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MTSS & RTI

 

Multi-Tier System of Support (MTSS) & NPPSD Problem-Solving Process

MTSS: What is it all about?

Different models (e.g., RTI, MTSS, PBIS) have served to inform and guide practice in using data-based decision-making to differentiate instruction in response to student needs. At the core, each of these models provides a tiered approach to instruction using a continuum of supports and a decision-making structure based on student information.  Multi-tiered systems of support (MTSS) have been used to address academic achievement while at the same time encouraging safe and positive learning spaces for all students (Lane, Carter, Jenkins, Dwiggins, & Germer, 2015). According to Utley and Obiakor (2015) “The MTSS framework consists of principles of response to intervention (RtI) and positive behavioral interventions and supports (PBIS) and integrates a continuum of system-wide resources, strategies, structures, and evidenced-based practices for addressing barriers to student learning and [social-emotional success]”

MTSS consists of different levels of support, or tiers, to address the needs of all students. Tier I is considered to support all students universally; Tier II is additional intervention intended to support 10-15% of students that do not respond to Tier I supports; and Tier III is reserved to support 5-7% of students that require more intensive intervention (Lane, et al, 2015).   RTI (a system of tiered support for academic success) and PBIS (a system of tiered support for behavioral success) are both frameworks bolstered by significant research indicating effectiveness (Burns, Appleton, Stehouwer, 2005; Fuchs & Fuchs, 2006; Horner, Sugai, & Lewis, 2015). Districts need intentional decision-making and shared vision regarding readiness, implementation, and effectiveness guided by a leadership team (Freeman, Miller, & Newcomer, 2015).

North Platte Public School District is dedicated to systematic and systemic processes for continuous improvement and data-based problem-solving. The district’s IDEAL Continuous Improvement Process was implemented in 2015. The process serves to inform continuous improvement through systems of support including professional learning communities, purposeful professional development, and identified instructional model, and a curriculum development process. IDEAL is an acronym representing a five-step process: Identify common assessment to track student data, Describe student strengths and limitations on each common assessment, Evaluate by posing open-ended questions to investigate student limitations based on student results, Act by planning strategies and activities to address student limitations, and Learn by monitoring student progress and make adjustments to address student needs for continuous growth (see Figure A). The systems of support combined with the IDEAL process guide the district at all levels from district-level goals to individual, student-level goals (see Figure B).  The district utilizes common district assessment data to continuously analyze data for student outcomes within professional learning teams.  

In addition to the serving district, building, and teacher goals, the IDEAL process also serves student goals on an individual basis through the Individual IDEAL Process (IIP), the district’s MTSS. IIP is a district-wide process that ensures each student in NPPSD is receiving the support necessary to be successful. IIP serves as the vehicle for tiered support through additional or modified classroom-based actions, or through more intensive small group or individual interventions. Students are identified for additional support (Tier II or Tier III) using a screening process starting with universal measures, using additional measures to validate, and administering diagnostic measures to identify individual areas of strength and need.

The district will be developing intervention matrices with evidenced-based interventions in areas of math, reading, writing, and behavior. PLTs are skilled at using data to inform initial intervention decisions and ongoing progress monitoring. The district will continue to provide support to PLTs with compiling and analyzing student data.  Essential to this framework is the belief that all students can learn. The IIP serves as a guide to continuous problem-solving in order to understand how students learn best, what obstacles might be in the way of student achievement, and what supports are necessary to help students be successful.

Please contact your child's teacher is you have any questions.