Multi-Tiered System of Supports (MTSS)

The primary purpose of the Multi-Tiered System of Supports (MTSS) is to assess students’ needs and design instructional interventions and strategies for those students who demonstrate learning and/or behavior problems that interfere with their success in the classroom and in the school environment. The MTSS process is supported by the MDE SBE 41.1 Intervention.

 

An instructional model designed to meet the needs of every student is in place at all OSSD schools. The model consists of three tiers of instruction:  

Teachers use progress monitoring information to determine if each student is making adequate progress, identify any student as soon as he/she is falling behind, and modify instruction early enough to ensure that every student gains essential skills. Monitoring of student progress is an on-going process that may be measured through informal classroom assessment, benchmark instrument assessment instruments, and large-scale assessments. The intervention process requires a broad range of competencies and shared responsibilities for educational planning so that all who have an interest in the student’s success (teacher, administrator, parent and/or guardian) can cooperate and continue their efforts. It increases the clarity of teacher, staff, and home communication. The TST process will be utilized throughout the school year to resolve issues, problems, or concerns related to the performance of students as identified by teachers, administrators, parents and/or guardians.

 

It is important to note that the referral of a student for a child study to begin the process for consideration of a student for special services under the provisions of the Individuals with Disabilities Education Act (IDEA) is considered only after all other appropriate instructional interventions and strategies have been implemented and the student continues to be “at risk” or if the student is obviously disabled.