What is MTSS (Multi-Tiered System of Support)?
Washington Township Schools are committed to providing high-quality literacy instruction and support to promote the highest achievement for all students. The Multi-tiered System of Supports is a framework used to maximize the success of all students.
*MTSS is not a separate program, but rather a way of organizing instruction and intervention to help all students. The framework provides educators with information (data) to identify students who are in need of additional support.
What are tiered supports?
A multi-tiered system of supports organizes instruction and intervention into tiers or levels of support:
Tier 1 - All students receive high-quality instruction through the core curriculum.
Tier 2 - In addition to Tier 1, students who demonstrate a need for more support receive small group intervention and supports. The difference is small group targeted instruction.
Tier 3 - In addition to Tier 1, students receiving Tier 3 intervention receive the most intensive supports based on individual need through differentiated targeted instruction in small group or with one-on-one instruction.
How does the school identify and support students?
During the year, teachers use ongoing assessments and/or performances with all students. These assessments indicate whichstudents are meeting grade-level standards and which students need additional support. For the students who demonstrate a need for more support, the teacher gathers the data to use in a problem-solving process to plan interventions and monitor progress. Tier 1, 2, and Tier 3 problem-solving may include teachers, literacy instructors/reading specialists, counselors, literacy coaches, administrators, and the District Literacy and Intervention Coordinator.
What is the role of the parent?
- Parents should have a discussion with the teacher to support your child’s strengths and area(s) of need at home.
- Parents should also ask when and how their child’s teacher will update them on the intervention and progress.
- Parents should praise their children for improvements in the area(s) of concern and continue to communicate with school staff to ensure progress is maintained.