Welcome to the MTSS Chapter of the professional development module. Before we begin, if you have not already done so, please download the Module Workbook from one of the links provided below. Your Module Workbook contains all of the pre-assessments, exercises, scenarios and post-assessments for the entire module which incudes this chapter, the UDL chapter and the DI chapter.
In your Module Workbook under the MTSS chapter, please complete the pre-assessment measure. Then proceed to the Introduction on this site. If you are not able to download the Module Workbook, all of the information from the Workbook is found in the site, however we suggest you begin your own Workbook to follow along with the exercises and assignments. With this said, please take note of your answers to the pre-assesment questions so that you will be able to compare them to your answers on the post-assessment at the end of this chapter.
In your Module Workbook under the MTSS chapter, please complete the pre-assessment measure. If you are not able to download the Module Workbook, please take note of your answers to the pre-assesment questions so that you will be able to compare them to your answers on the post-assessment at the end of this chapter. The Answer Key is provided at the end of the MTSS post-assessment.
For many years, we have focused our preparation of teachers and academic leaders on meeting the needs of diverse groups of learners for whom they will hold responsibility. In the past, general education teachers gave core instruction for all students; then education specialists, prepared to serve students with specific needs, worked separately in pull-out sessions or self-contained classes with students who had been identified as requiring special education services.
While both sets of teachers still have their responsibilities, MTSS provides a system and process for teams to work together rather than separately in isolation. In fact, MTSS requires teams of general education teachers, education specialist teachers, parents, administrators and service providers at the local school and district levels, community organizations, and professional development trainers to work together for every student. MTSS shows promise for addressing the needs of all students and personalizing learning.
Each student deserves a teacher who can provide access to a curriculum of high-quality core content instruction based on universally designed principles and to a team of educators who are adequately prepared and supported to meet his/her needs in core and intervention instruction. General education teachers must be prepared to implement high-quality core content instruction that is evidence-based and differentiated to meet the needs of all learners. Special education teachers, instructional coaches, and teachers providing English language support must be prepared to assist with designing this core instruction and provide intensive intervention instruction using evidence-based practice and data to inform instructional decisions in concert with the general education teachers.
This will not become the norm unless leaders support team work, ongoing professional learning, the scheduling and deployment of staff that enables effective core instruction and intervention to take place, and bringing staff together to create a school-wide system of effective behavior management that enables each student to succeed.
Forty-four states report they are currently implementing or are considering implementing some form of a tiered support system. Multi-tiered Systems of Support (MTSS) show promise for addressing the needs of all students and personalizing learning.
The National Center on Intensive Intervention defines MTSS as:
A prevention framework that organizes building-level resources to address each individual student’s academic and/or behavioral needs within intervention tiers that vary in intensity. MTSS allows for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for poor learning outcomes. The increasingly intense tiers (i.e., Tier 1, Tier 2, Tier 3), sometimes referred to as levels of prevention (i.e., primary, secondary, intensive prevention levels), represent a continuum of supports.
The core of MTSS is data-based decision-making. This involves collecting data, monitoring each student’s individual performance, and designing and implementing strategies and levels of support necessary so each learner can succeed. This system is fluid and students can move between tiers and levels of support as their needs change. In this way, MTSS provides a new way of addressing the needs of students who struggle and need intervention, despite the presence or absence of disability.
The following core components are key aspects of most MTSS frameworks:
California Department of Education Multi-Tiered System of Supports.
There are numerous benefits of MTSS, most notably improving education for all students. Implementation of an effective MTSS program eliminates the “wait to fail” situation that prevents at-risk students from receiving intervention sooner versus later. MTSS also provides supports for teachers with instructionally relevant, easily understood information which allows teachers to know what works now to improve student’s skills. And, MTSS encourages better collaboration between teachers and families. Here are a few other benefits:
Research has shown that 70% of high school students are in need of special, specific supports, even when they are not eligible for special education identification. MTSS addresses those needs with systemic improvements across classes, schools, and districts.
The phrases "Response to Intervention," commonly referred to as RtI, and "Multi-Tiered System of Supports" (MTSS) are often used interchangeably among many educators. They are not necessarily the same.
RtI processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. RtI refers to the practice of providing effective instruction and intervention across three tiers to all students. Assessment, progress monitoring, and data-driven decision making are all components of successful RtI implementation. The hope is to reduce the number of students being referred to Special Education and to provide research- and evidence-based high quality instruction in all tiers.
RtI processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. RtI refers to the practice of providing effective instruction and intervention across three tiers to all students. Assessment, progress monitoring, and data-driven decision making are all components of successful RtI implementation. The hope is to reduce the number of students being referred to Special Education and to provide research- and evidence-based high quality instruction in all tiers.
For a .Zip file of all related documents for this section select HERE
Look over the newsletter from St. John Elementary School for an example of how one school has implemented and communicated MTSS.
After reading the Andrew Case Studies about the academic history of a boy named Andrew, please complete the table below. Describe Tier 2 and Tier 3 interventions that were implemented in the Alternative Scenario for Andrew before he was referred for special education evaluation.
For this Table, please refer to your Module Workbook MTSS Chapter. If you have not done so already you may download it here Word doc select HERE, for the screen reader accessible PDF select HERE:
Tier | Describe Intervention and Duration |
Grade | What additional interventions could be implemented? |
---|---|---|---|
Tier 1 | Solid core reading program, universal screening | Kindergarten | |
Tier 2 | |||
Tier 3 |
Watch the video below called Supporting Behavioral Needs: A Multi-Tiered Approach (5.52 min).
After viewing this video, answer this question in your Worksheet journal:
What course project can you assign students for them to demonstrate understanding and beginning skill in implementing MTSS to address tiered intervention in behavior and social-emotional support?
MTSS differs from RtI as it has a broader scope and is more comprehensive.
MTSS is not designed for consideration in special education placement decisions, such as specific learning disabilities. MTSS focuses on all students in education contexts.
The venn diagram figure displays similarities and differences between California’s MTSS and RtI processes. Both rely on RtI’s data gathering through universal screening, data-driven decision making, problem-solving teams, and are focused on the Common Core State Standards. However, the MTSS process has a broader approach, addressing the needs of all students by aligning the entire system of initiatives, supports, and resources, and by implementing continuous improvement processes at all levels of the system.
From: California Department of Education Multi-Tiered System of Supports (MTSS) home page
You are almost to the end of this chapter. In your workbook, please complete the MTSS post-assessment measure and compare the results to your pre-assessment measure. If you were not able to download the Module Workbook, please complete the post-assessment and compare the results to your pre-assesment measure of this chapter.
Respond to the questions below in your Module Workbook: MTSS Chapter: