Massachusetts Tiered System of Support (MTSS) & Universal Design for Learning (UDL)

Massachusetts Tiered System of Support (MTSS) &Universal Design for Learning (UDL)

Office of Tiered System of Supports (OTSS)Wednesday, August 1st, 2012

Moving Upstream: A Story of Prevention and

Intervention

Massachusetts Department of Elementary and Secondary Education

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In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.


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Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.


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In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted:

“HOW COULD YOU WALK OFF WHEN

WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”


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She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.


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The Massachusetts Tiered System of Support (MTSS)

MTSS focuses on system structures and

supports across the district, school, and

classroom to meet the academic and non-

academic needs of all students, including

students with disabilities, English

language learners, and students who

have already demonstrated mastery of

the concepts and skills being taught.

Guiding Core Values of MTSS All students can learn and achieve at high

standards as a result of effective teaching.

All students have access to a rigorous, standards-based curriculum and research-based instruction.

All students receive supports/interventions at the earliest indication of need.

A comprehensive continuum of academic and non-academic supports that are culturally and linguistically sensitive enable classrooms, schools and districts to address the full range of student needs.

Guiding Core Values- continued

Student results improve when ongoing academic and behavioral performance data inform instructional decisions.

Important decisions about the needs of students are made using a collaborative problem-solving process that includes classroom teachers, specialists, families, and when appropriate, students and external partners.

Ongoing and meaningful involvement of families increases student success.

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Blueprint for the Massachusetts Tiered System of Support

MTSS Emphasizes Prevention for ALL


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Flexible Tiers within the MTSS

Academic Non-academic

Non related Non-academic and Academic Supports

Non-academic Supports

Interrelated Non-academic and Academic Supports

Academic Supports

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Tier 3

Intense & Core

Tier 2

Supplemental & Core

Tier 1

Core Instruction/ Universal Behavior

Supports

Fle

xib

le T

iers

80-90% of total student population learn the key concepts through instruction in this tier.

5-10% of total student population receive instruction through supplemental interventions

1-5% of total student population receive instruction through these intense interventions

Robust and Responsive based on the principles of UDL

Increase progress monitoring and provide targeted instruction/supports in a more individualized way.

The principles of UDL are applied throughout all of the tiers

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Universal

Targeted

IntensiveMath Calculations

Reading Comprehension

Math problem solving

Social skills

Label skills and behavior…not students in specific tiers

Reading Fluency

Scientific inquiry

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Tier 3

Intense & Core

Tier 2

Supplemental & Core

Tier 1

Core Instruction/ Universal Behavior

Supports

Special Education in the

Flexible Tiers

Spec

ial E

duca

tion

Serv

ices

Data from continuous progress monitoring drives instructional decisions throughout the tiered process

Tiers describe the intensity of instruction; not a placement

or steps in a process.

The type and intensity of the

instruction is determined by the data.

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Special Education Eligibility Specific Learning Disabilities

Evaluation Method

Districts MAY use a scientific, research-based intervention model as an eligibility determination

process (Model of Tiered Instruction)

Districts MAY use the IQ / achievement discrepancy model as an eligibility determination procedure

In either instance, the principles of MTSS including universal screening, progress

monitoring, and tiered levels of support yield data essential to the determination of SLD.

Connections


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MTSS UDL

Questions?

Documents

Massachusetts Tiered System of Support (MTSS) & Universal Design for Learning (UDL)