Multi-Tiered System of Supports (MTSS)
The Peter and Elizabeth Tower Foundation “Schools That Work” project is based on a simple theory of change—If you tailor your district’s focus to meet the needs of the 20% of students with learning and attention issues, all students in the district will benefit. The Tower Foundation has made it possible for the National Center for Learning Disabilities (NCLD) to bring the “Schools That Work” project to Mashpee.
MTSS (Multi-Tiered System of Supports) is not a curriculum, it is not a special education program, and it is not a new professional development strategy. MTSS is a seamless system or framework for doing business in schools . . . doing business in schools in a way that provides all students with the academic and behavioral support they need, when they need it, throughout their time in a school district. MTSS uses a three tier structure when looking at student needs—increasing with intensity.
MTSS is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. "Need-driven" decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.
The academic and non-academic core components of MTSS are:
- high-quality core curriculum and instruction implemented with fidelity
- The Mashpee Public Schools is invested in a plan for improving student outcomes through full implementation of MTSS.
- research-based academic interventions and assessment practices
- research-based behavioral interventions and supports
- universal screening and progress-monitoring
- collaboration and communication between educators and parents