Rome City Schools (RCS) is a Multi Tiered System of Support (MTSS) system. MTSS is an organizational and prevention framework that guides the RCS implementation of multi-level supports to achieve academic and behavioral success for all students. MTSS is data-driven, allowing for the use of Screenings and Progress Monitoring to identify and predict students who may be at risk for poor learning outcomes or who experience social/emotional needs, and/or behavioral concerns that impact learning. The multi-tiered systems of support (MTSS) framework has been highlighted as a critical level of improvement under the Every Student Succeeds Act (ESSA), which calls for the use of evidence-based interventions and data-driven progress monitoring for students.
The MTSS framework is implemented in all RCS schools for academics and for behavior. Schools are encouraged to stay up-to-date with best practices through professional learning. The MTSS elements of high quality instructions, balanced assessment and collaboration, are embedded with culturally responsive practices and are supported by RCS leadership. MTSS also provides the framework and structure for system initiatives, programs, and tools to be implemented within a school. The RCS initiatives of Positive Behavior Interventions and Supports (PBIS), social-emotional learning, restorative practices, TBRI and trauma-sensitive schools, mental health, and culturally responsive teaching are all supported within this framework.
MTSS and Multi-Level System of Support
The MTSS framework allows systematically providing student support along a continuum of intensity levels. The level of intensity is based on student understanding of instruction and intervention both academically and behaviorally. Within RCS, the multi-level system of support is a three-tiered structure designed to maximize student achievement in the general education setting. All students are supported through the RCS MTSS structure of support and instruction.
Tier 1: Whole Group
High-quality, standards-based, differentiated instruction that ALL students receive from the general education teacher.
Tier 2: Provided to students needing additional support
General education instruction plus individualized targeted interventions for at-risk students may be given by general education teachers or other teachers. Tier 2 includes academic interventions in addition to core instruction. General education teachers provide individualized targeted interventions for at-risk students. Teachers and school support staff including school psychologists, school social workers, and school counselors typically provide tier 2 behavioral (PBIS) interventions.
Tier 3: Intense interventions
In addition to high quality, standards-based, differentiated instruction, students receive targeted interventions with increased duration and intensity, frequent progress monitoring, with clearly defined goals provided by general education teachers or other trained teachers. Tier 3 interventions support students whose performance (academic or behavioral) as supported by Tier 2 progress monitoring data reinforce the need for Tier 3.
The greatest benefit of an MTSS approach and framework is that it eliminates a “wait to fail” situation. Students are provided help promptly within the general education setting! As soon as assessment data indicates a problem area for a student or a group of students, interventions are put into place to address these concerns. While the interventions are taking place, school staff monitor any progress that these students are making in their problem areas. These progress monitoring techniques used within the MTSS process provide information that allows teachers to better evaluate student needs and match instruction, resources and interventions appropriately.
For Information about Rome City School MTSS, please contact:
Dr. Dale Willerson, Director of Student Services