Page 9 - FDLRS Focus 2019

Multi-Tired System of Supports/SBT

Multi-Tiered System of
Supports (MTSS) is a term
used to describe an evidence-
based model of schooling
that uses data-based problem
solving to integrate academic,
behavioral, and social
emotional instruction and
intervention. The integrated
instruction and intervention
is delivered to students in
varying intensities (tiers)
based on student needs. The
goal of this “needs driven”
decision making is to ensure that available resources are allocated and matched to the appropriate students at
the appropriate levels in order to accelerate the performance of all students to achieve or exceed proficiency.
This seamless system requires a commitment from all stakeholders in the school community. The most
essential components of a MTSS Framework include:
• multiple tiers of evidence-based instruction/intervention
• a problem solving method that is designed to successfully match evidence based interventions to ``
area(s) of need
• an integrated data collection and assessment system to inform decisions at each level of support
• parental involvement and engagement in each child’s education

Response to Intervention (RtI) should be looked at in two related ways; (1) as a process and (2) as a function
of instruction/intervention.

As a process, Problem Solving-Response to Intervention (PS/RtI) is the process of providing (1) high quality
instruction/intervention matched to the student needs, and (2) using learning rate over time and level of
performance to (3) make important educational decisions. PS/RtI is an ongoing process of using student
performance and related data to guide instructional and intervention decisions for all students. It is a multi-
tiered, problem solving model of prevention, early intervention, and the use of educational resources to
address student needs. PS/RtI matches instructional strategies and supports to a student need in an informed
ongoing approach for planning, implementing, and evaluating the effectiveness of the curriculum, instruction,
and related supports. The vehicle through which this allocation is done is the Problem Solving/School Based
Team (PS/SBT).
RtI also represents an academic or behavioral change as a function of (or result of) instruction/intervention.
A multi-disciplinary team or problem solving team (1) identifies the problem; (2) analyzes the reason for the
problem; (3) develops, implements and monitors an instruction/intervention plan; and (4) evaluates progress
monitoring data to determine a student’s or a group of students’ RtI.

Please remember, that PS/RtI is not an avenue or pathway to Exceptional Student Education eligibility.
It is a supportive framework intended to remove barriers to student learning and to provide students with
opportunities for success.
For more information contact Carrie Rullo (561) 494-1594.

Volume 40 Issue 1 Page 9