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Multi-Tiered sysytem of support mnps curriculum

MTSS (Multi-Tiered System of Support) is a coherent continuum of evidence based, system-wide practices to support a timely response to academic and behavioral needs, using data-based decision making to empower each
MNPS student to exceed great expectations.

Multiple Tiers of Support

The tiers describe increasing levels of support for students with special education being the most intensive layer of support.

Tier 1: This may also be referred to as “core instruction” or “first instruction.” It describes the high-quality instruction and supports that ALL students receive. This includes literacy and math instruction based on the TN standards and grounded in the three guiding principles of the MNPS Instructional Framework: ambitious, equitable, and SEL- integrative. All schools implement at least one of the following Tier I approaches to behavior/social-emotional learning: SEL Foundations, Restorative Practices, and/or Positive Behavior Intervention and Supports (PBIS). The MTSS triangle is based on the idea that Tier I in any area should be strong enough for 80% of students to be successful with Tier I alone.

Tier I instructional Resources may be found under the content area tabs above.
Tier 2: Regardless of the strength of Tier I, SOME students will require additional support in a particular area. This is

provided through interventions targeted to meet their specific needs.
Tier 3: A FEW students will require additional intensive support/interventions.

Special Education: Response to Instruction and Intervention (RTII), otherwise known as MTSS, is the method used to identify students with a Specific Learning Disability in the areas of reading, mathematics and writing. All students with disabilities (SWDs) have access to Tier 1 core instruction and may receive any intervention(s) necessary within MTSS and/or Special education based on data and need. On the continuum of supports, Special Education is the most intensive intervention and must be aligned to the Measurable Annual Goal(s) within the student’s individualized education program (IEP). Special education teachers must provide the intervention for SWDs when there is a measurable annual goal linked to area of need on the IEP.

Data-Based Decision Making

Within an MTSS, data is used to make decisions at both the systems and student levels.

  •   Systems-Level: District, quadrant, school, grade level, and classroom data may be analyzed to identify gaps in

    core instruction as we continue to work toward 80% of students successful with Tier I alone. Within buildings, School (MTSS) Leadership teams should monitor the percentages of students responding to core instruction, interventions, & enrichment and make programmatic decisions based on data analysis.

  •   Student-Level: MTSS Data Teams should conduct meetings every five weeks to identify students for interventions, monitor their progress, and adjust plans as needed. Multiple data sources should be considered when identifying students for intervention. At a minimum, students scoring below the 25th national percentile on universal screening assessments should be considered for academic interventions.

Universal Screening Process

The Universal Screening Process provides a starting point for identification of students who may need additional support through the use of nationally-normed assessments. MNPS uses a “multiple-gating” approach to the screening process. NWEA-MAP assessments are used for standards-based screening, and FAST (Formative Assessment System for Teachers) curriculum-based measures are used for skills-based screening and progress monitoring. The screening process varies by grade band. An outline of the process is included with the district assessment calendar.

Personalized Learning

Personalized Learning Time (PLT) is a grade-wide or school-wide block of time during which students
receive supplemental support based on need. During this time, students may participate in skills-based Tier II, III, or Special Education Interventions; standards-based reinforcement/remediation; English Language Support; or enrichment. The PLT block helps to ensure that this supplemental support is in addition to Tier I and allows for strategic grouping across classrooms to target student needs. PLT is the term utilized for master scheduling; however, many schools choose to refer to PLT by a school-specific name (e.g., Tiger Time) within their buildings.