Teachers and Teams, click here to follow the MTSS Framework.
MULTI-TIERED SYSTEM OF SUPPORT (MTSS)
What is MTSS? an overview
A Multi-Tiered System of Support (MTSS) is a framework of instructional design aimed to support all students in making progress toward and exceeding mastery of grade-level content standards.
In an MTSS framework, instructional supports are differentiated by levels to accelerate growth both for students who lag behind their peers, as well as those who exceed grade-level expectations. A school-wide, multi-level instructional system for preventing school failure includes screening, progress monitoring, and data-based decision making for instruction and movement within the multi-level system. (MN Department of Education, 2015)
What does that really mean? It means that we are building a system that ensures students receive the help they need when they need it: one system of multiple supports – in academics and behavior.
A timely, valid, and reliable assessment framework is a critical element of MTSS (Torgesen, 2006). An assessment framework is used to collect information to make educational decisions (Burns & Gibbons, 2008). Within an assessment framework, there are four main objectives:
identify students at risk for not meeting grade-level standards and need additional educational supports to meet grade-level standards,
monitor student progress to determine if students are progressing toward grade-level standards or have fallen behind,
collect information to plan instruction, and
assess effectiveness of supports at each tier (Torgesen, 2006, p. 1).
Torgesen and Miller(2009) distinguish assessments, using common terms, as either being for learning (formative assessment) or of learning (summative assessment) (p. 5); an assessment framework includes both. There are four sub-types of assessments:
benchmark
diagnostic
progress monitoring, and
outcome.
These assessment subtypes correspond to the main objectives of the assessment framework. The term benchmark was selected instead of "screening" to be inclusive of additional purposes (Barnes & Harlacher, 2008; Burns & Gibbons, 2008; Torgesen, 2006).
CORE INSTRUCTION
Effective core instructions is characterized by six key elements.
Differentiation: The teacher uses multiple instructional materials, activities, strategies, and assessment techniques to meet students’ needs and to maximize learning for all students.
Variety: The teacher implements a variety of classroom techniques and strategies that enhance student motivation and decrease discipline problems.
Cognitive challenge: The teacher provides in-depth explanations of academic content and covers higher-order concepts and skills thoroughly.
Student engagement: The teacher is supportive and persistent in keeping students on task and encourages them to actively integrate new information with prior learning.
Recognizing patterns of student learning and adjusting: The teacher recognizes the schema or pattern in student learning, makes inferences about the situation (such as identifying the student’s difficulties), and promptly adjusts the materials, learning activities, and assessment techniques to maximize student learning.
Questioning: The teacher uses multiples levels of questioning (particularly higher cognitive levels) to stimulate student thinking and monitor student learning. (MDE, 2016)
MTSS Questions? Contact Jillynne Raymond, Assistant Director of System Development at jraymond@gced.k12.mn.us
