Multi-Tiered System of Support (MTSS)

Multi-Tiered System of Supports (MTSS) is a collaborative approach to meet the needs of all students using a systematic approach. This framework has a tiered infrastructure that uses data to help match the support based on students’ needs

Universal Academy believes a Multi-Tiered System of Supports (MTSS) framework will help us achieve our school and community’s commitment to supporting the achievement of positive and equitable outcomes for all of our students. MTSS uses data-based decision-making to inform academic and behavioral instruction and intervention based on individual student needs. At Universal Academy, we are committed to the success of all students and recognize the unique differences of every student. Our goal is to create lifelong learners and Universal Academy accepts the responsibility for the growth and development of the whole child, understanding that academic behavioral and social-emotional skills all play critical roles in the long-term success for all students.

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Why MTSS?

MTSS includes support for the whole child and takes into account academics, behavior and social support.  Using the MTSS framework maximizes instruction for all students by engaging in a continuous process of problem-solving based on data.

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MTSS and Senate Bill 1153

The Texas Legislature signed into law Senate Bill 1153. This law addresses education and supports provided to struggling learners. The following is a summary of SB 1153:

Each school year, the district must notify a parent of each child, other than a child enrolled in a special education program who are receiving assistance from the district through the use of intervention strategies.  Intervention Strategy is defined as “a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children.  The term includes response to intervention and other early intervening strategies.” (SB 1153).  The notification must:

• Be provided when the child begins to receive assistance for that school year
• Be written in English or, the extent practicable, the parent’s native language.
• Include:
  • A reasonable description of the assistance that may be provided to the child, including any intervention strategies that may be used
  • Info collected regarding any intervention in the base tier of a multi-tiered system of supports that has been previously used with the child
  • An estimate of the duration for which the assistance, including the use of intervention strategies is used, will be provided.
  • A copy of the explanation provided under Section 3, subsection (c)

Every school year the school district must also provide “a written explanation of the options and requirements for providing assistance to students who have learning difficulties or who need or may need special education.”(SB1153).

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‍The MTSS Framework?

The MTSS Framework is a three-tiered system for delivering increasingly intensive interventions when students are not having their educational needs met.

• Tier 1 is considered “universal” and includes the quality academic, social-emotional, and behavioral instruction and expectations for all students on a campus.‍
• Tier 2 provides “targeted” interventions to some students, usually in small groups.‍
• Tier 3 is intensive and individualized for the few students who have demonstrated a need for the most support

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MTSS and Student Support Plans

At times, a student will need a Student Support Plan to be created to address areas of concern that may require an evidence-based targeted or intensive intervention. Areas of concern include, but are not limited to the following areas:

• Academic
• Attendance
• Behavior
• Course Failures
• Inpatient or Partial Hospitalization, or Hospital/Homebound Services

Student Support Plans can be, but are not always, used in conjunction with a referral for Special Education and/or Section 504 services. Student Support Plans tied to Section 504 and/or Special Education referrals require parent attendance as informed consent will be provided at that time.  

Please Note: Each school year the Universal Academy must notify a parent of each child, other than a child enrolled in a special education program who are receiving assistance from the district through the use of intervention strategies.  Intervention Strategy is defined as “a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children.  The term includes response to intervention and other early intervening strategies.” (SB 1153).  

Accelerated Instruction is governed by HB 1416 and Intervention Strategies are governed by SB 1153.

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MTSS and Collective Responsibility

The MTSS framework relies on collective responsibility; therefore, problem-solving teams to support "needs-driven” decision-making are essential to review data, create needs-driven support plans of action, and to progress monitor whether the plan is working.  There are many types of team within the MTSS framework, including the teacher / student problem solving team. Below is the hierarchy of teams within the MTSS Framework.

• Teacher / Student / Family: The teacher and student teams problem-solve through conversations that may include the family.

• Grade Level / PLC Team: The grade level teams / PLC teams work together to regularly analyze data to inform instruction, including enrichment and intervention strategies. These teams identify student needs and identify how to support students through classroom instruction and targeted instruction, including enrichment and intervention strategies. These teams monitor student progress and use formative assessment data to determine the effectiveness of the instruction, including enrichment and intervention strategies.

• Student Support Team (specific to Student Support Plans with tiered evidence-based intervention support): student support teams are problem-solving teams that work with the grade level teams / PLC to inform additional interventions or support for students who have not responded to the current level of instruction and intervention. The experts on the problem-solving team can include emergent bilingual teachers, special educators, administrators, and/or interventionists, as well as the family to inform about the intervention plan.
  

• Campus Leadership Teams / Data Teams: These are schoolwide data teams that use data to evaluate the effectiveness of grade level and/or content level instruction. Looking at grade-level data and/or content level data in conjunction with schoolwide behavior, attendance, and CCMR data, these teams identify the grade levels or content areas in need of additional school support, including additional professional development.

• Campus Administrative Team: Administrator teams oversee all site level teams to ensure they are providing the necessary support and resources to support all students. As instructional leaders, they manage the overall systems to support the school site teams in meeting the academic, behavioral, and attendance needs of students.

• District Leadership Team: The most important role is held by the District Leadership Team as they analyze the data from each school to identify strengths and areas that need support from the district leadership to inform systemic change.

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Frequently Asked Questions:

What are the benefits of MTSS?

• Designed to help every child succeed.
• Evaluates student needs and match instruction and resources accordingly.
• Places strong priority on prevention.
• Looks at the full picture so it can provide maximum support for students, not just components of it.
• Wraps around an entire school to provide academic, Social-Emotional Learning (SEL), behavioral, and attendance support for all students.
• Overall school improvement.

What does MTSS include?

MTSS includes high-quality differentiated instruction, core curriculum, and dedicated social-emotional skill support.  Within the framework of MTSS, valid and reliable universal screeners are utilized along with frequent use of progress monitoring.  Collaboration is performed routinely regarding a student’s areas of strength and areas of need among educators and families.

What is progress monitoring?

Progress monitoring is a repeated measure of performance over time to inform instruction of individual students.  These tools are reliable and valid for representing students’ development and have demonstrated utility for helping teachers plan more effective instruction.

What is differentiated instruction?

Differentiated instruction includes tailoring instruction for ALL students’ readiness levels, interests, strengths, and learning preferences based on assessment data. Differentiation promotes respectful tasks for all students and encourages teachers to find ways for students to apply their individual strengths during learning.  When content is differentiated, all students still learn the standards driven content, but the curriculum used to teach a particular skill or concept may be different.

Can students receive different levels of support in different areas at the same time?

Yes. The tiered level of support is fluid; therefore, students should move back and forth across the levels based on their demonstrated success or difficulty at the intervention level, based on data.

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