This presentation is a broad review of the components that define the paradigm shift inherent in a multi-tiered system of support.

1. 8 Critical Indicators
{ of a Multi-tiered System of Student Support (MTSS)

2. Schools and districts seeking to transform their
system methodology (routines and processes), to
a methodology that meets the demands of the 21st
century, will find that the following eight
indicators describe the transformation. The
indicators provide a broad outline that guides the
initiation of the task and against which progress
Miller Guidance
can be measured.
A New Methodology for
Public Education

3. Collaborative teams accept shared
responsibility and decision making
for students at a grade level. This
collabortion includes parents and
community members. They establish
common beliefs, language and
protocols to support implementation.
1. Collaborative teams

4. There is recognition that the core
program is the most powerful
environment for impacting student
performance. A shared definition of
the essential components of core
instruction including basic skills,
content area knowledge and social
emotional factors exists across
teachers.
2. Core Program

5. District, schools and grade level teams
use assessments in a decision making
hierarchy that insures that assessments
are used for the purpose for which they
were designed. This includes universal
screening tools, common formative
assessments, diagnostic assessments,
progress monitoring tools and program
evaluation or accountability
assessments.
3. Assessment Hierarchy

6. Data is used for decision making at all
levels of the district. It is used for problem
identification, problem analysis, plan
development and plan evaluation.
Consistent guidelines are used for choosing
cut scores, setting goals, and determining
adequate progress.
4. Data Based Decisions

7. Only assessments and instructional
practices that have been proven to be
effective through rigorous research and
peer review are used. Instructional tools
are used under the conditions that yielded
positive student growth. At the secondary
level this includes the use of well-
constructed syllabi, and attendance and
grading procedures that create an
environment in which students are
successful.
5. Guided by Research

8. There are multiple tiers of instructional
support matched to student need.
Instructional integrity is emphasized at all
levels. Supplemental support is targeted
and non-optional for students at risk.
6. Multiple Options

9. The impact of instructional programming
is monitored regularly. Resources are used
flexibly to meet the ongoing needs of
students. Interventionists provide
instruction to students based on need
rather than program parameters.
7. Flexible Use of Resources

10. Resources are used efficiently. Regular
review of student progress and
standardized decision rules help to insure
that the students with the greatest need
receive the most intensive support. Also, a
highly effective core program decreases the
need for resource intensive supplemental
support.
8. Efficient Use of Resources

11. Feel free to contact us for more information:
mary@millerguidance.com
www.millerguidance.com