Goodhue County Education District
  • About Us
    • Progress Newsletter >
      • Progress Feb. 2020
    • Contact Us >
      • GCED Directory
    • Governance
    • Career Opportunities
    • Extra Distance Honors
  • Programs and Services
    • Area Learning Center
    • Autism Spectrum Newsletter
    • Early Childhood
    • English Learners
    • PSEO Options
    • River Bluff Education Center
    • SE Perkins Consortium
    • Special Education
  • MTSS
    • Assessments
    • Interventions
  • Parent/Student Tools
    • Student Resources
    • Advisory Council
    • Advocacy Tools
    • Student Assessment
  • STAFF PAGES
    • FOR STAFF
  • Resources For Staff/Parents During Remote Learning
    • Staff Members
    • Parents/Students
    • Responding to COVID-19
    • ASD/DCD Resources
    • PACER's Transition Resources
    • Assistive Technology Resources
    • Educational Resources
    • Social and Emotional Learning (SEL)
    • GCED COVID-19 Updates and FAQ
    • GCED/RBEC Communications
    • Main Page
PictureTeachers 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.

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)

Picture
MTSS: Let's start with why.
By Jillyne Raymond

WHY, oh why?
Some may prefer to ask why, oh why, won’t RtI or MTSS (or whatever new acronym comes next ) go away? Instead, let’s start with the why behind this systematic work. We need to understand why we are doing something. The why is at the core.

WHY implement a MTSS?
1. All students deserve to achieve in order to become the very best they can.
2. We need to give our students the help they need, when they need it.
3. Problem solving takes a team and it’s not easy; the system needs to support these efforts.

WHAT is MTSS?
MTSS stands for a Multi-Tiered System of Support, which provides a continuum of effective supports aligned to all students’ needs for achieving high expectations. Achievement is key. Tiered interventions can help us go beyond a year’s worth of growth.

excerpt from The Progress (GCED newsletter), October 27, 2015

MTSS Questions?

Contact Jillynne Raymond,
Assistant Director of System Development at jraymond@gced.k12.mn.us

Support for Educators
  • GCED Professional Development Calendar​
  • MTSS Protocol
  • MTSS Problem Solving Worksheet
​Note: The school psych cohort, representing all districts, have established this process. 
Multi-Tiered Supports​
  • Core Instruction - Improving Outcomes 
  • Core Literacy Instruction Implementation 
  • ​English Learners: MTSS  resources that specifically pertain to English Learners
    • Working with Interpreters in School Settings​
  • Form - Making Instruction CLEAR 
  • PLC Quick Guide ​​
  • Universal Design for Learning (UDL)
Schoolwide Problem Solving
  • Best Practices - Fidelity Questions ​
  • Forms - GCED Classroom Observation Form 
  • Examining and Troubleshooting MTSS Data
  • MTSS - Implementation Status Checklist 
  • MTSS Implementation Survey
  • MTSS Implementation 
  • MTSS Problem Solving Team Packet 
  • Practice for Improvement and Action Plan Worksheet 
  • Research - Putting Middle Schoolers on the Path to Graduation, Policy Brief 
  • School District MTSS Communication Plan 
  • SMART Goal Writing 
  • Strategic Improvement Goal and Practices for Improvement Worksheet  
  • Teams - Improvement Efforts Inventory 
  • Teams - MTSS Infrastructure  
  • Tier 1 - Importance Of


  • Acrobat PDF Reader
Privacy/Disclaimer Statements
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.