MTSS
(Multi-Tiered Systems of Support)
CCRESA’s MTSS Purpose:
The purpose of this implementation plan is to outline the vision and action plan for CCRESA to support purposeful, sustainable and integrated Multi-Tiered System of Supports (MTSS) with partnering local school districts.
Guiding Principles of MTSS:
- A collective responsibility for ensuring growth and success for all learners is assumed by each person within the system (educators, learners, families, and community)
- A proactive approach to ensuring that each and every learner experiences a quality education designed to expand learner’s potential
- A commitment to use a systematic problem-solving process to improve outcomes for all learners
- A commitment to ongoing, effective support for educators and leaders including professional learning, feedback, and coaching
- A commitment to use data as a basis for information gathering and decision-making to avoid making assumptions
- Attention to fidelity of implementation, honoring both qualitative and quantitative measures
- An investment in systems to promote durability and the scaling up of MTSS
Essential Components of MTSS
Five essential components have been identified through the practice profile development process. These components include the following:
- Team-based Leadership
- Tiered Delivery System
- Selection and Implementation of Instruction, Interventions and Supports
- Comprehensive Screening & Assessment System
- Continuous Data-Based Decision Making
Clinton County RESA Recognized for Strong Data Use in MTSS
Clinton County Regional Educational Service Agency (CCRESA) has earned a MiMTSS Recognition Award from the Michigan Multi-Tiered System of Supports (MiMTSS) Technical Assistance Center for the 2024–2025 school year. The award acknowledges CCRESA’s commitment to data-driven improvement through the Regional Capacity Assessment (RCA) process.
The MTSS Data Utilization Award recognizes intermediate school districts (ISDs), districts and schools that thoughtfully use data to strengthen the supports available to students. Clinton County RESA received this recognition for its ongoing use of Regional Capacity Assessment (RCA) data to better understand how regional systems are working and to guide continuous improvements in the support provided to local districts.
“Earning this recognition shows our ongoing commitment to continuous improvement,” said Emily Palmatier, Director of Instructional Services at Clinton County RESA. “By using data to inform our work, we’re able to make thoughtful adjustments that help districts strengthen their own MTSS implementation and ultimately improve outcomes for students.
”The RCA helps educational service agencies evaluate how well their systems are functioning and identify areas for growth. Clinton County RESA’s participation in this process demonstrates a strong foundation of collaboration, reflection and responsiveness to the needs of schools across Clinton County.
This recognition reflects the ongoing work of CCRESA’s Regional Implementation team to build capacity, strengthen instructional systems and support educators in implementing MTSS practices that help every learner succeed.
To learn more about CCRESA’s regional initiatives and instructional supports, visit ccresa.org or follow Clinton County RESA on social media.
A Multi-Tier Model
Tier 1
Tier 1 is the universal, school-wide support system for all students. Tier 1 establishes the school culture and expectations for behavior and learning. Effective universal supports should meet the needs of most students.
Tier 2
Some students still struggle, even after tier 1 supports are in place. Tier 2 supports are programs and strategies for students who need additional support. Students receive targeted supports, based on their needs, that are more intense and more frequent. If a student’s performance improves, he or she may be able to continue achieving without tier 2 supports.
Tier 3
A very small number of students with severe difficulties need interventions beyond tier 2 supports. Tier 3 supports are intensive programs and strategies for students with highly individualized needs. The supports are designed to meet the student’s specific needs. If a student’s performance improves, he or she may be able to continue achieving without tier 3 supports.
(mimtss.org)
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