Multi-Tiered Systems of Support (MTSS) /Student Support Teams (SST)

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Intervention and Referral Services ( I&RS)

Mandated by New Jersey Administrative Code (N.J.A.C 6A:16-8.1.,8.2)

Intervention & Referral Services (I&RS) is a required support system for schools where a group of multidisciplinary professionals coordinates the delivery of intervention services to address student learning, behavior, social-emotional, and health needs in general education. The goal of I&RS is to see measurable student improvement in identified targeted areas outlined in the individualized I&RS Action Plan containing SMART goals, progress monitoring, and ongoing analysis of progress. 

In South Brunswick, I&RS is implemented using the Multi-Tiered Systems of Support (MTSS) framework and the Student Support Team (SST) process.  

Multi-Tiered Systems of Support (MTSS) is an evidence-based framework for implementing student learning, behavior, social-emotional, and health interventions to improve achievement for ALL students. MTSS is based on the core components of the three-tier prevention logic of Response to Intervention (RTI). MTSS and RTI integrate data-based decision-making, use assessments to match students' needs to interventions, incorporate a multidisciplinary team process, and emphasize the importance of early identification in the least restrictive setting. 

Key Components of  tiered systems of support include:

  • Three levels of intensity and intervention. The primary intervention level includes high-quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary interventions.

 

  • Screening is conducted to identify or predict students who may be at risk for poor learning, behavior, social-emotional, and health outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

 

  • Progress monitoring is used to assess students’ academic performance, quantify a student's rate of improvement or responsiveness to instruction, and evaluate the effectiveness of instruction. Progress monitoring can happen with individual students or an entire class.

 

  • Data analysis and decision-making occur at all levels of MTSS/RTI implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the multi-level intervention system, and disability identification (in accordance with state law).

  • Attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

Student Support Teams (SST) is the South Brunswick process for implementing  I&RS.  Teams are comprised of multidisciplinary staff members that serve to collaboratively work with teachers and parents to resolve learning, behavior, social-emotional, and health problems that students are experiencing in general education. Interventions should focus on student strengths.  In many cases, the SST Action Plans (aka I&RS Action Plans) assist students who need interventions in order to succeed, but who may not necessarily have a disability. 

Parents are involved in the process and participate as members of the SST. Parents or guardians who are concerned about their child's success in school may also request that this process be considered and initiated and are encouraged to bring their concerns to the attention of the child's teacher(s), counselor, or principal.

  

It should be noted that at any point a parent or a school has the option to submit a referral to the school’s child study time to request an evaluation to determine eligibility for special education services.  Additionally, after meaningful interventions at Tier 2 and Tier 3, if the student is not responding to the interventions, a referral to the Child Study Team for evaluations may become part of an SST Action Plan. The CST evaluation and SST action plan should continue in tandem if moving in this direction. If at any time a child is suspected to have a disability and requires special education and related services, the SST process should not hinder or delay the CST referral for evaluation.  


As required by State code, each school has an Intervention and Referral Team, which is referred to as the Student Support Team (SST). Teams are comprised of several staff members and they serve to collaboratively work with teachers and parents to resolve learning, behavior and health problems that students are experiencing in the general education program.

School personnel typically initiate a request for assistance to Student Support Teams. Parents are invited to participate as members of the team as solutions are considered to improve the student's success in school. Parents or guardians who are concerned about their child's success in school may also request that this process be initiated and are encouraged to bring their concerns to the attention of the child's teacher(s) or counselor.

MISSION STATEMENT: The mission of SBSD Student Support Teams' is to provide a standardized, systematic problem solving process to assist staff in supporting students who are at risk socially, emotionally and/or academically through focused intervention & action plans in order to promote success.

The classroom teacher always holds primary responsibility for meeting the needs of all students in their classroom. It is the teacher's job to identify students' learning style and individual needs using multiple measures to best instruct students. Differentiation practices based on data should always drive the instructional choices and methods of the teacher. The intent of the South Brunswick Student Support Teams is to support staff in teaching the various learners in their classroom by supporting teachers through a problem-solving approach. This approach offers assistance in:

  • Identifying a specific observable behavior * (circle of influence vs. circle of concern)
  • Identifying targeted instructional strategies
  • Creating a time-bound action plan
  • Support in the implementation of the plan
  • SST Meeting Protocol

Purpose of SST (Student Support Teams)
The purpose of Student Support Teams in each building is to develop Tier 2 support for students who are not responding to the Tier 1 core program as related to the Response to Intervention (RTI) Organizational System. Students who are performing below standards may need Tier 2 support. Through addressing students' needs in an SST Action Plan it may help students remain and succeed in the general education program. SST is not part of the school's special education process, but rather a general education process. However, students who are classified may access the SST process as long as interventions do not interfere with their Individualized Education Plan (IEP).

SST addresses academic and/or behavior and health problems. SST addresses the needs of students through individual plans. Interventions should focus on student strengths. In many cases the SST is able to assist students who need interventions in order to succeed, but who do not necessarily have a disability.



 For more information on Intervention and Referral Services ( I&RS), Multi-Tiered Systems of Support (MTSS),  and Student Support Teams (SST), contact Suzanne Luck-Born, Assistant Superintendent at (732) 297-7800 x 5106.


Student Support Systems



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