MTSS
MTSS stands for Multi-Tier System of Supports, a system of individualized instruction supported by the Kansas State Dept. of Education. For reading, this team approach to instruction provides small and large group instruction at each student’s success level. Each “tier” introduces,
practices, and provides mastery-level instruction in the reading and comprehension process. The purpose of this method of instruction is to more adequately meet the reading goals of ALL students.
There are many ways parents can support what their child is doing in school. Here are a few:
• Make reading an everyday habit at home
• Communicate with your child’s teacher
• Monitor and assist with homework assignments
• Ask for regular monitoring reports
• Share your child’s successes
• Learn more about the curricula and interventions being used in your child’s school
• Attend parent/teacher conferences and other school meetings about your child
What are the key components to any MTSS process?
There are three key components to the MTSS process. The first key component to the MTSS process is that all children receive high quality curriculum and instruction in the general education classroom (Tier I).
The second component of the MTSS process is that the school conducts universal screenings. Universal screenings review the progress of all students, these screenings are typically given three times a year. Universal screenings help schools identify students who may need more support or other types of instruction. As a result of universal screening, students may be identified as needing supplemental instruction (a Tier II level of support) in addition to the high quality instruction they are receiving in Tier I. Research based interventions are used to support students in the area of need.
Third key component to the MTSS process is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are advancing. Progress monitoring helps determine whether an intervention is successful or needs to be adjusted.
There are three key components to the MTSS process. The first key component to the MTSS process is that all children receive high quality curriculum and instruction in the general education classroom (Tier I).
The second component of the MTSS process is that the school conducts universal screenings. Universal screenings review the progress of all students, these screenings are typically given three times a year. Universal screenings help schools identify students who may need more support or other types of instruction. As a result of universal screening, students may be identified as needing supplemental instruction (a Tier II level of support) in addition to the high quality instruction they are receiving in Tier I. Research based interventions are used to support students in the area of need.
Third key component to the MTSS process is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are advancing. Progress monitoring helps determine whether an intervention is successful or needs to be adjusted.
Supporting the learning of ALL students!
What do the Tiers Look Like?
Tier I
Tier I
This Benchmark (on grade level) group consists of students who are successful in the core reading curriculum and consistently perform at or above 80% in the reading curriculum. These students have also reached the benchmark (grade level) score on the RCBM (Reading Curriculum- Based Measurement). The benchmark students are introduced to a variety of extended reading activities during Eagle Time.
Tier II
Tier II
The strategic level of instruction is divided into groups which are formed according to the scores students receive on the RCBM assessment. Each group of strategic or Tier II students receives instruction in one of the following areas: phonemic awareness, phonics, vocabulary, fluency and comprehension. These students receive lessons that include repetition and lots of opportunities for mastery of basic reading skills during Eagle Time.
Tier III
The intensive level of instruction serves students who have several challenge areas in reading. This small group of students is formed based on their performance on the RCBM assessments. This group of 1 to 3 students receives direct instruction in the areas of phonemic awareness, phonics and decoding instruction as well as fluency and comprehension to help with the basic reading skills. These students receive lessons which use “hands on” activities, games, and repetition, which allows for opportunities to master the reading skills. Tier III instruction is provided in addition to the reading instruction.
Tier III
The intensive level of instruction serves students who have several challenge areas in reading. This small group of students is formed based on their performance on the RCBM assessments. This group of 1 to 3 students receives direct instruction in the areas of phonemic awareness, phonics and decoding instruction as well as fluency and comprehension to help with the basic reading skills. These students receive lessons which use “hands on” activities, games, and repetition, which allows for opportunities to master the reading skills. Tier III instruction is provided in addition to the reading instruction.
When Goals Are Met:
When a child meets the goals developed by the teacher and the team, the intervention is no longer needed and the child continues to receive support in the general education classroom. When progress monitoring shows that a child is not responding to the intervention another approach or intervention may be tried. However, when a higher level of support is needed, children are given individualized instruction, which further focuses on supporting the skills they need to be successful learners.
We Want ALL Students to Develop and Reach Their Potential
When a child meets the goals developed by the teacher and the team, the intervention is no longer needed and the child continues to receive support in the general education classroom. When progress monitoring shows that a child is not responding to the intervention another approach or intervention may be tried. However, when a higher level of support is needed, children are given individualized instruction, which further focuses on supporting the skills they need to be successful learners.
We Want ALL Students to Develop and Reach Their Potential
As the children progress in their reading mastery, parents will be informed of progress.