Riverview Multi-Tier System of Support 17-18

An Overview

How does Riverview support students who are struggling to learn?

A multi-tiered system of supports, or MTSS, operates from a preventative paradigm, with a desired outcome of successfully intervening and repairing a specific learning or behavior deficit (or struggle), which is inhibiting student growth toward grade level (or above) learning outcomes, at the least restrictive and least intense level. MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2010). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students’ progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

There are Seven Components of effective an MTSS:

C1. Evidence-based practices for academics and behavior

C2. Instructionally-relevant assessments

C3. Team-based problem-solving

C4. Data-based decision making

C5. Evidence-based professional development

C6. Supportive leadership

C7. Meaningful parent and student involvement

Riverview Implementation Model:

  • Weekly, Student Focused, Instructional Team Meetings (C3):
  • Team Based problem solving and intervention design
  • Documentation with individual Student Intervention Records to provide focus for problem solving
  • Multi-Tier interventions (C1):
  • Universal
  • Targeted
  • Classroom based
  • Interventionist supported
  • Intensive
  • Intervention Effectiveness Monitoring (C2, C4):
  • Screening of all students for deficits
  • DIBELS (reading); Social-Emotional Screen (behavioral); Math Pre-assessments; Writing Baseline assessments
  • Progress Monitoring (bi-weekly for targeted, weekly for intensive) used to determine effectiveness and next steps
  • HomeCommunication (C7)
  • At the point of a targeted intervention and at each review of progress
  • Provide parent with at home supporting strategy (ensure that it is reasonable and doable for individual parents/guardians/homes
  • Clear Flow Chart of next steps to ensure integrity of system (see addendum)
  • Staff Training (C5):
  • Monthly Learning Barrier training
  • Sept 12 staff training

Important Terminology:

  • Deficit – a learning or behavior struggle that is inhibiting a student from adequate access to learning
  • Universal – instruction, programming, or supports provided to all students.
  • Intervention–program/instruction (in addition to and different from universal instruction) intentionally designed to address a specific identified learning or behavior need which is monitored such that effectiveness can measured.
  • Accommodation – an intentional and specific change to the learning environment, provision of a learning tool, or specific service to help a student access learning:
  • Environmental - Preferential seating; Safe place; Extended time; Quiet setting
  • Tools - Sensory items (Hokki, fidget toy); Co-writer; Chunking; Visual Schedule
  • Services – Paraprofessional support
  • Modification - a change in content and/or performance expectations
  • Quantity; Output (how a student responds…ie..verbal in place of written); Alternate Learning Goal
  • RTI – Response To Intervention - Has been replaced with Multi-Tier System of Supports (MTSS). Alpine will continue to use RTI to name individualized, Alpine documented intervention plans.