The MTSS framework relies on collective responsibility; therefore, problem-solving teams to support "needs-driven” decision-making are essential to review data, create needs-driven support plans of action, and to progress monitor whether the plan is working.  There are many types of team within the MTSS framework, including the teacher / student problem solving team. Below is the hierarchy of teams within the MTSS Framework.

• Teacher / Student / Family: The teacher and student teams problem-solve through conversations that may include the family.

• Grade Level / PLC Team: The grade level teams / PLC teams work together to regularly analyze data to inform instruction, including enrichment and intervention strategies. These teams identify student needs and identify how to support students through classroom instruction and targeted instruction, including enrichment and intervention strategies. These teams monitor student progress and use formative assessment data to determine the effectiveness of the instruction, including enrichment and intervention strategies.

• Student Support Team (specific to Student Support Plans with tiered evidence-based intervention support): student support teams are problem-solving teams that work with the grade level teams / PLC to inform additional interventions or support for students who have not responded to the current level of instruction and intervention. The experts on the problem-solving team can include emergent bilingual teachers, special educators, administrators, and/or interventionists, as well as the family to inform about the intervention plan.
  

• Campus Leadership Teams / Data Teams: These are schoolwide data teams that use data to evaluate the effectiveness of grade level and/or content level instruction. Looking at grade-level data and/or content level data in conjuction with schoolwide behavior, attendance, and CCMR data, these teams identify the grade levels or content areas in need of additional school support, including additional professional development.

• Campus Administrative Team: Administrator teams oversee all site level teams to ensure they are providing the necessary support and resources to support all students. As instructional leaders, they manage the overall systems to support the school site teams in meeting the academic, behavioral,and attendance needs of students.

• District LeadershipTeam: The most important role is held by the District Leadership Team as they analyze the data from each school to identify strengths and areas that need support from the district leadership to inform systemic change.

At times, a student will need a Student Support Plan to be created to address areas of concern that may require an evidence-based targeted or intensive intervention. Areas of concern include, but are not limited to the following areas:

• Academic
• Attendance
• Behavior
• Course Failures
• Transitions from DAEP, Inpatient or Partial Hospitalization, Hospital/Homebound Services, and/or JJAEP

Student Support Plans can be, but are not always, used in conjunction with a referral for Special Education and/or Section 504 services. Student Support Plans tied to Section 504 and/or Special Education referrals require parent attendance as informed consent will be provided at that time.  

Please Note:

Each school year the district must notify a parent of each child, other than a child enrolled in a special education program who are receiving assistance from the district through the use of intervention strategies.  Intervention Strategy is defined as “a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children.  The term includes response to intervention and other early intervening strategies.” (SB 1153).   

Accelerated Instruction is governed by HB 1416 and Intervention Strategies are governed by SB 1153.

The Texas Legislature signed into law Senate Bill 1153. This law addresses education and supports provided to struggling learners. The following is a summary of SB 1153:

Each school year, the district must notify a parent of each child, other than a child enrolled in a special education program who are receiving assistance from the district through the use of intervention strategies.  Intervention Strategy is defined as “a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children.  The term includes response to intervention and other early intervening strategies.” (SB 1153).  The notification must:

• Be provided when the child begins to receive assistance for that school year
• Be written in English or, the extent practicable, the parent’s native language.
• Include:
  • A reasonable description of the assistance that may be provided to the child, including any intervention strategies that may be used
  • Info collected regarding any intervention in the base tier of a multi-tiered system of supports that has been previously used with the child
  • An estimate of the duration for which the assistance, including the use of intervention strategies is used, will be provided.
  • A copy of the explanation provided under Section 3, subsection (c) 

Every school year the school district must also provide “a written explanation of the options and requirements for providing assistance to students who have learning difficulties or who need or may need special education.”(SB1153).

This explanation is provided by TEA and has already been included in the 23-24 Plano ISD Student Handbook..