)720-9587
MTSS All Children A Whole Child