Anchorage School District
District
Multi-Tiered System of Supports (MTSS)
On a daily basis, ASD staff work together to support every student academically, behaviorally, and socially based on ongoing needs.
How is MTSS Structured?
Collaboration
Staff, students and families work together to support students.
- Data based decision making - Continuous Improvement
- Leadership/Foundations Teams
- Grade/Department Meeting
- Communication
- Professional Learning
- Community and Family Involvement
- Growth Mindset
- Collaborative Teaming
Positive Relationships
Staff, students and families are connected to bring value to learning.
- Data based decision making - School /Classroom Climate
- Direct Instruction- Social Emotional Learning (SEL) Skills
- Building Connections
- Adult-to-Student
- Student-to-Student
- Adult-to-Adult
Powerful Instruction
Staff, students and families support learning experiences that are relevant, rigorous, and engaging.
- Data based decision making- Student Response to Instruction (SRI)
- Targeted, Evidence-based Intervention
- Culturally Responsive Practices
- Advanced Coursework
- Relevant and Meaningful
- Engaging, Rigorous & Challenging
How does MTSS work?
MTSS is a plan that helps all students do well in school — not just with learning, but also with social, emotional, and behavior skills. MTSS has three levels of support. It starts with good teaching for everyone and adds extra help for students who need it, including those who have trouble reading or have dyslexia. The goal is to make sure every student gets the right kind of help to succeed.
The Three-Tiered Framework
Tier I: Core Instruction
Teachers give lessons that fit each student’s needs and respect their different cultures. This teaching happens in regular classrooms.
They make sure students are ready to learn by matching lessons to their skill levels and using proven ways to teach. Schools check how all students are doing during the year with special tests called screenings.
This main teaching, called core instruction, follows important learning standards and helps most students — about 80% — including those in advanced classes.
*Core instructions include explicit instructional routines that address phonological awareness, phonics, fluency, vocabulary, and comprehension (Big 5 / ECORI) which are essential for all students to learn to read, especially those who experience Dyslexia.
**Advanced coursework can include additional opportunities for practice, which is essential for those who experience Dyslexia.
Tier 2: Targeted Instruction
Besides regular classroom lessons, about 15% of students may need some extra help. These students are found using test scores, teacher recommendations, past grades, and other information.
This extra teaching is added to what they already learn in class and focuses on their specific needs. It usually lasts for a short time — about 6 to 12 weeks or one semester — and often happens in small groups, either in or outside the classroom.
It works best when it connects to what students are learning in class and when schools make time for it in the schedule. If a student still isn’t improving, a team will meet to plan even stronger support.
* Targeted instruction at this level may include Dyslexia Specific Interventions. Frequency and intensity will vary depending on individual needs.
** Dyslexia specific Interventions can be provided by a teacher, TA, or staff member with supported district level trainings. Examples of evidence-based, dyslexia specific interventions used in our district are Priority Plans for Tier I, II, and III, K/1 Star Binder, Phonics for Reading, SIPPS, Heggarty, and Barton.
Tier 3: Intensified Instruction
A small group of students — about 1–5% — need stronger, more personalized help. These students are far below grade level and haven’t improved enough with regular or extra instruction.
This special teaching replaces regular lessons and is designed to help them catch up so they can return to the regular classroom work. It’s more focused, carefully planned, and usually done in very small groups using proven programs.
Teachers check these students often to see if the help is working. If they still aren’t making progress, a support team meets to adjust the plan and find better ways to help them succeed.
Screener FAQs
What is a Universal Screener?
Universal screening is the first step in evaluating the effectiveness of core instruction for all students. It is also the mechanism for identifying students who need advanced coursework, as well as students who are experiencing unproductive struggle to learn (Jenkins, Hudson, & Johnson, 2007).
Who is tested?
All K-8th grade students in Anchorage School District will be administered standards-based assessments in reading and mathematics.
When and how often?
Students will be screened 3 times a year, in the Fall, Winter, and Spring. District-wide assessment for screening identifies annual and catch-up growth in core subject areas. See our Assessments Calendar for more information.
What is the purpose of the screeners?
These assessments are designed to gather evidence of student learning. They are used to recognize students’ strengths and weaknesses as well indicate a need for more intensive instruction, interventions, advanced coursework.
|
Screeners DO: |
Screeners DO NOT: |
|---|---|
| Give more information about a student’s academic skills | Make standalone decisions about the student’s education |
| Monitor the academic growth throughout the school year | Determine advancement or graduation (high stakes) |
| Gives information on effectiveness of the classroom curriculum and instruction | Impact classroom grades |
| Do identify markers or characteristics of Dyslexia | Diagnose Dyslexia or other learning disabilities |
The progress of the student is then monitored to inform ongoing decision-making, the impact of instruction, and necessary strategic adjustments. Monitoring includes ongoing formative program assessments and curriculum based measures.
What assessments are used within the ASD?
ASD utilizes Northwest Evaluation Association (NWEA’s) MAP Growth Reading and Mathematics Assessments for universal screening in grades 3-9 and FastBridge Learning for academic screening in K-2. Some schools also use tools to screen for behaviors and social and emotional learning needs in schools. Additional assessments may be used to gather more information.
| Academic | SEL/Positive Behavior |
|---|---|
|
For more information on FastBridge Learning |
|
|
For more information on MAP Growth |
|
|
For more information on AKSTAR |
For more information about how MTSS is implemented at your school, contact your child's teacher or school principal.