|
Kentucky’s Multi-Tiered System of Supports (KyMTSS)
KyMTSS is a multi-level prevention system to support student achievement and social-emotional behavioral competencies through an integration of differentiated core instruction, assessment and intervention.
KyMTSS Essential Elements
Last month's newsletter introduced Kentucky's integrated MTSS framework and the six elements considered essential to the implementation, improvement and sustainability of an effective multi-tiered system of supports.
The newly launched KyMTSS website provides an overview and key features of implementation for each essential element, as well as tools and resources to assist districts and schools in their understanding and implementation of an integrated framework.
Over the next few months, the KyMTSS newsletter will highlight one of the six essential elements of the KyMTSS framework. The focus for June is the Tiered Delivery System.
Tiered Delivery System with a Continuum of Supports
KyMTSS is a multi-tiered prevention framework organized to provide a continuum of increasingly intensive instruction, intervention and support to meet the academic, behavioral and social-emotional needs of all students.
A three-tiered model is used to describe the level and intensity of evidence-based practices across the continuum. Movement through the tiers should be a flexible and fluid process driven by data-based decision-making and collaborative team decisions.
Tier 1 is the universal level of instruction and differentiation intended to meet the needs of most learners. All students receive high-quality classroom instruction aligned to the grade-level standards within the Kentucky Academic Standards, schoolwide behavioral expectations and core social-emotional competencies. In sustainable systems, 80-90% of learners have their needs met through this universal level of support. If not, MTSS leadership teams examine the difference between the actual and the desired performance in order to identify areas in need of improvement at the systems level.
Tier 2 is the targeted or supplemental level of intervention intended for some learners who require support or enrichment beyond Tier 1. Schools provide small group, evidence-based interventions aligned to the universal level of instruction and matched to the identified needs of the learner. In sustainable systems, 5-15% of learners access this level of support in addition to Tier 1 instruction.
Tier 3 includes intensive intervention for those few students not responding to Tier 2 supports or those with persistent and significant academic, behavioral or social-emotional needs identified by data. In effective systems, 1-5% of learners need access to this individualized level of support. Intervention is typically delivered to smaller groups or individually. Intensification of Tier 3 interventions may include: increased duration or frequency, change in interventionist, decreased group size, change in instructional delivery and/or change in type of intervention.
Featured Resource
To effectively implement a three tiered delivery system with a continuum of supports, schools need clearly articulated processes in place for:
- How learners will be identified as needing intervention or extensions;
- Descriptions of the continuum of interventions and supports;
- Decision rules to enter, intensify and exit intervention; and
- Progress monitoring guidelines.
The MTSS Tiered Plan Snapshot for English/Language Arts is a tool developed by KY-ABRI to assist teams in developing an effective continuum of interventions and supports. Other MTSS Tiered Plan Snapshot tools are available on the KY-ABRI webpage, Kentucky Academic & Behavioral Response to Intervention.
|
