MTSS (RtI), Multi-Tiered System of Supports (MTSS)
:is a framework that helps educators provide academic and behavioral strategies for students with various needs. It grew out of the integration of two other intervention-based frameworks: Response to Intervention (RtI) and Positive Behavioral Intervention and Support (PBIS). Response to Instruction, will continue to be implemented at Dothan City Schools and will operate interchangeably using both names MTSS and RtI as directed by the State Department of Education. Each Local Education Agency was directed to develop its own MTSS (RtI) Plan based on the framework provided in the Response to Instruction: Alabama’s Core Support for All Students and PBIS Rewards. Dothan City Schools will focus first and foremost on instruction – solid, strategic core instruction, and systematic, focused
interventions. As we work through this implementation, a district MTSS (RtI) Team will refine screening tools, progress monitoring tools, goal setting forms, and data management systems that complete the MTSS (RtI) process for DCS. MTSS (RtI) tiers help schools to organize levels of support based on intensity so that students receive necessary instruction, support, and interventions based on need. The necessary forms for documentation included in this packet are the most currently revised
forms. These forms, in turn, can then be provided as PST documentation toward a Special Education referral should MTSS prove unsuccessful for any student.
:is the practice of providing high-quality research-based instruction/intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions. MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels.