MTSS Overview Information

Our Values:  

At the heart of our mission is a core set of shared values that serve to ground and enliven our collective identity and strengthen our commitment to our mission as educational leaders. The foundation of success for our students and our school system is rooted in our core values and these values define the Branching Minds Way.

  • Every Child - We believe in serving every child, every day.
  • Moral Compass - We are guided by strong character, ethics, and integrity.
  • Limitless Curiosity - We never stop learning and growing.
  • Collective Greatness - We, as a community, leverage our individual strengths to reach challenging goals.
  • Collaborative Spirit - We believe in making positive connections and building a sense of community with staff, students, and community stakeholders. 
Our hope is that every member of the MACS family - educators, parents, students, and community members - will adopt and share this set of values as we work to best serve students on their educational journey.

MTSS is for ALL students.


A Three-Tiered System of Service Delivery

A three-tiered system of service delivery is a necessary structure to efficiently and effectively support all children, not just those who struggle in school. The three-tiered system of service delivery is crucial in the attempt to ensure all students achieve at high levels and all students achieve college and career readiness.

A universal screening system is defined as administering measures and/or collecting existing data to allow broad generalizations to be made regarding the future performance and outcomes of all students at the individual and group levels. Universal screening assessments are administered to all students three times per year to proactively and objectively identify which students are potentially in need of educational supports/enhancements to supplement the core curriculum. As a screening practice, it is meant to give district and school teams a broad view of the overall health of instruction for all students. Furthermore, evaluation of universal screening data is conducted to ensure the core curriculum is resulting in success for a sufficient percentage of students.

Three Types of MTSS Meetings:

A healthy MTSS system is comprised of three different types of meetings that have three different functions and formats.

Meeting Type

School Leadership MTSS Meeting (SIT)

Grade Level Meeting (with PLC Facilitator Leading)

Student Check-In Meeting (SAT)


School-wide health/wellness check

Discuss & problem-solve for students who aren’t making sufficient progress (Tier 2 & 3 students)

Deeper dive problem-solving for students not making sufficient progress, create/revise Intervention Plan

Duration/ Frequency

1 hour, 3x per year (post-universal screeners) 

1 meeting per month

Bi-weekly meetings (depending on the size and needs of the Tier 3 population)


  • Principal
  • Data specialists (or counselor)
  • Student service /instructional service representative
  • Special Ed representative
  • Gen ed representatives 

All teachers and specialists (as needed) who are working with students in that grade and the PLC facilitator. (Even teachers who do not have Tier 2 and/or 3 students must attend to share expertise)

  • Principal
  • Student services specialist(s)
  • Rotating gen ed teacher of the student being discussed


  • Answer the question, Is this a healthy school? by looking at improvement in student outcome measures since the last meeting
  • If positive or neutral, move forward. If negative, evaluate the institution
  • PLC facilitator goes through Tier 2 & 3 students flagged for not making sufficient progress
  • Quick check-in/problem-solving about what is happening for each student
  • Make/revise intervention plans
  • If Grade Level Team is unable to come up with an intervention plan, request Student Check-In Meeting
  • The teacher presents data, and Student Check-In team make/revise intervention plans
  • This meeting runs with a clear agenda, using a timer
  • There must also be clear behavior norms and an active problem-solving mentality
  • 45-60 minutes of in-depth discussion per student