MTSS Guidelines and Expectations 

  1. Provide all students with differentiated, high-quality, culturally-responsive Tier 1 instruction. According to Teaching Tolerance (2019), culturally responsive teaching is defined as recognizing the importance of including students' cultural references in all aspects of learning, enriching classroom experiences and keeping students engaged. This includes small groups for reading and math (i.e., guided reading groups, strategy groups, skills groups, reteaching groups, etc.).
  2. Formative assessment should occur weekly through classwork, exit slips, quizzes, discussions and observations to determine student progress on grade-level learning targets.
  3. Grade-level meetings should be used to discuss student performance on common assessments, such as end-of-unit tests or writing prompts. They should also be used for instructional planning and problem-solving. Teachers should provide each other with strategies, resources, and ideas to engage all learners and accelerate learning. Grade-level meetings can also be used for individual problem-solving, providing guidance and ideas for student intervention plans.
  4. The students with documented MTSS plans should have their progress monitored every two weeks for Tier 2 and every week for Tier 3.. An intervention should be provided, with fidelity, for six to eight weeks.
  5. At a problem-solving meeting, the teacher should bring any data that may be relevant to the individual student.
  6. The meeting follows the problem-solving process of:
    1. Identifying the problem;
    2. Analyzing the problem;
    3. Creating and implementing a plan; and
    4. Evaluating the student response to the intervention. The teacher will be asked about their instructional practices and student response.
  7. Action steps are determined and a follow-up meeting is set about four to eight weeks from the initial meeting to review data and make decisions.
  8. Throughout the MTSS process parents should be provided with regular updates via class newsletters, conferences, parent/teacher communication and may be asked to attend problem-solving meetings.