Florida's Multi-Tiered System of Supports (MTSS)

Overview

Florida's MTSS is a framework for providing high-quality instruction and intervention matched to student need, monitored through progress monitoring, with data used to make educational decisions.

The Three Tiers in Florida

Tier 1: Core Instruction (All Students)

Components: - Standards-based curriculum aligned to Florida B.E.S.T. - Differentiated instruction within general education - Universal screening (FAST PM1, PM2, PM3) - Universal behavior supports (PBIS)

Expectations: - 80-85% of students should meet benchmarks with Tier 1 alone - High-quality, evidence-based instructional practices - Data-driven instructional adjustments

Universal Screening Schedule (FAST): - PM1: First 30 instructional days (fall) - PM2: Days 61-90 (winter) - PM3: Days 121-150 (spring/EOY)

Tier 2: Supplemental Intervention (Some Students)

Triggering Criteria: - Below benchmark on universal screening - 25th percentile or below on FAST - Teacher/parent concern with data support

Characteristics: - Small group instruction (3-6 students) - 20-30 minutes, 3-5 times per week - Delivered IN ADDITION to Tier 1 - Standard protocol interventions (research-based) - Progress monitoring every 2 weeks minimum

Common Florida Tier 2 Programs: - Reading: SIPPS, Leveled Literacy Intervention, Read 180 - Math: Number Worlds, Do The Math, TransMath - Behavior: Check-In/Check-Out, Social Skills Groups

Duration: - Minimum 6-8 weeks before evaluating response - Typically one grading period or more

Tier 3: Intensive Intervention (Few Students)

Triggering Criteria: - Inadequate progress with fidelity Tier 2 intervention - Significantly below grade level (10th percentile or below) - Data indicates need for more intensive support

Characteristics: - Individual or very small group (1-3 students) - 45-60 minutes daily - Highly explicit, systematic instruction - May involve diagnostic assessment - Progress monitoring weekly - May be delivered by intervention specialist

Florida Tier 3 Considerations: - Does not automatically mean special education - Data from Tier 3 informs eligibility decisions - Problem-solving team involvement required

Problem-Solving Process

Florida's Four-Step Problem-Solving Model

Step 1: Problem Identification - What is the problem? - Define in observable, measurable terms - Use data to determine discrepancy from expectation - Example: "Maria reads 35 words correct per minute; grade 3 benchmark is 77 wcpm."

Step 2: Problem Analysis - Why is the problem occurring? - Analyze contributing factors - Consider instruction, curriculum, environment, learner - Generate hypothesis about the cause

Step 3: Intervention Design - What are we going to do about it? - Select evidence-based intervention matched to hypothesis - Define intervention with specificity (what, who, when, how long) - Set goal and progress monitoring plan

Step 4: Response to Intervention - Is it working? - Compare progress monitoring data to goal line - Make data-based decisions: - Continue (making progress) - Modify (some progress, adjust intensity) - Change (not working, new intervention) - Move tier (ready for less/more support)

Progress Monitoring in Florida

Purpose

• Track student response to intervention
• Make timely instructional decisions
• Document intervention effectiveness

Frequency by Tier

Graphing and Decision Rules

Trend Line Analysis: - Plot data points over time - Draw trend line through data - Compare trend line slope to goal line

Decision Rules (after 6-8 data points): - Positive Response: Trend line at or above goal line → Consider fading support - Questionable Response: Trend line below goal but progressing → Continue or modify - Poor Response: Trend line flat or declining → Intensify or change intervention

Florida MTSS Tools

• Florida Center for Reading Research (FCRR) resources
• Progress Monitoring tools approved by FLDOE
• District-specific platforms (Performance Matters, Illuminate, etc.)

MTSS and Special Education Referral

Inadequate Response to Intervention

When a student shows inadequate response despite: - Tier 2 intervention with fidelity for appropriate duration - Tier 3 intervention with fidelity for appropriate duration - Modifications based on progress monitoring data

Consider referral for comprehensive evaluation.

Data Required for SLD Determination in Florida

Florida uses a Pattern of Strengths and Weaknesses (PSW) model:

1. Evidence of inadequate response to intervention
2. Progress monitoring data from Tier 2 and Tier 3
3. Fidelity documentation

4. Comparison to peers who received same intervention

5. Comprehensive evaluation data

6. Cognitive assessment (processing strengths and weaknesses)
7. Achievement assessment (areas of deficit)
8. Observation in educational setting

9. Developmental/health history

10. Exclusionary factors ruled out

11. Vision/hearing problems
12. Intellectual disability
13. Emotional/behavioral disorders
14. Environmental/cultural/economic factors
15. Limited English proficiency
16. Inadequate instruction

Documentation Required

For Each Intervention Attempted: - Specific intervention name/approach - Duration (weeks) and frequency (times per week, minutes per session) - Person delivering intervention - Fidelity data (was it delivered as intended?) - Progress monitoring data with graphs - Team decisions based on data

MTSS Team Roles

School-Based MTSS Team

Typical Members: - Administrator - General education teacher(s) - ESE teacher or specialist - School psychologist - Reading/math coach - Guidance counselor - Related service providers as needed - Parent (when individual student is discussed)

Team Responsibilities

1. Review universal screening data
2. Identify students below benchmark

3. Prioritize based on severity

4. Analyze diagnostic data

5. Pinpoint skill deficits

6. Hypothesize causes

7. Select/design interventions

8. Match intervention to skill need

9. Ensure evidence-based practices

10. Monitor fidelity

11. Are interventions delivered as planned?

12. What supports do interventionists need?

13. Review progress monitoring data

14. Make data-based decisions

15. Adjust interventions as needed

16. Determine readiness for evaluation

17. Sufficient intervention data collected?
18. Inadequate response documented?

Florida-Specific MTSS Resources

State Resources

• FLDOE MTSS Website: Guidance documents, webinars, tools
• FCRR: Reading intervention resources, assessments
• PS/RtI Project: Florida Problem Solving/Response to Intervention

Required Training

• All Florida teachers must understand MTSS framework
• ESE teachers need specific training on documentation
• Administrators need training on systemic implementation

Compliance Considerations

• MTSS data required for SLD eligibility
• Documentation must show interventions were:
• Evidence-based
• Delivered with fidelity
• Appropriate intensity/duration
• Monitored for effectiveness

Common MTSS Questions

Q: How long should a student receive Tier 2 before moving to Tier 3? A: Typically 6-8 weeks minimum, but depends on progress monitoring data. Some students may need longer; some may show quickly they need more intensity.

Q: Can a student receive Tier 3 intervention without being in special education? A: Yes! Tier 3 is an intensity level, not a placement. Some students need intensive intervention temporarily.

Q: Does MTSS replace the IEP process? A: No. MTSS is a general education framework. Students who don't respond to intensive intervention may be referred for special education evaluation. Students with IEPs also receive MTSS services.

Q: What if a parent requests evaluation but we haven't finished MTSS? A: A parent can request evaluation at any time. The school must respond within timelines. However, MTSS data is still valuable and should continue.

Q: How do we handle a student new to Florida with no MTSS data? A: Begin universal screening immediately. If concerns, start Tier 2 intervention promptly. Collect progress monitoring data while requesting records from prior school.