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Underlying Philosophy Behind MTSS

Harlacher et al. (2014) described six key tenets of the MTSS framework:

All students are capable of grade-level learning with adequate support.
MTSS is rooted in proactivity and prevention.
The system utilizes evidence-based practices.
Decisions and procedures are driven by school and student data.
The degree of support given to each student is based on their needs.
Implementation occurs schoolwide and requires stakeholder collaboration.

Massachusetts Department of Elementary and Secondary Education

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MTSS and Special Education

All children can participate in MTSS, including students already identified as special education.
MTSS cannot be used to delay referral to special education.
MTSS interventions can run concurrently with the evaluation process.
The data from MTSS interventions can be included in determining eligibility.

Massachusetts Department of Elementary and Secondary Education

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What is UDL?

Creating curriculum from the outset that provides: �

Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.�

Multiple means of representation to give learners various ways of acquiring information and knowledge.

Multiple means of expression to provide learners with options for demonstrating knowledge and skills.

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What are Some of the Principles of UDL?

Educators Provide Options and Choices to Enable Students to …

Set Goals as They Work Towards Meeting the Standards
Select Methods and Materials That Increase Motivation
Select the Scaffolds and Supports That Best Meet Their Learning Needs

Educators MUST also provide a Safe and Collaborative Learning Environment.

UDL is intended to increase access and engagement in learning by reducing physical, cognitive, intellectual, and organizational barriers, as well as other obstacles.

UDL principles also lend themselves to implementing inclusionary practices in the classroom, including behavioral and social emotional teaching and learning.

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MTSS and Tiered Support

MTSS provides a continuum of supports, which are typically conceptualized across three levels of increasing intensity (Rodriguez, Loman & Borgmeier, 2016).

These tiers represent the level of support a student may need at any point in his/her/their schooling. All tiers are universally designed using the principles of UDL and ensure equitable access for all students. �

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Tiered Instruction

Movement amongst the three tiers is fluid
Movement is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to one level of intervention.
The focus of MTSS should be creating strong tier 1 systems and supports that are supplemented, not replaced, by tier 2 and tier 3 supports.

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Tier 1

Supports available to all students through a general education program.

For example, providing students with a high-quality, coherent curriculum that provides options and choices for how they learn (i.e, access to books, videos, or direct teacher instruction), what materials, scaffolds and supports they need to learn (i.e., visuals, exemplars, graphic organizers, rubrics, etc.), and how they can express what they have learned will allow more students to access rigorous, standards-based instruction.

Teacher frequently monitors student progress and data is reviewed by a team.

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Tier 2

Tier 2 supports occur in addition to the supports that are provided in tier 1 settings.
A data team meets monthly and recommends additional supports in specific areas (literacy lab, math lab, school adjustment counselor, etc.).
These supports are generally done in small groups and include additional opportunities to practice the skills necessary for core instruction or strategies for enrichment.

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Tier 3

Tier 3 provides more intensive support. These are often explicit, focused interventions that occur individually or in very small groups.

Tier 3 is not synonymous with special education. Students with disabilities may not need tier 3 support and students not identified with a disability may in fact need tier 3 supports.

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RTI

Both

MTSS

Multi-tiered system

Universal screening to identify students

Frequent progress-monitoring of student performance

Data-driven decision-making to guide the selection of evidence-based interventions

Delivers interventions and services in a multi-tiered support structure, which utilizes increasingly intensive interventions and supports in Tier 2 and Tier 3

Focuses on direct services, supports, and interventions for students at risk.

Primary purpose is to support students, using a combination of approaches for interventions

One component of MTSS

Systematic approach that addresses conditions for creating successful and sustainable system change while also supporting students and staff.

Emphasizes high-quality instruction at all levels.

UDL is the foundation.

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New Referrals to the MTSS Team

The MTSS Team will meet monthly on to discuss students are referred in between Data Team Meeting Cycles. Supports may be put into place both in the classroom and/ or in an intervention setting depending upon the needs of the student.

MTSS Team

Admin

Teacher(s)

Specialists and Counselor as Needed

Referral Must be filled out in advance
Teachers should come with relevant data
Goal will be to provide supports for the teacher and student and an action plan will be developed