Teaching and Learning

MTSS

Our Strategic Plan in Action

Glastonbury Public Schools is committed to supporting the whole student. We use a Multi-Tiered System of Supports (MTSS) to meet student's individual academic, social-emotional, and behavioral needs. This work is tied directly to GOAL 2 of our strategic plan: Provide safe, supportive, and inclusive learning environments.

Multi-Tiered System of Supports (MTSS)

(formally SRBI and PBIS)

The Connecticut State Department of Education requires school districts to use a framework to address student needs. The framework we use for this support is known as Multi-Tiered System of Supports (MTSS).

MTSS ensures all students receive the appropriate level of support for academic, behavioral, and social-emotional needs.

Our goal is to have a system of supports and resources available so we can intervene quickly as needs arise.

Support is Tiered to Meet Student Needs

This video uses a great analogy to explain the three MTSS tiers.

Tier 3

The school increases the frequency of support and/or individual instruction for students with greater needs. Families are part of this process.

Tier 2

The school provides help for students who need more support. This may involve small group or individual instruction and/or support from a specialist such as a reading teacher, tutor, or school psychologist. Families are part of this process.

Tier 1

All children receive high quality curriculum and differentiated instruction in the general education classroom or program. Our educators select teaching strategies to meet the needs of each student.

MTSS is Responsive

Glastonbury Public Schools faculty and school leaders identified five components of good teaching. The MTSS process is aligned with all these components, but most particularly with responsive instruction.

A Graphic that shows that good teaching is responsive, relationship-based, student-centered, well-planned and interactive.

MTSS Components are Comprehensive

MTSS is designed to meet the unique needs of students in a flexible and customizable way. This approach is collaborative and team-based, driven by data, and can assist with special education decisions. It includes:

High-quality curriculum and individualized instruction in the general education setting (Tier 1).
Universal common assessments used to measure students’ grade-level progress.
Research-based interventions for students who require additional academic or behavioral support or enrichment to make educational progress (Tier 2 and/or 3). Examples of these interventions include sessions with the reading teacher, meetings with the school psychologist, visits to reading and writing, math, or student support centers.
Data used to determine student progress. Examples of this data include attendance records, benchmark assessment scores, grades, observations, and other data points.

By critically evaluating our Tier 1 strategies and regularly reviewing data, we can identify which students may need additional support to be successful.

Benefits of MTSS

Through MTSS, students receive services based on needs. When students require support beyound tier 1 strategies, families are informed. A Student Intervention Team (SIT) will also meet to determine next steps.

School staff monitor student progress closely to be sure the interventions are appropriate and successful. MTSS support students outside of special education.

How Can Parents Be Involved?

Communicate with your child's teacher(s)
Participate in conferences and other meetings about your child
Monitor and assist with homework assignments
Talk with your child about school progress on a regular basis
Contact teachers if your child is having difficulty

MTSS Terms

There are many terms used in MTSS discussions.

Differentiation: instructional adaptations made in the classroom to support the diverse learning styles and needs of all students.

Intervention: a method, program, or instructional condition that provides additional learning support.

Progress Monitoring: the practice of frequently assessing a student's growth. Progress monitoring helps educators identify student needs and determine appropriate supports

Universal Assessment: an academic assessment taken by all students at a given grade level. Results are used to identify those students in need of academic support.

Report abuse