• Description of the Multi-Tiered System of Support (MTSS) at NMHS


    MTSS Tier 1: Universal Classroom Intervention

    Throughout NMHS we will deliver high quality research based instruction as an everyday expectation. Teachers will use tiered assignments and differentiated instruction to challenge all students within their appropriate learning zones. We will use Universal Screening in behavior and academics (ELA and Math) to inform our instruction with data. Our academic screener will be NWEA Measures of Academic Progress or MAP. The Universal Screeners will also allow us to identify learning gaps for individual students, small groups, entire classrooms, whole grades, and throughout the curriculum. Tier 1 learning gaps will be addressed by entire classroom research based interventions. The grade level or department level teams will meet and review the data that shows the learning gap and select an appropriate intervention that will be applied for a nine-week period with evaluations on three week intervals to see if it is working. All Tier 1 interventions will be recorded in an MTSS Tier 1 Plan.

    If the Tier 1 Universal Classroom Intervention Plan was not successful, the student’s classroom teacher will bring their concern to the student’s TA teacher. The TA gathers attendance records, grades, MAP scores, teacher comments, and any other necessary information. Then the TA will send this information to the MTSS/EST Coordinator who will then review the information at MTSS Targeted Team meeting to determine whether an MTSS Tier 2 plan is appropriate or if further revision at the Tier 1 level.


    MTSS Tier 2: Education Support Team

    EST Plans will include targeted interventions.  The student’s TA Teacher will attend the meeting and be responsible for oversight of this plan. The EST Team will use the Tier 2 EST Plan Form and NMHS Inventory of Targeted Supports to design the EST plan.  The main middle-level academic intervention at this level is Study Island, a computer adaptive program that uses the students MAP scores to create an individual learning path unique to each student’s skill level in language or math. While at the high school students utilize Flex Time to schedule, or they are scheduled, time for extra-help with their content teachers.  The main behavior intervention at the Tier 2 level is Check-In/Check-Out (CICO).  CICO plans can address academic behaviors that effect the school environment such as failure to turn in Homework and/or not participating in classwork.  EST Plans are designed for a nine-week time period and will be reviewed on three-week intervals by the EST Team. If the student is not making adequate academic/behavioral progress the EST team will recommend the student be evaluated for access to Tier 3 Interventions, which could include any of the above options.


    MTSS Tier 3: Intensive Intervention

    When universal and targeted supports have not been successful, some students require supports that are more intensive.  These intensive supports are designed for the individual student by a team consisting of teachers, administrators, outside agencies and the family.  Examples of possible intensive supports include tutoring, online coursework, work release, individual behavior plans, IEP and alternative settings.  The goal of Tier 3 Intensive Supports, consistent with the other tiers, is to ensure the success of every student.