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INTENSIVE SKILL SUPPORT
**FEW**
- Consistent intervention plan based on lack of progress with less intense supports
- Progress monitored using data regularly collected
- In addition to core instruction
- Usually working with a specialist
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TARGETED SKILL SUPPORT
**SOME**
Consistent support for skill based on grade-level standards
Progress monitored (may be informal)
In addition to core instruction
Small groups, in or out of classroom
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DISTRICT GRADE LEVEL CURRICULUM
**ALL**
Instruction based on grade-level standards
Grade-level curricular materials utilized with integrity
Assessments aligned to grade-level standards
High-quality, engaging instruction in the classroom
Differentiated for varied needs based on ongoing assessments (formal and informal)
Focused on needs of the students in the class
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ENRICHMENT OF GRADE LEVEL CURRICULUM
Extension of grade-level standards to increase depth and breadth of understanding
Needs determined through ongoing assessment
Allows access to higher level concepts on a unit-by-unit basis
Flexible based on student needs
Small groups in or out of the classroom based on level of enrichment needed
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A Multi-Tiered System of Support (MTSS) is a proactive framework that ensures all students receive what they need to be successful across the curriculum: academically, social-emotionally and behaviorally. Decisions for intervention or enrichment are based on evidence of learning, classroom and benchmark assessments, and unique student needs. The goal of MTSS in District 39 is to provide a continuum of supports anchored in the core grade-level of instruction. Decisions for interventions, enrichment, resources, and instructional strategies are made collaboratively. These decisions are based on evidence from classroom and benchmark assessments as well as qualitative data gathered about student performance.
Key Components of MTSS include:
- A focus on ALL students
- High-quality, rigorous, evidence-based instruction
- Tier 1 core curriculum aligned to state and national learning standards
- Universal screening assessments to identify students needing intervention or enrichment
- Tiered levels of support that target small group and individual needs
- A focus on academic as well as social-emotional and behavioral development
- Teamwork and collaboration in decision making
- Timely support so students can get the help they need when they need it
- Regular progress monitoring
RESPONSE TO INTERVENTION (RtI)
In District 39, Response to Intervention, or RtI is used within MTSS to help make decisions, especially for struggling learners. RtI engages a tiered framework to make decisions for supporting struggling students by providing early targeted support or intervention, evaluating a student's response to that support or intervention, and then determining if it is appropriate to intensify support or if it can be removed. It is a part of the larger MTSS framework used in District 39. In this framework, data and evidence of progress is used to inform instruction and resources needed to intervene. There are three tiers of support in RtI.
TIER 1: Tier 1 is the high-quality core instruction that meets the needs of all students. Through screening and assessment evidence, instruction is differentiated and informal supports are put into place in the classroom as needed. Accommodations or modifications may be present to support a student's learning in the core classroom environment.
TIER 2: Tier 2 interventions are provided when data and assessment evidence indicates a gap in skills or slower progress toward grade-level standards. These interventions are aligned with the core curriculum, provide additional supports on top of the core curriculum already in place, and generally occur for small groups. Tier 2 interventions usually have a goal set for the small group, and progress is monitored toward that goal.
TIER 3: Tier 3 interventions are more intense and more individualized than Tier 2 interventions. These occur when progress is not made over time during a Tier 2 intervention, and the student requires more intense supports. These are usually provided via a supplemental programs and research-based strategies, and occur more frequently in smaller groups, usually outside of the classroom. Goals are set and progress is monitored toward those goals. If the goals are not met with this level of intervention, considerations are made about next steps, which may include a comprehensive evaluation.
More information about these interventions can be found on the
Intervention page.