Multi-Tiered Systems of Support (MTSS)

  • MTSS, or RtI, is a system of supports that include:

    • solid core instruction
    • high quality assessments
    • collaboration
    • close monitoring of student progress
    • delivery of research-based interventions for students in need of additional supports 


    Who are MTSS for?

     MTSS are for ALL students. Research has closely tied the use of MTSS with higher achievement gains in reading and math for all students. At the core of RtI is high quality core instruction aligned to the Common Core Standards. MTSS is a process of providing extra support, so all students have the opportunity to make gains in the Common Core Standards. 

    Who is involved in MTSS?

    All teachers and students are involved at different levels. When students are behind in reading, math, or writing, the teacher provides research-based strategies within the classroom.  
    When those strategies are not adequate, a student is referred to the SST(Student Support Team). The SST then determines strategies and intervention designed to support individual student learning.  

    What does Extra Support Look Like?

    Extra support may be Title 1 services, an intervention class, work with EIS Tutors, or additional time with general education teachers. Intervention is provided during "intervention blocks", so students are not missing core instruction.

    What Type of Assessment is Involved?

    Measuring student progress through reliable assessment is another basis or foundation of RtI. District-wide assessments such as MAP and WKCE and building specific assessments such as AIMSweb, PALS, DRA and SRI as well as common formative assessments are used to measure student performance and progress. Students receiving intervention services will have their progress monitored regularly (typically AIMSweb) to determine if the intervention being provided is working.

    Specific Learning Disabilities

    In alignment with new state law, starting December 1, 2013, all students being considered for a learning disability must receive at least 2 research-based interventions in the area of concern. Response to Intervention will be monitored weekly to determine if a student is making adequate progress. Determination of a specific learning disability will be made based on the student's response to the intensive research-based intervention. Parents will continue to be notified of an intent to refer their child for a special education evaluation. Written parental consent is needed for all special education evaluations.  

    How Can Parents be Involved?

    One of the number one ways to help your child succeed in school is to be involved! By attending parent-teacher conferences, asking your child about school daily, attending school functions, and doing homework with your child you send the message that school is important. We will see the greatest student gains when we have a collaborative relationship between home and school!  

    Helpful Resources:

    Wisconsin DPI RTI center

    Wisconsin DPI RTI site 

    Wisconsin RTI 4 Success

    Wisconsin DPI RTI Network