MTSS PPT

Griffith ES MTSS

January 2025

Look at your card get up and find the match to your card. You and your partner will come up with a team name. Please add your team name to the game.

Multiple Choice

What are the areas that MTSS focus on?

• academics and behavior

• Nutritional guidelines
• academics

• Academics, behavior/social-emotional, attendance

Multi-Tiered System of Supports

Tiers of Instruction & Intervention

Slide adapted from NCDPI

Differentiated Core

Supplemental

Support

Intensive Support

IST

Multiple Choice

What team looks at Attendance?

• CARES/Student support

• IST

• SIT

• PBIS

CARES/student support

Meets weekly to discuss attendance, social
emotional and behavioral needs
- Teachers required to make contact with parents when student miss two days in a row

- Students can be placed on attendance contracts
- Truancy

Multiple Select

What team looks at social emotional/behavior concerns?

• SIT

• IST

• CARES/Student support

• Code

Code of character, conduct, and Support

Meet monthly to discuss behavior/social
emotional concerns of students
- PBIS, paw laws
- Behavior plans (check ins/check outs)
- Therapy (outside services)

Word Cloud

What is the difference between interventions and progress monitoring?

Interventions vs Progress Monitoring

Interventions

● An intervention is differentiated

instruction that changes from
core instruction in how often
(frequency), how many minutes
(duration), or with how much
repetition (intensity).

Progress Monitoring

● Progress Monitoring is the data

collected to determine if the
interventions are working.

● It assesses student progress on

interventions implemented.

Multiple Choice

What team meets to discuss suspected disabilities or intensive interventions?

• IST

• SIT

• CARES/Student Support

• Code

IST problem solving team

Meets weekly to discuss students concerns

Instructional Support Levels Defined:

Multiple Choice

What is the first level of support?

• supplemental

• differentiated core

• intensive

Differentiated Core Instruction (Tier 1)

○ All students receive this instruction.

○ It should include whole group instruction based on standards and meets the
needs of the students in that class.

○ Students should receive small group instruction at their current instructional
level.

Word Cloud

What data sources should be considered?

Data Sources To Consider

Consider each in terms of the student’s scores, target grade

level/standard score. Is it below and/or discrepant from peers?

Universal
Screening

Data

Diagnostic
Assessment

Data

Interim/

Benchmark

Data

Outcome

Assessment

Data

Progress
Monitoring

Data

Multiple Choice

What is the second level of support?

• Intensive

• Differentiated core

• Supplemental

Supplemental Support (Tier 2)

○ Small group supplemental interventions based on problem solving group student
data and monitor effectiveness of intervention & student progress

○ These are students that are not having their academic and/or behavioral needs
met through differentiated core instruction alone and need additional supplemental
support (instruction/interventions) to help close the gap.

○ A second layer of support does not mean IST has begun, it simply means the
interventions are being tracked and the data is being collected and measured

Multiple Select

When does an IST meeting occur?

• when a disability is suspected

• when intensive interventions are needed

• when student misses days

Referrals to IST

If a teacher/staff member suspects that a
student needs a more intensive intervention
and/or may have a disability:

●

Complete the**NEW 2024-2025** IST Referral Form.

●

Forward the copy of the**NEW 2024-2025** IST Referral
Formto IST ChairIMMEDIATELY.

***Once a staff member submits this form to the IST
Chair, an IST meeting should be held as quickly as
possible to determine next steps for the student.***

Work with referring staff member
and/or classroom teacher to
ensure that **NEW 2024-2025**
IST Referral Formis complete.

●Gather any relevant data from the
student’s cumulative folder

●Gather current year academic
data from other sources

●Collect behavior data IF behavior
is a concern

**NEW 2024-2025**
IST Referral Form

Prior to Initial IST Meeting

IST Meeting Members

Required

●IST Chair
●Instructional Support (Admin,

IF, Interventionist)

●Grade Level or Content Area

Representative

●School Psychologist
●EC Teacher
●Speech-Language Pathologist

As Needed

● ML Teacher
● Social Worker
● Guidance Counselor

Multiple Choice

What is the third layer of support?

• Supplemental

• Intensive

• Differentiated Core

• EC

Intensive Support (Tier 3) – IST

○ These are students that are not having their academic and/or behavioral needs met
through differentiated core and supplemental instruction.

○ Gathering of individual student data from a variety of sources

○ Review of individual student assessment data for instruction and intervention

○ Increased intensity of intervention support based on individual student problem solving
and monitoring effectiveness of instruction/interventions & student progress

○ Just because a student is receiving intensive support does not mean they will be
referred to EC.

The key is using data to make decisions about next steps for students in the most
intensive levels of intervention. Referring the student for an initial referral is one option.

School-Based Personnel/Staff Referrals
After working with students, school based personnel or staff will often see concerns with students.
When concerns arise, staff need to determine if there is suspicion of a disability or interventions need
to be put in place. The following steps guide staff in how to complete a school/staff based referral.

If the teacher DOES NOT suspect a disability,
schedule an IST meeting to problem solve
individual student needs

If teacher DOES suspect a disability, make sure the
referral is in writing

○ Make a copy of the completed Staff/Teacher
Referral Form

○ Forward the copy of the Staff/Teacher Referral
Form to grade level EC teacher/case manager at
the school IMMEDIATELY

○ The date the EC teacher/case manager
receives the Staff/Teacher Referral Form which
starts the 90-day timeline.

Supplemental vs Intensive

Supplemental Support(s)

● For students who need more than

differentiated core instruction to
have their needs met with
instruction) to help close gaps.

● A second layer of support does not

mean intensive support (IST has
started, it simply means the
interventions are being tracked
and the data is being collected and
measured.

Intensive Support(s)

● These are students that are not

having their academic and/or
behavioral needs met through
differentiated core &
supplemental instruction.

● A third layer of support does not

mean that the student will be
referred to EC.

MTSS & Child Find Obligations

● Do not delay or deny a referral of a student when

there is suspicion of disability.

● Interventions do not need to be completed prior to referral if

there is suspicion of a disability.

● If a parent suspects a disability, a referral meeting must be held.

● If the IST suspects a disability, a referral meeting must be held.

● Third party referrals trigger a contact with parents to determine if

there is suspicion of a disability and if a referral meeting needs
to be held.

Reminders

●A referral to the IEP Team due to a suspected
disability can be made at any time (regardless
of tier of support student is currently receiving).

●IST oversees the intensive interventions that
run concurrent to an IEP evaluation period.

●There are no required number of IST meetings,
weeks of intervention, and/or progress
monitoring data points required for a student to
change tiers of support.

Flowchart for Tiered

Instruction & Intervention