• Newaygo County Multi-Tiered Systems of Support


    The Why 

    Through an integration of academic and social-emotional teaching, MTSS improves student outcomes by placing a strong emphasis on prevention, inclusionary practices, high-quality instruction and intervention as well as the use of data-driven decision making and structured problem-solving models. Following an MTSS blueprint provides educators with the direction and tools to appropriately allocate resources and supports in order to meet all learner’s academic and social-emotional needs and to set those learners on a path to reaching their fullest potential.


    Newaygo county districts will have ease of access to research and evidence-based practices to ensure an effective multi-tiered system of supports is utilized to improve outcomes for all learners.


    This live document provides access to the 5 components of the Michigan Department of Education’s Practice Profile for MTSS Framework, including links to research and evidence-based resources for districts to develop and maintain an integrated system of supports.

  • Tiered Delivery System (p 11-14)

    Expected Use In Practice


    • The district team ensures access to quality instruction that meets most of the needs of the whole child/learner.
    • The district team has a written process for monitoring the fidelity of instruction.
    • The district team provides time and resources to ensure high-quality professional learning for instruction to support all learning levels.
    • The district team has developed a process, that is consistently used over time, to provide learners with access to interventions.
    • The district team equitably allocates resources (fiscal, personnel, time, facilities, etc.) to provide the whole child with access to a tiered framework of instruction, interventions and supports.
    • The district provides guidance on the continuum of strategies used to intensify the intervention based on learner needs.
  • Comprehensive Screening & Assessment System (p 18 – 21) 

    Expected Use in Practice


    • The district team selects and supports the use of universal screening tools.
    • The district team selects and supports the use of progress monitoring tools.
    • The district team selects and supports the use of diagnostic assessments.
    • The district team ensures resources are allocated to support ongoing, effective professional learning for all selected assessments.
    • The district team uses processes to support notifying learners and parents/families of the assessment dates or frequency. The district team creates protocols to support communication of assessment results to learners and families.