MTSS Paradigm Shift
FROM…
TO…
Intervention for
a FEW students
Prevention for
ALL students
Identifying which
student needs
help
Identifying what
help each student
needs
Using the programs
and people available
(www.kansasmtss.org)
(www.kansasmtss.org)
Intentional design and
redesign of services and
supports matched to
needs of students
MTSS Principles and
Practices
 Early Intervention
 Multi-tiered model
 Evidence-based
supports and
practices
 Fluidly driven by
data
 Individualized
interventions
 Principles of UDL
(www.kansasmtss.org)
 Differentiated learning
 Integration of
intervention and
instructional supports
 Classroom instruction
aligned with the CA
CCSS
 Strong, predictable,
and consistent
classroom
management
structures
Multi-tiered
Support System
(MTSS)
Pre-SST
SST
Language
Medical
Academics
Behavior
Speech
Multi Tiered Support System
P
r
e
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T
Step 1: Universal Screening(s)
Step 2: Review Background of students identified as “at risk” as determined by
universal screening data or behavioral concerns.
a. Demographics (teacher)
b. Assessment data (teacher)
c. Language/Behavior/academics (teacher)
Step 3: Determine targeted intervention and set goal(s) based on need as identified
by universal screener.
Step 4: Provide and progress monitor targeted intervention with appropriate
documentation (compare baseline to most recent data).
Repeat steps 3-4 and modify goals, or exit student, or move to step 5.
S
S
T
Step 5: Formal meeting with all stakeholders if student has not met goal(s) based on
data collected in Step 4.
a. Provide current data/results of targeted intervention (teacher).
b. Review/Revise goals (stakeholders).
c. Modify intervention as needed (stakeholders).
d. Summary (stakeholders).
Step 6: Continue progress monitoring, documentation and targeted intervention.
Step 7: Decision-making meeting (stakeholders). Examples: 504 plan, Referral for
testing, BSP, or change of placement.
Who is our MTSS Team?
 Pre-SST





Mr. Bee
Mrs. Valdez
Mr. Knutson
Mrs. Lalama
Counselors (Students are referred to at this stage)
 SST
 All Staff in contact with student
 Parent/Guardian
 Outside Resources
What are Sierra’s MTSS
Procedures?
 Referral process (google form)
 Caseload capacity (12)
 Pre-SST to SST
 Interventions and Strategies
 Student conference (Mr. Bee and Mrs. Valdez)
 Teacher monitoring
 Mr. Bee or Mrs. Valdez facilitate
 Individual teachers work with Mr. Bee or Mrs. Valdez to
employ and monitor interventions
 CSUSB Counseling Interns
 CSUSB S.M.I.L.E.
Multi-Tiered Support System (MTSS)
Examples:
504 Plans
Behavior Contracts
Program or Counseling
Examples:
PBIS Skills
ELD Intervention
Academic Intervention
Step 2
Step 1
Blue Page: Data Collection
Background Information (Cum/Aeries/Illuminate)
Academic Performance (universal Screening data)
Collect any pertinent information to help
develop a strategic plan to support the student.
Green Page: Classroom Intervention
Teacher determines targeted intervention and
sets goal(s) based on need as identified with
universal screener; the plan should:
o identify measurable objective /skill to
address a specific need affecting student
curricular goals or behaviors.
o be implemented for a minimum of 3
weeks with documentation to indicate
results.
Yellow Page: SST or LAT Referral
After the targeted intervention has been
employed, teacher submits a referral
addressing specific findings from the data
collection process and documented
classroom interventions.
The SST Designee or ELF will collect all
necessary documents to prepare and
schedule a formal SST/LAT. Then, he/she
will assemble a team of:
Administrator
Teachers
Counselor
Parent/Guardian:
Student:
ELF
Advocate
to initiate other Tier II interventions and
appropriate monitoring methods.
SIERRA HIGH MTSS Process
Revised 09-14-15
Step 3
Purple Page: Intervention/Monitoring Plan
The SST team tries to determine the student needs are
due to a specific learning disability or another cause such
as:
Impaired vision
Medical conditions
Social problems
Language barriers
Physical issues
Psychological issue
The team upon their findings will devise a plan that
should be implemented andnmonitored for 3 weeks.
Step 4
Salmon Page: Follow-Up Meeting Summary
The SST team will reconvenet ad r eview s udent’s progress and make recommendations for new
interventions or develop another plan.
Steps 3 and Step 4 should be documented at
least 2 times before students are referred to
Community Day School or Alternative
Education
Green Form
Multi Tiered Support System
P
r
e
S
S
T
Step 1: Universal Screening(s)
Step 2: Review Background of students identified as “at risk” as determined by
universal screening data or behavioral concerns.
a. Demographics (teacher)
b. Assessment data (teacher)
c. Language/Behavior/academics (teacher)
Step 3: Determine targeted intervention and set goal(s) based on need as identified
by universal screener.
Step 4: Provide and progress monitor targeted intervention with appropriate
documentation (compare baseline to most recent data).
Repeat steps 3-4 and modify goals, or exit student, or move to step 5.
S
S
T
Step 5: Formal meeting with all stakeholders if student has not met goal(s) based on
data collected in Step 4.
a. Provide current data/results of targeted intervention (teacher).
b. Review/Revise goals (stakeholders).
c. Modify intervention as needed (stakeholders).
d. Summary (stakeholders).
Step 6: Continue progress monitoring, documentation and targeted intervention.
Step 7: Decision-making meeting (stakeholders). Examples: 504 plan, Referral for
testing, BSP, or change of placement.
S
S
T
L
A
T