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Multi-Tiered Systems of Support (MTSS) benefit students and teachers at all levels of instruction and are designed to help every student succeed and for every teacher to know to help students reach higher levels of achievement.
MTSS is an educational process that provides high-quality, research-based instruction and interventions based on individual learners’ academic, social, and behavioral needs which are identified through screening and progress monitoring. Adjustments to instruction and interventions are based on students’ performance and rate of learning success.
MTSS models include universal screening of all students, multiple tiers of intervention delivery, a collaborative problem-solving approach (GEI), and an integrated data collection and assessment system to inform decisions at each tier of instruction and intervention delivery. The emphasis is on school-wide, differentiated universal core instruction at Tier 1; Tiers 2 and 3 provide targeted and intensive instruction.
What Are The Three Tiers Of Instruction?
Tier 1 – Level of instruction found in general education classrooms and provided to all children. Tier 1 includes high quality curriculum. Progress is regularly checked to make sure students have the skills needed to succeed. Students who score below grade level on district wide screeners, classroom assessments and/or other grade or building level tasks might move to Tier 2 to be given extra help.
Tier 2 – Each child learns differently and at different rates. Some children are identified as needing extra help so they receive Tier 2 targeted instruction. They receive additional help, usually in small groups that focus on specific areas of the curriculum. This could include extra support academically, behaviorally, or in both areas.
Tier 3 - These students receive Tier 3 support where instruction is very individualized and skill focused. Teacher might bring in a specialist who would have added expertise to weigh in on how to best support the student with intense instruction.
Core Beliefs of MTSS:
1) Every child learns and achieves to high standards to be college and career ready.
2) Learning includes academic and social competencies.
3) Every member of the education community continues to grow, learn, and reflect.
4) Every leader, at every level, is responsible for every student.
5) Change is intentional, coherent, and dynamic.
What Universal Screener Does USD 263 Use?
Mulvane Public Schools uses FastBridge as our universal screener. FastBridge helps facilitate and support implementation of MTSS with an integrated data collection and assessment system to inform decisions at each tier of instruction and intervention delivery and provide built-in supports for teachers to be successful and know what to do to support each student.
Learn more about FastBridge here: https://www.fastbridge.org/assessments/mtssrti/
GEI (General Education Interventions) Important Part of MTSS
Each school in USD 263 maintains a General Education Intervention (GEI) Team that meets regularly throughout the school year. This group may include administration, school counselors, regular and special education teachers, and other contributors.
Purpose of the General Education Intervention (GEI) Team
- Provides support to teachers by analyzing data to determine individual student needs
- Provides teachers Tier 2 and Tier 3 research-based intervention ideas, opportunities, strategies, and services to address individual student needs.
- Monitoring the progress of individual students by reviewing data and documenting intensity of instruction needed and support required for the child to be successful.
- GEI Process:
- Referral from: self, parent/guardian, teacher, staff, assessment results.
- GEI makes data-based decisions using progress monitoring data that reflects the impact of the intervention.
- GEI team recommends interventions and/or additional evaluation and notifies teachers, student and parents
- GEI team sets timeline for review of intervention plan and revises as needed.
Documentation of building level, general interventions is required for students prior to evaluation for special education eligibility.
