Multi-Tiered Systems of Support

MULTI-TIERED SYSTEMS OF SUPPORTS (MTSS)

The School District of the city of River Rouge utilizes a Multi-Tiered System of Supports (MTSS). MTSS is an integrated, multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all learners. This is a general education initiative.   It is a framework designed to ensure high-quality instruction. The MTSS framework aligns with the Michigan Continuous School Improvement Process. The essential components of MTSS include Instruction and Intervention, Data and Assessment, Implementation of Evidence-Based Practices, Problem-Solving, and Stakeholder/Family Involvement. 

(For additional information regarding MTSS (formerly known as RtI) please see this document from Wayne RESA https://www.resa.net/fs/resource-manager/view/a6b0b07d-69b6-445e-a0cd-98d764e76917 

All students are identified based on criteria developed by each building as areas critical to student learning. This includes attendance, behavior, academics, nutrition, high-quality instruction, and assessment. Those students indicating specific needs based on the evaluation of these areas will receive more intensive support to combat deficits. Response to Intervention is an integral part of MTSS. Evidence-Based Practices are required when developing interventions. Progress Monitoring should accompany interventions to indicate progress. Students will be placed in tiers according to need.

All students are in Tier 1. Students who are in the bottom 15-20% are in Tier 2. The students who need the most intensive support before being referred for a special education evaluation are in Tier 3 (approximately 5%). Tier 2 & Tier 3 interventions should be completed between 6-8 weeks using evidence-based interventions.  Progress monitoring should be completed often with interventions in both Tier 2 and Tier 3.

The Role of MTSS in Special Education

MTSS is not to designed to slow down or stop the identification of students who need special education. However, students need to be provided with interventions to avoid unnecessary evaluations and placement in special education.