MTSS Framework

At the heart of a MTSS is the school-level team. Sometimes known as a school improvement team, this team acts as the principal problem-solving driver for the entire MTSS, identifying and addressing school-level barriers, monitoring implementation fidelity, and analyzing student outcome data.

A grade-level team is sometimes referred to as a continuous improvement team. Many schools utilize grade-level teams that meet regularly to discuss practices, instruction, effectiveness of instruction, student growth, and in some cases team policies, behavior, and areas for improvement.

At the head of the classroom team is the primary teacher, responsible for creating a learning environment that is equitable, inclusive, and conducive to social, behavioral, and academic growth. Understanding how to harness the power of this team is a necessary step to providing inclusive supports at tiers 1, 2, and 3.

The Individual Student Team initially consists of the teacher, student, and family or caregivers. It is the team that may hold the most leverage in student success in school — efforts to establish this team from the start should be carefully considered.

Teachers are the number one most effective influence on student outcomes (Marzano, 2008). Instructional coaching is an ongoing, intentional practice that is designed to strengthen the capacity of the personnel in your building. Like students, educators can benefit from a "what I need, when I need it" model that helps them to improve in areas of growth, and elaborate on areas of strength.

Instructional coaching and professional learning go hand in hand in a comprehensive educator support system. Professional learning can be targeted to an area of need, but it can also be targeted to a particular interest of the educator. Like students, educators need to be allowed some voice and choice in their professional learning goals and activities.

Layering of supports for all children begins in the school and classroom environment. A well-designed environment can strengthen access to instruction in the tier 1 and tier 2 setting by providing environmental supports that can empower children in their learning.

Effective instruction for all students includes academic, behavioral, and social-emotional teaching and supports. High quality instruction delivered with fidelity helps ensure student growth and achievement for all.

School-wide MTSS embraces the philosophy that equity and inclusion can be achieved by incorporating Universal Design for Learning, and embracing the mindset of "teach the hardest to reach, the rest will follow." Equity and inclusion is all about looking for, and eliminating barriers that exist to exclude and hold students back.

"Data don't make decisions, people do," — Dr. Dean Fixsen. This quote sums up the heart of data-informed decision making practices and reminds us to be mindful of the difference between what the letters and numbers of data collection say versus what an individual child, class, grade, or family might need.

A critical component to a highly functioning MTSS is the adoption of a consistent problem-solving process that allows schools to use data to identify specific problems, and then works through a process that is action-based so that change can occur. A consistent process will allow for easier monitoring of how interventions are working.

Sometimes referred to as "family engagement," family partnerships focus on the shared responsibility of the education for each and every student. Partnerships begin with a structured and predictable process, regular and open communication, and opportunities to provide feedback.

Strong, established partnerships with community members and community groups is an essential part of a successful MTSS, and your community wants to help! Regular communication with the school unit can help to foster these connections and bring a variety of opportunities for students.