MTSS

Sarah Kashner, Coordinator of MTSS

Brandywine School District MTSS

Vision: Our vision through a Multi-Tiered System of Supports (MTSS) is to empower every learner, regardless of background or ability, to thrive academically, socially, and emotionally in an inclusive and supportive environment.

Mission: We are committed to fostering a safe, supportive learning environment for all students through a culture of data-driven decision-making and collaborative problem-solving, leading to the implementation of a proactive and preventative Multi-Tiered System of Supports (MTSS) with a measurable and consistent framework while working with students and families for input and continuous improvement.

What is MTSS?

What is a Multi-Tiered System of Support (MTSS)? MTSS is first and foremost about helping students. MTSS is an evidence-based framework for effectively using multiple systems and supports to simultaneously address students' academic and non-academic needs such as, attendance, behavior, social-emotional or mental well-being, ensuring a holistic approach to supporting students. Data is gathered, progress monitored and utilized to address these needs. More specifically, MTSS is a way that districts and schools organize and provide an equitable education to ensure that students receive the instruction they need to be successful. As a system-level structure, it provides wrap around support for an entire school.

By operating as a MTSS, schools acknowledge that students’ needs vary and so the best way to help them achieve is to provide instruction that is matched to those needs. Within an MTSS, educators carefully monitor student progress, work to ensure that all students receive effective instruction and provide more targeted or individualized support when needed. MTSS is also a strategy for improving outcomes for all students and for creating safe and supportive learning environments free of bullying, harassment, and discrimination.

Image with defining details on what MTSS is and what it is not

Delaware's Vision for MTSS

DE-MTSS is a framework designed to meet the needs of the whole child through an integrated, multi-level prevention system that optimizes team-based leadership and data-driven decision making to meet the academic and non-academic needs (e.g., behavioral, social and emotional) of all students. Educators provide high-quality, core academic instruction and non-academic practices as universal support to all children. School teams use a universal screening process to identify students who need additional help, and they deliver evidence-based interventions and supports that match student needs and are informed by ongoing progress monitoring and additional formative assessments.

Regulations in Delaware

The State of Delaware has embedded the Multi-Tiered System of Support, MTSS in the state regulations for many years. The 508 Regulations require implementing and sustaining an integrated Multi-Tiered System of Support, MTSS that addresses the needs of the whole child, in accordance with Delaware MTSS Regulation 508. This is done through MTSS Tier 1, Tier 2 and Tier 3 support.

How is MTSS used in BSD?

Brandywine School District will meet the needs of each student by developing and implementing an effective Multi-Tiered System of Support (MTSS) for academic and non-academic needs in each of our 16 schools. MTSS Academics (formerly known as Response to Intervention RtI) and MTSS Behavior (formerly known as PBIS), now MTSS non-academic are defined as a whole-school, data driven, and prevention-based frameworks for improving learning outcomes for each student through a layered continuum of evidence-based practices.

Diagram of students in the three different tiers

MTSS Tier Structure

What is Tiered Instruction and how can it help my child?

Tiered instruction can be described simply as layers of support available to every student.

TIER 1

Tier 1 supports all students and is known as universal supports. For many students, the regular daily classroom instruction is sufficient for them to successfully meet grade level expectations. However, just like anyone learning a new skill or concept, some students may need more support to be successful. Because of this, schools plan for and are ready to provide additional supports, based on what students need, when they need it. The term Tier 1 refers to what is provided to all students, and is what every student in a classroom, grade level, or course is taught during the school day. For example, the instruction that is taught to all 4th graders, or the instruction that is taught to all students in Algebra 1, is considered “Tier 1”. Schools design and plan high-quality Tier 1, with the expectation that it will be what all students need in order to demonstrate mastery of grade-level expectations. Academically, tier 1 uses effective strategies and high-quality instructional practices. Behaviorally, Tier 1 uses universal behavioral expectations in each building to teach the expected behavior in each area of the building. This gives the whole community a common language, making it equitable for all students to be a part of the community.

Even when provided effective Tier 1 instruction, some students will need additional support to master grade level standards. This additional support is known as “Tier 2” and “Tier 3” intervention. Ideally, when Tier 1 instruction meets the needs of most students, only some students will need Tier 2 intervention, and even fewer will need Tier 3 intervention in order to meet grade level expectations. If your child is currently receiving tiered interventions, it simply means that additional help is needed for them to gain the knowledge or skills being taught.

TIER 2

Tier 2 interventions are typically organized by a skill area and delivered to small groups of students with progress monitored over time. Tier 2 supports are always provided in addition to Tier 1, and for as long as necessary for students to get and remain on track toward mastery of grade-level expectations. Tier 2 are targeted interventions provided for groups of students identified as in need of additional support in any academic or non-academic area of need.

TIER 3

Tier 3 interventions are the most intensive level of tiered supports and in most cases are provided when effective Tier 1 and Tier 2 aren’t enough for a student to master grade-level expectations. These supports are designed for individual students and are often based on results of additional assessments that identify specific skill strengths and weaknesses.

By focusing our energy on student needs and providing differentiated support, all BSD students will receive what they need and achieve at higher levels. In each of our schools, we are equipped with a Tier 1 MTSS team leader and team as well as a Tier 2/3 team leader and team, called the problem solving team (PST).

If your child already receives services under IDEA or Section 504, they are also entitled to MTSS supports and interventions. The students IEP or 504 team will problem solve and create an intervention plan moving forward since they know the student the best. Please call your child’s special education coordinator, SEC or 504 coordinator for assistance in setting up a meeting.

How does the school decide what my child needs?

Schools engage in data-based problem solving to ensure that instruction and intervention support are matched to student needs. This involves school or teacher teams using data to identify problem areas, determine why those problems exist, develop and implement an instruction or intervention plan, and then monitor student progress to see if students are improving or if additional adjustments are needed. Data used for problem solving come from a variety of sources (e.g., attendance, office discipline referrals, grades, MAP testing, diagnostic assessments). Data-based problem solving is used to identify needed supports for large groups (Tier 1), small groups (Tier 2), and individual students (Tier 3). Parent and student input is a vital part of the data collection process.

What is my role?

Parents play a critical role in supporting what their children are learning in school. Research has demonstrated that the more parents are involved in student learning, the higher the student achievement. Parents can be involved in the process by communicating any concerns to the child’s teacher, providing insight into their child’s learning and development, and assisting with identified interventions at home. Whether your child is meeting grade-level expectations, working on an accelerated curriculum, or receiving additional support, understanding MTSS in your child’s school is beneficial. If your child is referred to the problem solving team, you will be contacted by the school’s PST leader to collect your feedback and thoughts about your child and their needs throughout the problem solving team process.

What does MTSS look like for me and my child?

Although MTSS will look slightly different from school to school, there are common elements that you will likely see across all schools. They include:

Tier 1 team meetings monthly to review school-wide data and plan robust tier 1 events and programming.
Regular communication about your child’s progress in school.
Tier 2/3 (PST) team meetings regularly to discuss students and their progress.
Information about how you can help support your child’s learning at home
Notification if your child needs additional supports, including why those supports are needed and what supports are being provided.
If your child is receiving additional support (Tier 2/3), frequent communication about how your child’s performance is improving, and what steps will be taken next.

What questions can I ask my child’s school to learn more?

Whether talking with your child’s teacher, principal or other school support personnel, a great way to learn more about MTSS in your child’s school is to ask questions. Here are some potential questions to get you started:

Is my child meeting academic and behavioral expectations? How do we know?
If additional instruction or intervention is needed, what support will be given to my child?
How often will I be updated on my child’s progress?
What can I do to support my child at home?
What curriculum is being taught in my child’s classroom?
What are the targeted interventions that my child’s school is using if he/she is struggling in the classroom?
How many weeks does my child’s school data collect and progress monitor?
How will I be informed of the progress my child is making?
What happens if an intervention is not working?
What social emotional learning does my child’ school teach with all students?
What kind of behavior interventions are used if my child is struggling?
Who is the problem-solving team lead in my child’s school?

Supporting Your Child

Parents play a critical role in supporting what their children are learning in school. Research shows that the more parents are involved in student learning, the higher the student achievement. Here are a few ways you can support your child and what they are doing in their school:

Make reading an everyday habit at home
Make it a priority for your child to attend school daily.
Create a calm morning routine so as to not feel rushed or overwhelmed with arriving on time.
Keep a copy of the school calendar on the refrigerator so everyone can see the schedule for your child.
Share information that may impact your child's success at school
Communicate with your child's teacher
Monitor homework assignments, even at higher grade levels
Designate a quiet place and time for homework
Make a ‘home matrix’ with your child to model the school behavior matrix
Ask for regular progress monitoring
Share your child's successes
Learn more about the curriculum and interventions being used in your child's school.
Communicate any missed and/or late attendance with the school promptly.
Attend parent/teacher conferences and other school meetings about your child
Enjoy MTSS-Tier 1 events at your child's school.
Attend parent events to learn more about your child’s school/district offerings. (PTA meetings, Open House, Back-to-School night, etc…)

Helpful Key Terms to Know

Tier 1 (also known as core instruction), all students receive scientific, research-based core instruction implemented with integrity and emphasizing grade-level standards and school-wide behavioral expectations. Instruction at Tier 1 should be explicit, differentiated, and include flexible grouping, active student engagement, and high-quality instruction based on current student data and needs. Tier 1 in MTSS should be accessible and provide support to 100% of students.

Tier 2, students are identified who are in need of support academically and/or non-academically. These students are provided scientific, research-based interventions in addition to core instruction according to their needs. Approximately 10-15% of students will need supplemental instruction at Tier 2 to become proficient. Tier 2 interventions are implemented within groups of students who need support in the same area, such as academic, social-emotional, or behavioral.Tier 2 or targeted group interventions typically involve additional minutes of instruction (outside of core instruction) provided each week depending on identified need area(s).

Tier 3 interventions are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios, and possibly occur for a longer duration of time. Tier 3 interventions occur in conjunction with Tier 1 and Tier 2 support. About 3-5% of students will require this level of intensive support. The intervention's intensity/frequency and duration are considered based upon need. Tier 3 intervention plans include more than what occurs during intervention time. They also include strategies for maximizing student outcomes during core instruction (Tier 1), support provided at Tier 2, as well as support to use at home or in the community.

Child Find is the district’s responsibility to identify, locate, and evaluate all students suspected of having a disability. Students may be identified for a suspected disability regardless of tier, or placement, within the layered continuum of supports.

Diagnostic Assessment is a tool teachers can use to collect information about a student’s strengths and weaknesses in an area. Diagnostic assessments provide information on why a student is struggling and the depth of the deficit.

Evidence-based Interventions are interventions that have been proven to be effective and improve student outcomes.

Intervention is explicit and systematic instruction provided for a student to help the student make appropriate educational progress by improving his/her academic and behavioral performance. An intervention is an intentional, research, or evidence-based program, instructional activity, or strategy to target a specific academic/social-emotional/behavioral skill. Interventions are delivered with a specific frequency and duration over a defined number of weeks, depending on the level of need.

Equity in MTSS is the pursuit of creating an educational system that caters to all students and develops their educational experience accordingly. (source) This means that no matter what a student’s background, language, race, economic profile, gender, learning capability, disability, or family history, each student has the opportunity to get the support and resources they need to achieve their educational goals.

Implementation fidelity refers to the degree to which an intervention, system, process, or program is delivered as intended

Progress Monitor is an assessment, provided at regular intervals, used to check student progress and determine if an intervention is successful.

Social-Emotional Learning (SEL), the curriculum and/or strategies taught are specifically designed to develop the skill set for understanding and managing emotions, building resilience, problem-solving, and developing healthy relationships. Students learn from explicit instruction as well as from the actions and behaviors they are observing from others.

Problem Solving Team (PST) is a dedicated and experienced group of school team members responsible for collecting and reviewing data, creating, and implementing student intervention(s), support(s) and a time table at the tier 2/3 level. This team meets at a predetermined time to review and revise the students intervention(s) and support as needed. Parents are a valuable resource to provide information that assists this team with intervention planning.

Where else can I find information on MTSS?

Delaware MTSS video- https://www.youtube.com/watch?v=D320bOETKVE&t=8s

Guiding Tools for Instruction Problem Solving http://www.florida-rti.org/gtips/

Parent Frequently Asked Questions (FAQ) about Response to Intervention – National Center on Response to Intervention http://www.rti4success.org/resource/parent-frequently-asked-questions-faqs-about-responseintervention

A Parent’s Guide to Response to Intervention – National Center for Learning Disabilities https://www.understood.org/~/media/acc8e8c166c7432582494ece864cb16c.pdf

Family Guide to Response to Intervention http://www.rti4success.org/resource/family-guide-responseintervention http://familiestogetherinc.org/wp-content/uploads/2011/08/MTSS_KS_Booklet_Final.pdf

RTI Action Network – Resources for Parents and Families http://www.rtinetwork.org/parents-a-families

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