Multi-Tiered Systems of Support

Multi-Tiered System of Supports (MTSS) is a school reform model that involves new ways of thinking and doing business. South St. Paul's MTSS framework will include:

High quality instruction along with preventative interventions
Assessment practices that are applied across all levels of the system for a deeper understanding of each student's needs
The alignment of resources and supports necessary for each student's academic and social-emotional success

MTSS in South Saint Paul Public Schools consists of six distinct components:

Comprehensive Assessment;
Data-Based Problem Solving & Decision Making;
Evidence Based Curriculum & Instruction (Universal);
Evidence-Based Instructional Intervention (Targeted & Intensive);
Infrastructure & Support Mechanisms; and
Family, School, & Community Partnering

Contact Information

Amy Winter
Executive Director of Educational Services
amy.winter@sspps.org
(651) 457-9416

Lesly Gámez
Assistant Director of Educational Services
lgamez@sspps.org
(651) 552-5563

Department of Learning

MTSS IN SOUTH ST. PAUL

COMPREHENSIVE ASSESSMENT

Universal Screening

Accurate identification of students at risk of low academic and/or social-emotional achievement

Progress Monitoring

Ongoing and frequent monitoring of progress that quantifies rates of improvement and informs instructional practice and the development of individualized programs

Diagnostic Assessment

Valid, reliable identification of individual students’ educational needs that have a significant adverse effect on their academic and/or social-emotional achievement

DATA-BASED PROBLEM SOLVING & DECISION MAKING

Decision Making Process

Processes in which data are used to develop highly effective school plans that inform supportive systems meant to engage students, prevent disparities, and provide optimal educational opportunities to all students

Responsiveness to Universal Instruction

Data is used to determine students’ response to universal instruction with the purpose of informing instruction and identifying students who are at risk for low achievement

Responsiveness to Intervention (Targeted & Intensive)

Data is used to determine students’ response to interventions across tiers with the purpose of informing intervention and identifying students with significant educational needs

Data Use

The use of data to inform implementation and outcome of educational innovations

EVIDENCE-BASED CURRICULUM & INSTRUCTION

Foundational Core/Articulation of Teaching & Learning

Core curricula that consists of research-based materials designed for all target student populations

Research-Based Materials

Resources and materials that have been supported by empirical evidence as effective

Differentiated Instruction

Instruction that includes the accommodations, supports, and strategies necessary for all students to access content and receive an appropriate education

Student Participation

Instruction involves active engagement of students in their learning process

EVIDENCE-BASED INSTRUCTIONAL INTERVENTION

Evidence-Based Intervention

Small group or individual intervention with a focus on the academic and social-emotional needs of students who struggle to demonstrate appropriate levels of achievement solely through foundational core instruction.

Compliments Core

Provision of intervention in a manner that allows students to access core instruction within the least restrictive environment possible

Instructional Characteristics & Group Size

Conditions that ensure that instruction and intervention is delivered in an optimal, effective manner

Fidelity

Adherence to the implementation and maintenance of evidence-based interventions in a manner that is consistent with their intention and purpose

INFRASTRUCTURE & SUPPORT MECHANISMS

Prevention Focus

Understanding that MTSS is a framework intended to prevent all students, including students with disabilities, from experiencing educational deficits

Leadership Teams

Teams that possess the knowledge, resources, and organizational structures necessary to operationalize all components of MTSS in a unified system to meet the educational needs of all students

Frameworks

Educational frameworks informed by research-based materials that detail the components that comprise educational innovations

Professional Development

Institutionalized and structured learning to assist teachers in continuously examining, reflecting upon, and improving instructional practice, data-based decision making, and delivery of interventions

Schedule for MTSS Practices

A schedule that details the a timeline for meaningful implementation and maintenance of a multi-tiered system of supports

Master Schedule

District-wide and school-wide schedules that are aligned to support multiple levels of intervention based on student need with adequate additional time built in for intervention

Resources

Sources and materials that enable consistent implementation and maintenance of a multi-tiered system of supports

Fidelity/Accountability System

Adherence to the implementation and maintenance of a multi-tiered system of supports over an extended period of time

Communication

Informing all stakeholders of the development and provision of educational innovations within a multi-tiered system

Equity

Commitment to reducing disparities in an intentional manner that directly addresses and reduces barriers to learning and teaching

FAMILY, COMMUNITY, & SCHOOL PARTNERING

Cultural & Linguistic Responsiveness

Consideration and inclusion of all cultures and languages within the community.

Communication with & Involvement of Parents/Guardians

Informing and involving all parents/guardians in the development and provision of educational services.

Communication with & Involvement of Staff

Informing and involving all staff in the development and provision of educational efforts.

Positive Behavioral Interventions & Supports

South St. Paul Public Schools are presently pursuing the implementation of Positive Behavioral Interventions & Supports (PBIS). PBIS is a research-based framework that is designed to enhance academic and social behavior outcomes for all students by:

Emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices
Organizing resources and systems to improve durable implementation fidelity

PBIS teams at each school have engaged in an implementation process through PBIS Minnesota and have assisted their respective schools in their installation of systems, data, and practices across three tiers of support.

RESOURCES

MTSS RESOURCES

INSTRUCTION & INTERVENTION

Institute of Education Sciences - What Works Clearinghouse

The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Their goal is to provide educators with the information they need to make evidence-based decisions.
https://ies.ed.gov/ncee/wwc/

Swift Field Guide

SWIFT Field Guide consists of five domains, each with two features. These resources pertain to various topics related to education, including inclusive academic and behavioral instruction.
http://guide.swiftschools.org/

Intervention Central

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement MTSS/RTI and attain the Common Core State Standards.
https://www.interventioncentral.org/

National Center on Intensive Intervention

NCII's mission is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.
https://intensiveintervention.org/

Evidence-Based Intervention Network

The Evidence Based Intervention Network (EBIN) was developed to provide guidance in the selection and implementation of EBI in the classroom setting.
http://ebi.missouri.edu/

High Leverage Practices in Special Education

In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children has developed and published a set of high-leverage practices (HLPs) for special educators.
https://highleveragepractices.org/

ADDITIONAL INFORMATION

Minnesota's Equity Commitment
Creating equitable opportunities is dependent upon having inclusive policies and practices that represent all students, and providing each student increased access to and creating meaningful participation in high-quality learning experiences where each student realizes positive outcomes.

English Learners - A Guardian's Guide to School
The handbook describes and explains the public school system in Minnesota and the role families can play in their child’s education. It is a practical guide to help parents or guardians understand their student’s rights as well as the opportunities and resources available to the families and students.

Research Study - Effects of MTSS/RTI on Special Education Identification
Examines the effects of implementation of a systematic intervention framework on the identification and evaluation of children for special education services.