A Multi-Tiered System of Supports (MTSS) is a framework intended to provide both universal and targeted academic and behavioral support for students. MTSS uses data-based decision making and evidence based practices.
The MTSS program targets all students on the “inverted MTSS pyramid.” Tier one practices aimed to support all students in all settings. Tier two practices target specific students that have been identified as struggling, to coordinate accommodations such as extra time for a test or an assignment, or possible family involvement. Lastly, tier three is meant for students identified as in need of more intensive supports, including 504 Plans or Individualized Education Plans (IEPs).
Understood, a non-profit foundation that focuses on supporting people who behave or think differently, explains that for exceptional students,“The goal of MTSS is to intervene early so students can catch up with their peers.”
As stated by The Washington Office of Superintendent of Public Instruction, one of the many values of MTSS is to “Collaborate with students, families, and community partners to leverage the unique cultural and linguistic assets of their communities in order to provide every student an inclusive and responsive learning environment.”
However, MTSS is not equally formalized and implemented across Seattle schools. RHS is among the schools still working toward full implementation of MTSS. Tracy Landboe, a Roosevelt science teacher, says, “We’ve never gotten to the actual implementation of a full [MTSS] system at Roosevelt.”
Landboe adds, “I believe the reason we don’t have one is we’ve never had time or money, or a person dedicated to that.”
A TRN survey of Roosevelt staff gauges building understanding of MTSS. Of 58 responses, the most common answers were “some understanding” (63.8%) and “beginner” (19%). The minority of responses voted for “experienced user” (15.5%) or “expert” (1.7%).
The implementation of MTSS wouldn’t be an easy process; with the help of a new principal, Roosevelt could find a successful process to implement MTSS. Roosevelt Academic Intervention Specialist Erin Bailey explains the need to figure “out who are the key players in implementing it.” She goes on to stress the importance of “organizing systems within the school to get teacher feedback about it and teacher buy-in … making sure that the teachers and the staff are implementing it right.”
Bailey adds, “It seems like it could be an easy thing, but I think when you’re talking about even having alternatives to learning to get to the standard is a big ask of teachers.”
Bailey explains in order to bring attention to MTSS at Roosevelt, “Some of our really big bodies of advocates within our school need to help, implement it and make it a really important part of our school.”
The Colorado Department of Education states, “In order to reach full implementation, implementers should expect the process to take 2-4 years.”
Landboe says, “I’ve been at this for a while and why should it take 10 years?”
“Having something as a system, I think, would be really helpful,” Landboe adds.
