MTSS Parent Guide

Collective responsibility is a shared belief and accountability that ensures high levels of learning and inclusion for each and every child.

The Lake Oswego School District’s Multi-Tiered System of Supports (MTSS) framework is driven by the belief that each student’s strengths, needs, and goals should be at the center of our work. Teaching practices should be focused on providing each student with the instruction, intervention, and support needed. The MTSS process informs the school team about how to best support each student.

MTSS is an instructional framework that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction. The framework can be used for both academic or behavioral support.

• All students participate in accessible, engaging, culturally-relevant, standards-based instruction, and assessment.

• Universal screeners are administered and data is analyzed to assess the effectiveness of core instruction and to identify students who may need support.

• Effective teaching strategies and evidence-based interventions are utilized.

• Formative assessment is used in the classroom to determine if each student is meeting grade level standards. Progress monitoring of targeted instruction increases as needed.

• Prior to the start of Tier II and III interventions, parents/guardians will be notified. This can be done through a parent-teacher conference, phone call, email, or letter.

Classroom and school policies and procedures emphasize pro-active, instructive, and/or restorative approaches to student behavior that:

• respond on-the-spot
• remind or (re)teach expectations, as appropriate, to set the student up for future success
• promote student and staff mental health and wellness
• prioritize student access to instructional environments (e.g., staff are trained and supported to de-escalate problem behaviors and address trauma effectively)
• are implemented consistently and equitably
• are regularly reviewed and modified based on feedback

For Tier II, each school’s Behavior Support Team, Student Support Specialist, and principal will also support classroom observations, data collection, skill building, and the development of an intervention plan. If behaviors do not improve, the classroom teacher contacts the family and the Student Support Specialist brings the concerns to the Student Success Team to develop a Functional Behavioral Assessment/Behavior Support Plan (Tier III).

Each school’s Behavior Support Team and principal will facilitate training and coaching for school staff on foundational knowledge and core classroom practices that promote equity and wellness. Professional development that promotes student and staff success includes:

• behavioral principles to understand and support student behavior

• mental health and trauma-informed care foundations

• historical context and present-day issues specific to the school’s underserved populations

• effectively applying core practices with cultural competence

To learn more about MTSS at your child’s school, please contact your school’s Student Support Specialist, Counselor, or Principal.

Universal screening data reveals or the classroom teacher identifies a student’s academic or behavioral need. >

Tier I: x2

The classroom teacher will present data and share concerns with the grade level team during a PLC meeting. Teachers discuss and suggest instructional strategies and differentiated resources to use in the classroom. >

The classroom teacher implements instructional strategies and differentiated resources in the classroom. The teacher keeps data on the outcomes to report back to the team. >

Has the student made adequate growth?
Yes
No >

Tier II: x2

The classroom teacher presents data, instructional strategies used, and differentiation employed to the Student of Focus meeting to discuss Tier II interventions and supports. >

Has the student made adequate growth after two Tier II intervention cycles?
Yes
No >

Tier III:

The Student Support Specialist schedules an SST meeting to review interventions and data to  determine next steps (e.g., additional interventions, intensified support, added resources, etc.). Schedule additional SST meeting to include parents. Implement intervention for 6-8 weeks. >

Has the student made adequate growth after two Tier III intervention cycles?
Yes
No >

Referral for Special Education