Multi-Tiered Systems of Support
MTSS is a framework to make sure students get what they need socially, emotionally, behaviorally, developmentally, and academically. MTSS at South St. Paul provides access to layers of support with the understanding and belief that every student can learn and thrive. In addition, it engages an anti-bias and socially just approach to examining policies and practices. There are five core components in the framework.
- Infrastructure for Continuous Improvement
- Family and Community Engagement
- Multi-layered Practices & Support
- Assessment
- Data-Based Decision Making
Infrastructure for Continuous Improvement
We use district leadership and several teams of teachers and staff to ensure we have the schedules, teachers, courses and curriculums to support students at all levels.
Family and Community Engagement
We communicate student support and success to families and we work on building trust with inclusive and transparent communication to amplify their voices and link them to learning.
Multi-Layered Practices & Support
We use tiers of instruction so that every student can make meaningful progress.
| Tier 1 (Core) | Tier 2 (Supplemental) | Tier 3 (Intensive) |
|---|---|---|
|
Core or universal practices These practices apply to all students in all settings and are preventative and proactive. |
Supplemental and targeted assessment and instruction When instruction alone is not effective to drive meaningful educational progress, we provide more intense and targeted teaching. |
Intensive assessment and instruction When more meaningful educational progress is needed after Tier 1 and 2, Tier 3 is more individual and targeted. |
| Special Education |
|---|
| Special Education can occur across the tiers depending on student need but is distinct primarily due to (1) the resources it makes available to schools to continue and further intensify individualized instructional interventions, (2) the larger toolbox of strategies it makes available for adapting the general education environment to provide access to students, and (3) the “due process” protections it offers, which require schools to provide services with specific quality characteristics and also provide families with options to dispute proposals. |
Assessment
We use assessments to know what students know and what they need to know. Assessment is the process of gathering evidence for a specific reason to be used in making educational decisions that improve the learning conditions for every student. Assessments are designed for specific purposes and uses, and we make sure to use a variety to see a full picture of each student.
Data-Based Decision Making
We focus decision making using student data.Assessments, attendance records, behavior patterns and other types of student data is the foundation of data-based decision making. We ensure that we have systems to make data accessible to all decision-makers who respond and adjust their instruction to improve student outcomes. We also use this data to ensure that our systems are working for students and make adjustments in infrastructure, family engagement, cultural-responsiveness, and the multi-tiered practices.
Resources
MnMTSS
- Minnesota Department of Education - Multi-Tiered Systems of Support
- University of Minnesota - Center for Applied Research and Educational Improvement (CAREI)
Instruction & Intervention
Collaborative for Academic, Social and Emotional Learning
CASEL’s mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school.
Collaborative for Academic, Social, and Emotional Learning (CASEL
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/
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.