Multi-tiered System of Supports (MTSS)
Assessments: A system of assessments to screen, monitor the progress of and provide summative data about students.
High-quality, evidence-based instruction for students that may happen at multiple levels.
Core instruction: All students receive core instruction as part of the general curriculum. It must be standards based, of high quality and delivered with fidelity to increase the likelihood that the majority of students in a class are making progress and can become proficient in grade-level standards by the end of the school year.
Tier 2 or supplemental interventions: a second level of supports for students who are not on track to be proficient.
Data-based decision making: School leaders and teachers use data obtained through the MTSS framework process to improve organizational supports and instruction and to make decisions about students at risk of not meeting grade-level expectations.
Effective implementation of the MTSS framework ensures that all students receive evidence-based instruction that leads to proficiency in the academic areas to which it is applied. In Minnesota, there are three related statutes supporting districts’ use of the critical features of MTSS:
- Reading Proficiently No Later Than the End of Grade 3 (Minn. Stat. § 120B.12).
- Alternative Delivery of Specialized Instructional Services (Minn. Stat. § 125A.50).
- Alternate Instruction Required Before Assessment Referral (Minn. Stat. § 125A.56).
Evaluation and Implementation Projects
The state continues to collect and report progress in adopting and implementing MTSS and the Minnesota K-12 Academic Standards in English Language Arts. The Wilder Research Group will be administering the 2017 MTSS and Standards Implementation Survey. Principals will receive the invitation to complete the survey starting February 1, 2017. Reports summarizing state-wide implementation in past years are available below.
Measuring Fidelity of MTSS
In 2016, MDE launched an action research project with four districts piloting a fidelity of implementation tool for Math and Reading. Minnesota adapted the Tiered Fidelity Inventory from Michigan. This work is focused on systematically measuring changes in achievement and action planning strategies that increase fidelity of the multi-tiered instructional supports at the school and district level. For more information on this project contact us.
Community of Practice
Minnesota hosts an active community learning how to build and sustain implementation of MTSS at the local, district, regional, and state level. Community members come together as learners to share inspiration, insight and lessons learned and to solve problems. The community develops shared resources, experiences, stories, tools, and ways of addressing implementation challenges; applies collective knowledge to improve practice, inform policy decisions, and develop technical guidance so more community members can get started and get better; and provides positive examples for schools at earlier stages of implementation. Contact us to join this community of practice.
2015 Minnesota English Language Arts Standards and Multi-Tiered System of Supports Implementation Survey - 11/13/15
Third survey with status update and lessons learned
2-15-15 Final Recommendations for Multi-tiered System of Early Intervention and Instructional Support Work Group - 2/18/15