What is MTSS?

When you’ve been around schools long enough, you begin to pick-up on some of the unique vocabulary educators use. Sometimes this can be confusing; particularly when it’s used to describe a method schools use to help children. MTSS (Multi-Tiered System of Supports) has become an important and indispensable tool used by schools to increase student achievement and teacher effectiveness. It provides universal and targeted support depending on student need. Support focuses on the “whole child” and addresses academics, behavior, social and emotional needs as well as attendance.

Multi-Tiered Level System of Supports Graphic

The MTSS model can best be described as a pyramid divided into 3 different tiers. As you move toward the top of the triangle, the supports both increase in intensity and number so that students receive interventions sooner, and children needing special education are also identified sooner. Some of the characteristics of MTSS include universal screening for all students early in the year, a school-wide approach where teams of specialists continually assess and support student needs; family involvement with students so support can be given at home, and frequent monitoring of student progress so that data can be used to offer more support if needed.

The tiers of our MTSS pyramid function differently depending on which tier the student is on. On tier 1, all students are taught using methods which research has shown to be most effective. Children are constantly assessed to see who is responding and who needs more intensive help. On tier 2, children receive small group instruction and more support depending on need. When children require tier 3 support, they receive very intense instruction in very small groups with a narrow focus on need. An example of MTSS in action can be found in our own school, Chester-Andover Elementary School. We use a positive behavioral intervention and supports system (PBIS) where behavior expectations are taught and positively reinforced with tokens and celebrations when students exhibit being safe, on-task, accountable and respectful. Here, our focus is not on punishment, but on helping children meet our expectations.

Students having lunch with the PERCH Cafe

For example, students are rewarded for their good behavior by having lunch with the PBIS coordinator or the P.E. teacher at the PERCH Cafe on Friday.

Children receive behavioral support depending on where they fall on the pyramid; the lowest tier offers general behavioral and social emotional support, while the upper tier has very intensive support which include frequent check-in with the student, as well as full school-wide support.

As you can see, MTSS is very important and relevant to our work with children. It helps us use resources wisely, and allows us to continually assess and support children academically, emotionally, behaviorally, and socially.

Kevin Fay
Chester-Andover Elementary School Assistant Principal

TRSU – Go WILD

In June 2019 TRSU opened Go WILD, a 7 week summer program serving the students and families across the supervisory union.

This outdoor summer camp focused on uniting the communities of TRSU while working on the Essential Skills and Dispositions. These skills describe the behaviors and qualities of mind we want our students to develop across disciplines and fit perfectly into the busy and energetic environment that is summer camp.

The video below highlights the learning and relationship building that took place, as well as engaging our communities in partnerships and providing equity.

Video of Go Wild at West Hill 2019 — **Click Picture to see video**

While the snow has just begun to fall, we are busy planning our summer of 2020. The Town of Ludlow recently approved our request to use West Hill and we look forward to another successful partnership. Information about Go WILD will be sent to families in February of 2020, with online registration opening in March.

Student Led Conferences

Mount Holly School is entering our second year of student led conferences – Preschool through Sixth Grade. A few weeks ago we culminated our first trimester with an afternoon and evening of conferences. The turnout was remarkable. We still have a handful of conferences to reschedule. Students, staff and parents all worked together to produce impressive outcomes.

Student led conferences are a critical component of Proficiency Based Education and Personalized Learning. Kindergarten teacher Noelle Craver shared that “the conferences made the learning targets relevant to the students. Our learning is becoming less abstract and more real because we are beginning to continually discuss our learning.” One of Noelle’s students said, “I felt I did a good job talking about my work. I like setting goals because it’s exciting to move toward 1st grade.” Another student added, “I like the conferences because I can share my binder of work with my mom and dad.”

This is an approach that serves all learners. Teacher Cynthia Thornton said, “This way of learning lets students know in a very real way that education is for kids, by them and through them.” First Grade teacher, Emma Vastola, has developed several tools that help our youngest learners access this way of learning. Teachers must still provide well designed teacher led learning. However, balancing traditional educational approaches with more student led ways of learning adds a powerful new dynamic.

Below are examples of a visual and verbal agenda format that students use to guide their conferences as well as a tool for reflection that students have found useful.

The teams of students, staff, parents and community members in Mount Holly have been hard at work for many years advancing the power of learning. I am forever grateful for our efforts toward collective efficacy. Together we will move mountains.

Craig Hutt Vater
Mount Holly School Principal