Multi-Tiered Systems of Support (MTSS)

Tier 1: Core Instruction

At Tier 1, high quality core instruction is provided to all students. Core instruction includes the following components: a core curriculum that is research-based, instructional practices that are evidence-based and culturally and linguistically responsive, differentiated learning activities (e.g., mixed instructional grouping, use of learning centers, peer tutoring) to address individualized needs, and accommodations to ensure all students have access to the instructional program. It is expected that at least 80% of students in a school should make progress with Tier 1 core instruction and supports.

Tier 1 Components

Core Curriculum

• A well-balanced evidence-based curriculum aligned with state learning standards
• An agreed-upon evidence-based common approach to discipline

Appropriate instruction

• Differentiated instruction of academic content (e.g., flexible grouping, learning centers, peer tutoring) and social-emotional learning
• Differentiation to ensure all students have access to core instruction
• Culturally and linguistically inclusive
• Teaching expectations and rules in identified settings
• Effective and culturally responsive classroom management practices

Universal Screening (Benchmarking)

• Determines whether students are performing at grade-appropriate levels
• Allows school personnel to intervene early
• Informs school personnel of the effectiveness of the core curriculum

Feedback and encouragement

• Frequent positive feedback on academic and behavioral performance
• Reinforcement of appropriate performance

Tier 2: Targeted Intervention

At Tier 2, evidence-based intervention(s) of moderate intensity serve to address the learning or behavioral challenges of at-risk students. Tier 2 interventions are provided in addition to Tier 1 core academic and behavioral instruction and supports. At Tier 2, interventions are matched to the student's deficit area(s). Tier 2 interventions are designed to be quick and efficient, and can be used with small groups of students as soon as their needs are identified. Tier 2 supports are an important part of the continuum of MTSS support needed in school and can often be implemented by classroom teachers or other general education personnel. Student progress at Tier 2 is typically reviewed after a minimum of six to eight weeks. Academic and behavioral interventions are varied and can include coaching, small group instruction, peer tutoring, and mentoring. It is expected that approximately 15% of students will need Tier 2 instruction and supports at some point.

Tier 2 Components

Academic Interventions Defined:

• Evidence-based interventions matched to student's targeted deficit area(s)
• Documented attendance and progress-monitoring data collected and reviewed
• Student groups that may meet frequently, up to daily, as recommended by the intervention developer/provider

Academic Interventions include, but are not limited to, the following:

• Continuous availability of executive functioning and academic management groups
• Reading and math course offerings for students performing below grade level
• Drop-in tutoring support
• Student progress documented and monitored throughout the course of the intervention

Behavior/SEL Interventions Defined:

• Evidence-based interventions matched to student's targeted deficit area(s)
• Documented attendance and progress-monitoring data collected and reviewed
• Consistency with school-wide expectations

Behavioral/SEL Interventions include, but are not limited to, the following:

• Check-In/Check-Out (adult check with student to promote readiness for school [check-in] or to ensure student departs school ready to complete homework or other school-related responsibilities [check-out})
• Mentoring
• Brief Functional Behavioral Assessments (bFBAs; assessment to determine the function of a maladaptive behavior for the purpose of identifying an intervention that will decrease the frequency of the behavior)
• Social-emotional learning (SEL) groups

Student response to Tier 2 intervention(s) is also a way of identifying students in need of more intensive, individualized intervention. When students are not adequately responding to Tier 2 support(s), Tier 3 intervention may be considered by the team.

Tier 3: Intensive Intervention

Instruction at Tier 3 is the most intensive and is individualized to target each student's area(s) of need. At Tier 3, the student could be involved in a more intensive version of the intervention program used in Tier 2 (e.g., longer or more frequent sessions,  smaller group size, more frequent progress monitoring) or other more intensive supports in addition to Tier 1 core academic and behavioral instruction and supports. Students receive Tier 3 support if, as mentioned earlier, they do not respond adequately to Tier 2 support or have such intensive needs that Tier 3 support is warranted without a trial of Tier 2 support. It is expected that no more than 5-10% of students would need Tier 3 instruction and supports.

The goal of intensive/individual support is to increase academic functioning and/or adaptive skills and/or to diminish the problem behavior. As is true with Tier 2 support, the purpose of Tier 3 support is to close the gap between the targeted student and/or their grade level peers. Tier 3 supports should meet the needs of students with the most intensive and/or persistent challenges in the most effective and efficient manner and in the least restrictive setting possible. Students receiving Tier 3 support should be monitored frequently (i.e., at least weekly) using the appropriate progress monitoring tool.

Tier 3 Components

Academic Interventions include, but are not limited to:

• Evidence-based interventions matched to student's targeted skill deficit area(s)
• Groups that meet daily, five times per week, or as recommended by the intervention developer
• Student performance charted regularly by staff providing interventions
• Communication with parent/guardian during intervention period
• Duration of intervention(s) documented

Behavioral/SEL Interventions include, but are not limited to:

• Attendance and office disciplinary referral (ODR) data monitored
• Student Success Plan written to document presenting concern and recommended intervention(s) to address behavioral challenge
• Targeted follow-up with intervention staff after behavioral incident

To reiterate, all staff play a significant role within the MTSS framework. Tier 1 is the core level of the framework that supports 100% of our district students by providing high quality instruction that is responsive and differentiated. 

To support students in need of Tier 2 and 3 supports, problem-solving teams have been developed at each high school to support students within the parameters of multi-week intervention cycles. At D86, our problem-solving teams are referred to as the General Education Students Services Team, or GESST for short. GESST is comprised of members from the Student Services Department under the direction of the Directors of Counseling with additional support provided by the Assistant Principals for Academics.

Our data-based approach to supporting students identifies students using an indicator-based approach. 

These Baseline Indicators include: 

• Two or more failing grades

• Less than 90% average daily attendance 

• Below grade-level benchmark scores on standardized assessments

Identified students meeting at least two of these indicators will receive Tier 2 or 3 supports and their performance within an intervention will be monitored by GESST for the duration of the intervention cycle. 

Each intervention cycle occurs within a multi-week cycle, in which targeted interventions are provided to students to allow GESST members the ability to monitor student progress.  

Tier 2 and Tier 3 Intervention Structures vary a little by school. Please click here for Hinsdale Central's MTSS Academic Overview and please click here for Hinsdale South's MTSS Academic Overview.

In addition to providing Tier 2 and Tier 3 intervention support at both Hinsdale Central and Hinsdale South, District 86 offers credit-bearing, content-area classes for recommended freshmen and sophomores. These classes are:

Academic Reading:

ACADEMIC READING 1:

Academic Reading 1 is designed for ninth-grade students whose test scores and past classroom performance demonstrate that they would benefit from direct instruction in reading, writing, and vocabulary. Students will complete diagnostic tests in several skill areas at both the beginning and end of the school year to track their growth. The curriculum is comprised of units that address skills of strong readers, including determining main and supporting ideas, developing a variety of vocabulary strategies, and building fluency. Students enrolled in Academic Reading are simultaneously enrolled in this course and English 1. Students who demonstrate adequate growth can exit the course at the semester with Department  Chair approval.

ACADEMIC READING 2:

Academic Reading 2 is designed for tenth-grade students who were identified during their freshman year as likely to benefit from direct reading and writing instruction and supplemental in-school language arts instruction and support. Guided by multiple diagnostic assessments and a review of student data, teachers target specific student needs while utilizing engaging, purposeful, research-based practices. Student progress is monitored regularly to ensure that students are receiving the best instruction for their specific needs. Students enrolled in Academic Reading 2 are simultaneously enrolled in this course and English 2.

ALGEBRAIC REINFORCEMENT:

Algebraic reinforcement supports students enrolled in Algebra 1 by providing them strategies and mathematical models that will help increase confidence in mathematics. It is for students with growth opportunities in mathematics as identified by their performance on an NWEA-MAP test taken when in 8th grade. Students will have a personalized learning experience that includes a variety of instructional strategies, problem solving tasks, and practice with remedial skills.  This class focuses on key foundational concepts that enable students to make connections while learning to think algebraically and is intended to be taken concurrently with Algebra 1.

Effective MTSS implementation cannot occur without family involvement. Parents and guardians are considered essential members of the MTSS process and the problem-solving team at the school and individual student level. Parent and guardian involvement is actively encouraged in District 86 in a variety of ways that are briefly described below.

Staying informed, asking questions - Parents/guardians are encouraged to keep in close communication with their child’s teachers and school counselor. It is important that parents/guardians not only feel comfortable and confident in responding to teacher requests, but also in asking teachers and other school personnel questions.

The following are questions that parents/guardians might ask regarding MTSS supports:

● What can I do to help my child?

● Are you using a Multi-Tiered System of Support to provide instruction based on student needs?

a. What does it look like for academics?
b. What does it look like for behavior and social-emotional learning?

● Are you providing instruction and interventions that are evidence-based? How do you identify evidence-based instruction and interventions?

● How do you ensure fidelity of instruction?

● How do you ensure that teachers receive adequate training in a particular curriculum or instructional approach that they are using in their classrooms?

● What type of benchmarking (screening) assessments are you using? How will I be informed of my student’s benchmarking results?

● What are the criteria for Tier 2 support?

a. How is Tier 2 support provided? What does it look like?
b. How often do you progress monitor students receiving Tier 2 support?
c. How will I be informed of my student’s progress monitoring results?

● What are the criteria for Tier 3 support?

a. How is Tier 3 support provided? What does it look like?
b. How often do you progress monitor students who need Tier 3 supports?
c. How will I be informed of my student’s progress monitoring results?

● How can I get help for my child if they are having trouble in school? What steps will be taken if my child isn’t doing well?

● If my child isn’t doing well with Tier 3 supports, what will happen next? What are the options?

● What should I do if I think my child might have a disability that is causing them to have trouble in school?

Participating in meetings at their student’s school - The more informed parents/guardians are, the more confident they become in their ability to help their students be successful in school. One of the best ways to become informed is for parents/guardians to actively participate in meetings at their student’s school. These meetings can take a variety of forms. During parent-teacher conferences, parents/guardians are able to learn how their child is progressing in school, to share important information about their child, and to ask the teacher specific questions about their child. Additional opportunities include family events that focus on academics and social emotional development.

Supporting student learning at home - There are many ways that a parent can support their child’s learning at home. Here are a few suggestions:

– Provide a quiet, well-lit space to do homework
– Teach your student to value their education
– Encourage your student to read, read, read!
– Visit the public library regularly
 

Finally, there may be times when a student’s needs extend beyond what the school and parents/guardians can do to help. In those cases, parents can help their child by seeking appropriate community resources for assistance. If parents are unsure what resources are available to address their child’s
needs, often school personnel such as the school counselor, school social worker, school nurse, or school psychologist may be of assistance.

Resources:

• Center on Multi-Tiered System of Support (www.mtss4success.org)

Description: Evidence-based tools and assessments on tiered instruction, progress monitoring, and screening available under “Tools/Interventions” tab; considerations and ideas for teachers available for MTSS stakeholders in Center’s library.

• Midwest PBIS Network (www.midwestpbis.org)

Description: The Midwest Positive Behavioral Intervention and Supports (PBIS) Network is an educational organization that supports implementation of Positive Behavioral Interventions and Supports in state, local, and community agencies throughout the Midwest. A partner with the Department of Education Office of Special Education Programs-funded National PBIS Technical Assistance Center, the Network develops the capacity of schools to prevent problem behaviors, promote positive school culture, and to evaluate the impact on both social and academic success of all youth, including those with the highest level of need.

• What Works Clearinghouse (WWC; http://ies.ed.gov/ncee/wwc/)

Description: Practice guides on reading and mathematics interventions available under “Publications and Products” and reviews of the evidence base for published interventions are among the many resources available on this website. WWC is a part of the US Department of Education’s Institute of Education Sciences.

• Positive Behavioral and Interventions & Supports (www.pbis.org)

Description: This website provides a wealth of information related to MTSS for behavior.

• Collaborative for Academic, Social and Emotional Learning (www.casel.org)

Description: Affiliated with the University of Illinois at Chicago, CASEL is the leading organization in the field of social and emotional learning. Reviews of social and emotional learning programs are among the numerous materials available as free downloads from the CASEL website.

• Best Evidence Encyclopedia (www.bestevidence.org)

Description: Provides summaries about the evidence supporting educational programs for children in grades K – 12.

• National Center on Intensive Intervention (www.intensiveintervention.org)

Description: Provides publications on a variety of topics and tool charts on academic interventions and academic and behavioral progress monitoring tools.

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Glossary:

This Glossary of Terms presents definitions for commonly used terms related to Multi-Tiered Systems of Support (MTSS).

• Aimline: The aimline is also referred to as the goal line. It is the line on a graph that connects the intersection of the student’s initial performance level to the intersection of the student’s year-end goal. It represents the expected rate of student progress over time.

 

• Assessment: Measurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results.

 

• At-Risk for Poor Learning Outcomes: Students identified as "at-risk" are those whose initial performance level or characteristics predict poor learning outcomes unless intervention occurs to accelerate knowledge, skill, or ability development.

 

• Baseline: A measure of performance prior to intervention. These initial data are used to monitor changes or the improvement in an individual performance.

 

• Behavior Intervention Plan (BIP): A behavior intervention plan is based on a Functional Behavior Assessment (FBA). It is developed and implemented by a collaborative team, which includes the student and parent. The plan includes positive behavior supports (PBS), identified skills for school success, and specific strategies for behavioral instruction.

 

• Benchmark: Benchmarks are important student outcomes or goals for a grade within a particular domain (e.g., reading) that students should be achieving during the course of a school year (e.g.,  fall, winter, spring).

 

• Core Curriculum: The core curriculum is the course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula reflect the new Illinois Learning Standards.

 

• Criterion-Referenced Assessments: Criterion-referenced assessments measure what a student understands, knows, or can accomplish in relation to age or grade level standard. They do not compare students to other students.

 

• Curriculum-Based Measurement (CBM): CBMs are general outcome measures used to screen students or to monitor student progress in mathematics, reading, writing, and spelling. With CBMs, teachers and schools can assess individual students’ responsiveness to instruction. When a student doesn’t respond well to the instructional program, CBMs signal the teacher/school to revise that program. CBMs have two important properties: (1) Each CBM at a grade level is an alternate form of equivalent difficulty, and (2) CBMs are standardized, with their reliability and validity well documented.

 

• Cut Scores: Cut scores specify the score at or below which students would be considered for intervention.

 

• Data Points: A data point is one score on a graph or chart representing a student's performance at a point in time.

 

• Data-Based/Data-Driven Decision-Making: A process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision-making is continuous and regular, and most importantly linked to educational/socially important student outcomes.

 

• Differentiated Instruction: Differentiated instruction refers to educators tailoring the curriculum, teaching environments, and practices to create appropriately different learning experiences for students to meet each student’s needs. To differentiate instruction is to recognize students’ varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. There are four elements of the curriculum that can be differentiated; content, process, products, and learning environment.

 

• Duration: For the purposes of documenting response to intervention, duration refers to the length (number of minutes) of a session multiplied by the number of sessions per school year. "Sufficient duration" is dependent on a number of factors including the program or strategy being used, the age of the student, and the severity of the deficit involved. Some programs offer guidelines or recommendations for duration and may even limit the number of sessions in which a student can participate, believing that a student who does not make adequate gains after the specified amount of time would likely benefit from an alternative or modified intervention.

 

• Early Intervening Services: Early intervening services are the preventative components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004. Early intervening services are implemented to benefit students who manifest risk for poor learning outcomes but have not been identified as needing special education or related services.

 

• Eligibility: Eligibility refers to the process involved in determining whether a student has a disability and requires special education and related services.

 

• Evidence-Based Practices: Evidence-based practices are educational practices and instructional strategies that are supported by scientific research studies.

 

• Explicit Instruction: Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis. Essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.

 

• Fidelity in Implementation: Fidelity refers to the accurate and consistent provision or delivery of instruction in the manner in which it was designed or prescribed according to research findings and/or developers’ specifications. Five common aspects of fidelity include: adherence, exposure, program differentiation, student responsiveness, and quality of delivery.

 

• Flexible Grouping: Flexible groups allows students to move among different groups based upon their performance and instructional needs.

 

• Formative Assessment:  Formative assessment is a form of student evaluation. With formative assessment, student progress is systematically assessed to provide continuous feedback to both the student and the teacher concerning learning successes and failures. With formative assessment, teachers diagnose skill, ability, and knowledge gaps, measure progress, and evaluate instruction. Formative assessments are not necessarily used for grading purposes. Examples include (but are not limited to): curriculum-based measurements, pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, and teacher/student conferencing.

 

• Gap Analysis: Gap Analysis is a procedure to measure the difference between the student's current level of performance and benchmark expectations.

 

• Goal-line: The straight line connecting a student’s baseline level of performance with his or her long-range goal; the slope of the aimline shows the expected rate of improvement if the student is going to meet the long-range goal. See Aimline.

 

• Growth Chart: Graphical display of an individual student’s or groups of students’ growth and performance in a particular skill or set of skills.

 

• Instructional Integrity: See Fidelity in implementation.

 

• Intensive Interventions: Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with Tier 3 of an MTSS model.

 

• Intervention: The systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions can be provided by a variety of staff, and are based on a staff member's training, not titles. They are designed to improve performance relative to a specific, measurable goal including ongoing student progress monitoring.

 

• Norm-Referenced Assessment: An assessment designed to compare how an individual student's performance or test results to that of an appropriate peer group.

 

• Parental Engagement:  The meaningful and active involvement of parents and family members in the educational process.

 

• Problem-Solving Approach:  Assumes that no given intervention will be effective for all students; generally has four stages (i.e., problem identification, problem analysis, plan development, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.

 

• Problem-Solving Teams (PSTs): Teams of educators who are responsible for data analysis and decision making and that function at the level of the school and grade (or content area) as well as across grade levels in the same content area (i.e., vertical teams). They brainstorm possible strategies/interventions and develop a plan of action to address a student-specific need, regardless of Tier. PSTs can include school administrators, school psychologists, grade/content area educators, various specialists, and other behavioral/mental health personnel.

 

• Progress Monitoring: A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

 

• Scaffolding: An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without adult assistance.
  
   
• Screening: Screening is generally conducted three times per school year to identify students who may be at risk for poor outcomes and need additional intervention supports.

 

• Social and Emotional Learning (SEL): Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The Illinois State Board of Education indicates that the goals of SEL education in the State of Illinois are listed below:

Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.

Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

 

What is District 86's Multi-Tiered Systems of Support (MTSS)?

MTSS is a tiered system for delivering increasingly intensive supports for students who need intervention in academics or behavior. District 86's MTSS guides our schools in determining the necessary level(s) of support for all students.

What is the purpose of MTSS at the school level?

MTSS is a framework for all instruction and support within a school campus and includes components to improve outcomes for all students including those who are struggling academically and/or behaviorally and for those who are progressing as expected.

Supports are developed and assigned in tiers based on the intensity of student need. MTSS is intended to maximize instruction for all students by engaging in a continuous process of problem-solving based on data.

Why should schools use a common MTSS?

A common MTSS will strengthen implementation by helping schools engage in continuous problem-solving based on data to provide increasingly intensive supports and interventions.

How is MTSS different than RtI or PBIS?

While Response to Intervention (RtI) and MTSS are both structured into tiers and sometimes used interchangeably, RtI has traditionally referred to academic interventions while positive behavior intervention and supports (PBIS) referred to behavior interventions. MTSS is a comprehensive system that includes consideration of the whole child—academically, socially, and behaviorally.

Addressing the needs of the whole child is necessary: students whose academic needs are not addressed may display behavior issues to mask those needs, and students whose behavior needs are unaddressed may begin to develop academic concerns. It’s important to consider both facets to address all students' needs most effectively.

Which students are impacted by MTSS?

All students are impacted since the foundation of MTSS is that of strong core instruction and practices. Solid core (Tier 1) instruction consists of school staff engaging in a continuous process of data collection and analysis to maximize daily instruction, improve instructional practices, and provide differentiation strategies across the school. A quality MTSS will improve instruction for all students.

What is universal screening?

The National Center for Response to Intervention (NCRtI) defines universal screening as brief assessments that are valid, reliable, and predict which students are likely to develop learning or behavioral problems. Academic and behavior screeners are conducted with students as appropriate to identify those who are at risk and may need intervention to supplement the core curriculum.

What is progress monitoring?

The NCRtI defines student progress monitoring as repeated measurement of performance over time to inform instruction of individual students. Progress monitoring is conducted at least monthly to measure rates of improvement and identify students who are not showing adequate progress.

What is differentiation?

Teachers use student assessment data and knowledge of student readiness, background knowledge, language, and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is NOT the same as providing more intensive interventions to students with learning or behavior challenges.

Is MTSS primarily for students who may need a special education evaluation?

No. The purpose of MTSS is to engage in a continuous cycle of problem-solving based on data to provide immediate support to meet students where they are.

When effective, MTSS reduces the need for more restrictive educational placements for many students by intervening early. All school staff (teachers, administrators, counselors, interventionists, etc.) should work together to implement the MTSS for the benefit of all students in a school.

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

Students may move back and forth across tiers in connection with their demonstrated success or difficulty at the intervention level, based on data. Also, students can receive intervention at one level while also receiving intervention or instruction at another level in a different area. For example, a student may receive Tier 2 intervention for reading, Tier 1 instruction for math, and Tier 3 behavior support.

Is MTSS a process where students progress sequentially from tier to tier?

Movement among tiers should be fluid and based on the student's level of need. A student with acute needs does not have to progress through tiers to get intensive, individualized support. The level of intervention should match the level of need.

How do students "qualify" for Tier 2 and Tier supports and services?

Students are identified for intervention support through a careful process of problem-solving using data. School staff analyze available data (e.g., classroom grades, attendance, CollegeBoard results, discipline referrals, etc.) to identify students who need additional academic and/or behavioral support. Depending on the student’s level of need and how they have responded to previous efforts, the MTSS team decides to continue at Tier 1 with differentiation and extra support, begin a Tier 2 (targeted) intervention, or begin a more intensive and individualized Tier 3 intervention. The decision is made by school staff and based on the student's need.

How long can a student receive Tier 2 or Tier 3 supports?

A student can receive intervention as long as there is a demonstrated need. Some students will require Tier 2 or Tier 3 intervention for a short period and return to Tier 1 supports. Other students may need Tier 2 or even Tier 3 interventions for longer. One of the main components of an effective MTSS system is the ongoing cycle in which school staff engage in a continuous process of problem-solving based on data. As students receive interventions, teachers periodically collect data to measure the student's response to the intervention. When data indicate a student has reached a proficiency level that no longer needs the current intervention, the MTSS team will implement a less intensive intervention or return the student to Tier 1 supports only. If data indicates the student is making reasonable, slow, or no progress, the team will continue or intensify interventions.