MTSS: Multi-Tiered Systems of Support

In a previous blog, we looked at Professional Learning Communities and how they support teachers to ensure effective instructional practices for increased student achievement.

As part of a PLC, it is the teachers’ responsibility to use data and identify students that need more support. That support should be given in Tiers. Continue reading to learn about Multi-Tiered Systems of Support!

WHAT IS MTSS: MULTI-TIERED SYSTEMS OF SUPPORT?

MTSS is a framework of systems that support all students’ academic, behavioral, and social needs. The ESSA, Every Student Succeeds Act of 2015 requires that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.

In addition, each state must develop an accountability system for public schools to improve students' achievement.  The ESSA recommends a multi-tiered system of support (MTSS) and positive behavioral interventions, and supports (PBIS) to ensure that we are meeting the needs of all students.

MTSS is “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to student's needs, with regular observation to facilitate data-based instructional decision making” - ESSA 2015

MTSS is an umbrella term that includes:

• Academic Instruction - UDL, GFI, RTI

(Universal Design for Learning, Great First Instruction, Response to Intervention)

• Behavior Instruction -  PBIS

• Social-Emotional Instruction

This section is focused on the academic system of MTSS. The academic system of MTSS is based on a tiered system of support that begins with Great First Instruction through the Universal Design for Learning.

GREAT FIRST INSTRUCTION

Sometimes called Best First Instruction, GFI is the goal of giving all students the best opportunity to learn standards based, grade level content with a depth of knowledge. 

Great First Instruction includes:

• Lesson Preparation – Clearly communicate content and language objectives.

• Scaffold Instruction - Provide support for new learning & promote critical thinking skills.

• Allow for Interaction – Give students opportunities to interact & discuss content with peers in flexible groupings.

• Review and Assessment of Student Learning – Use informal & formative assessment data to check for understanding during instruction to provide for intervention and extension as needed.

UNIVERSAL DESIGN FOR LEARNING

The Universal Design for Learning is an approach to teaching that gives all students an equal opportunity to succeed.

Teachers who implement UDL plan lessons that  incorporate a variety of teaching methods and are adjusted for each student’s learning strengths and learning needs. 

The Universal Design for Learning includes:

• A focus on HOW lesson are taught using a variety of teaching methods

• Accommodations are provided for all students as needed, even if they do not have an IEP or 504

• Teachers work with students to understand their optimal learning style and set individual learning goals

• The classroom is set up for optimal learning based on the lesson – individual work, small group work, large group work

• Options are given for students to show what they know

• Continuous feedback is given to students - students are given opportunities to reflect on their learning

UNIVERSAL SCREENERS AND DIAGNOSTICS

All students should be given assessments for foundational skills three times per school year.  Students should be assessed for the following skills

LITERACY

• Phonemic Awareness

• Phonics: Decoding and Encoding

• Fluency

• Vocabulary

• Comprehension

MATH

• Number Sense

• Computation Four Operations: Addition, Subtraction, Multiplication, Division

• Problem Solving Four Operations

• Fractions

• Measurement

• Geometry

DATA ANALYSIS

Once all students have been assessed for mastery of foundational skills, teachers analyze the data to determine student proficiency levels and which students are in need of intervention or remediation.

MULTI-TIERED SUPPORT

Supports are provided to students based on a tiered system

Tier 1 – Research Based Differentiated Core Instruction

Tier 2 – Targeted, Needs Based, Intervention

Tier 3 – Intensive Interventions

TIER 1 – Grade level content is presented through direct instruction and the I Do, We Do, You Do model. The teacher may pull small groups of students for a reteach of concepts to ensure understanding.  Be sure instruction is scaffolded and differentiated to meet the needs of learners.

TIER 2 – Learners that are behind up to one grade level need targeted support.  Support is given for students who do not have mastery of a prerequisite skill or are performing 1 grade level below proficiency.  Small group instruction should be given in the classroom by a trained, certificated teacher for targeted skills multiple times per week.

Prerequisite Example: In math, a student who is learning to multiply multi-digit numbers using the algorithm are missing the prerequisite skill if they have not mastered multiplication using the area model.

One Grade Level Behind: In math, a student learning to multiply multi-digit numbers using the algorithm but does not know multiplication facts, is one grade level behind.

TIER 3 – Learners that are more than one grade level behind need intensive, individualized

targeted instruction.  This instruction should be provided by a trained, certificated

professional. Lessons should be in small groups or one-on-one outside of the classroom. 

If the student has received quality Tier 1 instruction, small group Tier 2 instruction

and progress monitoring shows no progress despite intervention, the student

should be considered for assessment.

PROGRESS MONITORING

Screeners and diagnostics for foundational skills are administered three times per school year:

• Beginning of the Year

• Middle of the Year

• End of the Year

In between each assessment period, students who scored below grade level proficiency or are at risk should be progress monitored. Progress monitoring should happen every 2 -3 weeks for your lowest performing students and at least monthly for students who are close to proficiency.

By monitoring your students’ progress on foundational skills, you can encourage them and celebrate even the smallest of achievements. Progress monitoring shows evidence of learning. If a student has been progress monitored more than once and is not showing any improvement, then teaching practices need to change. Consider trying a new strategy.

DO YOU HAVE A SYSTEM OF TIERED SUPPORTS?

Many school districts have adopted an MTSS system, but it looks very different from district to district and school to school.

You may have a literacy specialist on campus. Some districts have an MTSS Coordinator that works with more than one school site to support teachers and students. You may have an MTSS Team that meets periodically to analyze student data. Some schools require teachers to do their own data analysis and interventions.

In my district, each elementary school has a specialist for Multi-Tiered Systems of Support. It is that person’s job to assist grade level teacher teams in analyzing their diagnostic and CFA data, creating learning targets for groups, and monitoring student progress.

WIN TIME

Within an MTSS system, each grade level has a designated time when skill specific interventions take place. For students performing at grade level, they can receive time on skill reinforcement and for students performing above grade level extension opportunities are given.

Many schools call this WIN time (What I Need Time). At my school, WIN time happens 4 days a week for 30 minutes. This time is used solely to address the academic needs of students based on their diagnostic scores and CFA results.  The MTSS Specialist teaches a small group during this time to allow grade levels to meet the needs of all students. Interventions are provided, but extensions are provided as well. All students in a grade level are working on an academic focus during WIN time

The job of the MTSS Specialist is also about coaching and mentoring teachers. Helping and guiding teachers to learn about and implement best teaching practices. The MTSS Specialist or MTSS Team arranges for ongoing professional learning based on teacher and student needs. 

MTSS IN YOUR CLASSROOM: GETTING STARTED

If you do not have a system of MTSS at your school site, you can incorporate elements of MTSS within your own classroom. Implementing Multi-Tiered Systems of Support in your classroom is a very similar process to implementing the assessment and data process of a PLC. It is best done with members of your grade level team if you have willing participants, but ultimately any work you do to improve student achievement is good work.

I see the MTSS process as one that supports students who are not performing at grade level with reading and/or math foundational skills. I see the PLC process as one that supports students in mastering grade level standards. 

To implement MTSS in your classroom follow the steps below…

1. Administer diagnostics and assessments for reading and math foundational skills (3 times per year) 

2. Use this data to determine student learning gaps.

3. Create groups of students based on need.

Reading: phonemic awareness, phonics, fluency, vocabulary, comprehension

Math: Place Value, Operations (addition, subtraction, multiplication, division) fractions, problem solving, measurement and geometry

4. Provide Great First Instruction in grade level standards.

5. Allot 20-30 minutes per day on tiered instruction of foundational skills.

6. Progress monitor twice per month for the most at risk students; once per month for students working towards proficiency.

7. Use progress monitoring data to determine if teaching strategies are helping students make gains in achievement.

8. Celebrate every small achievement and any progress towards proficiency.

   
   

Read more about School Support Systems on the blog HERE!