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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.

For more detailed information.

ASSESSMENT FRAMEWORK
​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:
  1. benchmark
  2. diagnostic
  3. progress monitoring, and
  4. 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.
  1. Differentiation:  The teacher uses multiple instructional materials, activities, strategies, and assessment techniques to meet students’ needs and to maximize learning for all students.
  2. Variety:  The teacher implements a variety of classroom techniques and strategies that enhance student motivation and decrease discipline problems.
  3. Cognitive challenge:  The teacher provides in-depth explanations of academic content and covers higher-order concepts and skills thoroughly.
  4. Student engagement:  The teacher is supportive and persistent in keeping students on task and encourages them to actively integrate new information with prior learning.
  5. 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.
  6. 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

MTSS Problem Solving Team Packet
  • Word Version
  • Google Doc Version
Assessment Framework
  • ​2018-2019 GCED FAST Assessment Calendar 
  • GCED FAST Assessment Framework
  • FASTBRIDGE - Key Terms
  • FASTBRIDGE - Math Assessments 
  • FASTBRIDGE Navigation - Basic Navigation 
  • FASTBRIDGE Navigation - Practice Navigation 
  • FASTBRIDGE Navigation - Practice Using 
  • FASTBRIDGE Navigation - Reports Overview 
  • FASTreading & FASTmath in MTSS System 
  • FASTreading and FASTmath
Multi-Tiered Supports
  • ​​​English Learners: MTSS  resources that specifically pertain to English Learners
  • Behavior Intervention Plan Template 
  • Core Instruction - Improving Outcomes 
  • Core Literacy Instruction Implementation 
  • FASTBRIDGE Interventions for Reading 
  • FASTBRIDGE - Selecting Interventions 
  • Form - Making Instruction CLEAR 
  • Form - Grade Level Team Meeting Documentation 
  • Form - Grade Level Team Meeting Checklist 
  • Form - Grade Level Team Student Discussion 
  • Form - Intervention Outcome Discussion 
  • Form - Standard Treatment Protocol 
  • Intervention Skill Hierarchies by Category 
  • Interventions - Classroom Wide Intervention 
  • Interventions - Tier Characteristics 
  • PLC Quick Guide 
  • Progress Monitoring - Graph Decision Activity 
  • Progress Monitoring Graphs Basics of Interpretation 
  • Reading - Interventions That Work For The Savvy Teacher 
  • Reading - Annotated Reading in Content Areas 
  • Reading - Comprehension Enabling Skills Status Sheet 
  • Reading - Fluency Article 
  • Reading - Instructional Sort
  • Reading - Interventions for Primary Grades Struggling Students in MTSS
  • Reading - Interventions, Lessons Learned Article 
  • Reading - Letter Sound Expression Research
  • Research - Tiered Interventions in High School
  • Research - Using a Tiered Intervention Model In Secondary Schools to Improve 
  • Research - Based Educational Program and Intervention Resources 
  • Standard Treatment Protocol Cheat Sheet
  • Standard Treatment Protocol Example 
  • Strategies For Teaching Content - Area Vocabulary Grades 4-12 
  • Teams - Data Action Teams Integrity Checklist 
  • Teams - Grade Level Team Meeting Agendas By Month
  • Teams - Grade Level Team Meeting Agendas By Purpose 
  • Universal Design for Learning (UDL)
Schoolwide Problem Solving
  • Behavior - Observing Behavior - Formal Observation Systems 
  • Behavior - SWPBIS Tiered Fidelity Inventory 
  • Best Practices - Fidelity Questions 
  • Comprehension Strategy Integrity Check  
  • Cumulative File Review - Problem Identification Screening Summary 
  • Cumulative File Review 
  • Examining and Troubleshooting MTSS Data
  • FASTBRIDGE - Interpreting Data 
  • FASTBRIDGE - Interpreting Progress Monitoring Graphs 
  • FASTBRIDGE - SAEBERs - Building and Sustaining MTSS Behavior Continuum 
  • Forms - Chutes and Ladders Template and Form with Example 
  • Forms - MTSS Case Review Protocol 
  • Forms - MTSS Checklist - Flowchart 
  • Forms - Problem Solving Team Effective Behaviors Monitoring Form 
  • Forms - Problem Solving Team Problem Analysis Form
  • Forms - PST Intervention Forms 
  • Forms - PST Plan Evaluation 
  • Forms - PST Problem Identification Screening Summary 
  • Forms - RtI Essential Components Assessment 
  • Forms - GCED Classroom Observation Form 
  • Grade Level Team Meetings, Checklist for Fidelity of Data Review 
  • Hypothesis Testing Framework 
  • Intensity of Problem 
  • MTSS - Implementation Status Checklist 
  • MTSS Implementation Survey
  • MTSS Implementation 
  • MTSS Problem Solving Team Packet 
  • Overview of Using An Assessment Framework 
  • Parent Interview 
  • Practice for Improvement and Action Plan Worksheet 
  • Problem Solving Teams Graphic 
  • Problem Solving Teams Visual 
  • Problem Solving using the ICEL RIOT Matrix 
  • Research - CBM Resources for Secondary School Level 
  • Research - Elementary MTSS, Reading Tiered Fidelity Inventory 
  • Research - Improving Reading of Science Texts, Secondary Level 
  • Research - Putting Middle Schoolers on the Path to Graduation, Policy Brief 
  • Research - Secondary Math What Maximizes College Readiness ZelKowski The Mathematics Educator 2010 
  • Research - Secondary MTSS, Reading Tiered Fidelity Inventory 
  • Research - Using the Content Literacy Needs for Implementing  RtI-MTSS at Secondary Level 
  • School District MTSS Communication Plan 
  • SMART Goal Writing 
  • Strategic Improvement Goal and Practices for Improvement Worksheet 
  • Teams - Behavior Improvement Team Steps 
  • Teams - Improvement Efforts Inventory 
  • Teams - MTSS Infrastructure  
  • Tier 1 - Importance Of


  • Acrobat PDF Reader
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District Policies
Goodhue County Education District, 395 Guernsey Lane, Red Wing, MN 55066         651-388-4441      
Goodhue County Education District is a group of six southeastern Minnesota school districts: Cannon Falls, Goodhue, Kenyon-Wanamingo, Lake City, Red Wing and Zumbrota-Mazeppa. Working  together, the districts provide effective and efficient educational services and funding for special education programs, staff development, extended and alternative summer school services.