The basic elements of a Multi-Tiered System of Supports (MTSS) are required by the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA 2004). According to Florida Administrative Code: 6A-6.0331 General Education Intervention Procedures, Evaluation, Determination of Eligibility, Reevaluation and the Provision of Exceptional Student Education Services, “It is the local school district’s responsibility to develop and implement a multi-tiered system of support which integrates a continuum of academic and behavioral interventions for students who need additional support to succeed in the general education environment.”

Our district operates within a MTSS for system-level and school-level improvement. MTSS is a term used to describe an evidence-based model of educating students that uses data and problem solving to integrate academic, behavior, and social-emotional instruction and intervention to maximize the success of all students. Instruction and intervention is provided to students across multiple tiers of intensity based on need. Staff make data-based decisions in order for resources (e.g., time, staff, and evidence-based strategies) to reach the students at the appropriate levels to increase the performance of ALL students with the goal of achieving and/or exceeding proficiency.

 Quality implementation of MTSS is associated with an increased likelihood of instruction and interventions leading to successful student outcomes. Thus, schools monitor not only student outcomes, but also how assessments, instruction, interventions, and data-based problem solving are put into place (i.e., the fidelity with which these elements are implemented).

The critical components of an effective MTSS implementation include:                                           

1. Leadership
2. Capacity Building Infrastructure
3. Communication & Collaboration
4. Problem Solving Process
5. Multiple Tiers of Instruction & Intervention
6. Data Evaluation

 At all levels and in all settings, the problem solving process incorporates at least the following four steps in a cyclical, recurring model to address prevention, early intervention, and intensive intervention.

 
A three-tiered instruction/intervention framework is used to organize resources and supports to ensure student learning and educational success. The intensity of supports provided to students matches student need.

All Students receive instruction/intervention within the tiered system.

Tiers of instruction:

• are provided per each student’s need
• ensure that each student may master grade-level course standards and expectations
• ensure that each student may progress successfully (on time, age appropriately) through the PK-12 system.

For more information:

Visit the PCS District MTSS Page- Parent and Teacher Resource website