Background Information

MTSS Defined. Tier1: Core, Universal Academic and Behavior. Tier 2: Targeted, Supplemental Academic and Behavior. Tier 3: Intensive, Frequent Individualized Academic and Behavior.

Common Belief System

  • An MTSS model for behavior and academics with a strong problem-solving process will result in effective prevention and intervention.
  • Student engagement and learning are best achieved when instruction is targeted at a student’s level
  • Data-based decision making using a systematic problem-solving process should occur at all levels of operation: District, school, grade, classroom, and individual student level.
  • Both summative and formative assessments provide important data to identify academic behavior at-risk and inform effective intervention.
  • Attendance and behavior data are important for recognizing emerging internalizing and externalizing behavior problems.
  • Students are served in their Least Restrictive Environment and are only pulled out of the general education setting for intense, targeted, individualized or small group instruction.
  • Retention is not an intervention, but it is one of the most powerful predictors that a student will drop out of high school.
  • A professional learning environment needs to be established for educators to effectively use data to guide important instructional & system decisions that impact all students.
  • Other instructionally relevant assessments include:
    • Universal screening tools in academics and behavior
    • Progress monitoring measures
    • Diagnostic with informal or formal assessment tools

Additional Information

Accommodations, Modifications, and Interventions