Multi-Tiered System of Supports (MTSS)

K–12 MTSS Process:

Fowlerville Community Schools uses a K–12 Multi-Tiered System of Supports, or MTSS, to identify student needs early and provide the right level of support at the right time. MTSS is a districtwide process that supports both academics and behavior through universal screening, classroom data, grades, teacher notes, progress monitoring, and multidisciplinary team meetings.

FCS gives i-Ready assessments K–12 to help identify student strengths, areas of need, and growth over time. At the elementary level, i-Ready Literacy Tasks are also used for progress monitoring, which helps staff track foundational reading skills and align support with Michigan’s new dyslexia legislation.

Tiered Student Support:

The MTSS process begins with strong Tier 1 classroom instruction for all students. When a student needs additional support, the teacher provides targeted in-class instruction and collects 6–8 weeks of data. If the concern continues, the student may be brought to a Tier 2 MTSS meeting, where the team develops an intervention plan, monitors progress, documents support, and communicates with families.

Students who need more intensive support may move to Tier 3, where an Academic Interventionist provides targeted intervention and the team continues to review data. At each step, the MTSS team determines whether to continue, modify, fade, or exit the intervention. If a student continues to need additional support, the team discusses whether a special education or 504 referral should be considered.

Multidisciplinary MTSS Meetings:

FCS MTSS meetings are multidisciplinary and include staff members who can help look at the whole child. Teams may include classroom teachers, interventionists, administrators, counselors, special education staff, behavior support staff, and other school personnel as needed.

These meetings are used to review data, discuss academic and behavioral needs, identify barriers, create intervention plans, monitor progress, and make adjustments. This team-based approach helps ensure that students are not supported in isolation and that academic, behavioral, and social-emotional needs are considered together.

Elementary Intervention Supports:

At the elementary level, K–5 Academic Interventionists at Fowlerville Elementary School and Natalie Kreeger Elementary provide targeted support in reading and math. Interventionists work closely with classroom teachers and MTSS teams to identify students in need of support, provide direct instruction, monitor progress, and adjust interventions based on student data.

Elementary paraprofessionals also play an important role in the MTSS system by supporting Tier 2 students. This allows students to receive additional practice and reinforcement while maintaining a strong connection to classroom instruction. Academic Interventionists provide more intensive Tier 3 intervention for students with greater needs.

Progress monitoring is a key part of the elementary process. Staff uses i-Ready data, classroom evidence, and i-Ready Literacy Tasks to monitor student growth, especially in foundational reading skills. This helps FCS provide timely reading support and strengthens alignment with the state’s dyslexia-related expectations.

WIN Time:

FCS also uses WIN Time, or “What I Need” time, as part of the elementary MTSS structure. WIN Time provides a dedicated block during the school day for students to receive targeted support, additional practice, or enrichment based on current data. During this time, classroom teachers, Academic Interventionists, and paraprofessionals work together to provide support matched to student needs. WIN Time helps ensure that intervention does not replace core instruction and allows students to receive focused help in reading, math, or other skill areas while teams continue to monitor progress and adjust support as students grow.

Secondary Intervention Supports:

At the secondary level, interventionists support middle and high school students through assigned intervention classes and targeted academic support. These classes help students strengthen foundational skills in reading, writing, and mathematics so they can be more successful in their core ELA and math courses.

Students are assigned based on multiple data points, including i-Ready results, grades, teacher notes, IEP goals when applicable, and overall academic need. Interventionists provide targeted instruction, monitor progress, and collaborate with core teachers so support is connected to what students are learning in their regular classes.

High School Academic Supports:

At the high school, FCS is strengthening MTSS through new intervention courses and support structures. Students may be assigned to Math Lab 9, Math Lab 10, ELA Lab 9, or ELA Lab 10 based on i-Ready data, grades, teacher notes, IEP goals when applicable, and team recommendations. These intervention courses are designed for students who need additional academic support, replace an elective, and provide elective credit.

Co-Taught Core Classes and Resource Support

FCS also provides co-taught Math and ELA core classes for students with IEPs and other students who need additional support. Co-teachers and core teachers plan instruction and work together to provide accommodations, support core instruction, and directly assist students with IEPs.

Students with IEPs may also receive Resource support based on their individual goals and needs. Students with Math or ELA goals may receive Resource in addition to other supports, while students without Math or ELA goals may still be placed in intervention or academic support classes when data shows a need.

Our Goal:

Through MTSS, FCS works to provide a connected K–12 system of support that identifies needs early, responds with targeted intervention, monitors progress, and helps every student grow academically and behaviorally.

Capturing Kids' Hearts:

Capturing Kids' Hearts is a program that focuses on building strong, positive relationships between students and teachers. It helps create a supportive and encouraging learning environment by teaching students valuable social and emotional skills. This approach aims to improve student behavior and academic performance, making school a more enjoyable place for everyone.

Capturing Kids Hearts

Positive Behavior & Supports:

Positive Behavioral Interventions and Supports (PBIS) at Fowlerville Community Schools is a proactive approach to encourage good behavior and create a positive school environment. By setting clear expectations, teaching appropriate behaviors, and recognizing students for following them, PBIS helps all students succeed both academically and socially. This program ensures that every child feels safe, respected, and ready to learn.

Positive Behavior Interventions and Supports

Tier 1: Academic or Behavior:

1. Start: Universal Screener or Teacher Concern is identified.

2. Teacher Action: The teacher provides Tier 1 in-class instruction.

3. Data Collection: The teacher collects data for 6-8 weeks.

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Tier 2 Meeting:

• The MTSS (Multi-Tiered System of Supports) Team and the teacher(s) meet to create a Tier 2 Intervention Plan. This plan is designed for students in grades K-5 or 6-12 and may be applicable to multiple students.

• Teacher Responsibilities:

  • Provide and document the intervention.
  • Communicate the intervention plan to parents.
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Tier 3 Meeting:

• The MTSS Team meets to develop a Tier 3 Intervention Plan.

• This plan is implemented by an Academic Interventionist.

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After 18 Weeks:

• A Comprehensive Multi-Factored Evaluation (CMFE) is conducted.
• The MTSS Tier 3 Team reviews the data to determine the next steps based on the CMFE results.

Title I:

Title I is a federal program designed to provide additional academic support for students and schools. At Fowlerville Community Schools, Title I funds are used to strengthen student learning by providing targeted intervention services and support for students who may benefit from additional help in reading, writing, and mathematics.

At the elementary level, Title I helps fund K–5 academic interventionists at Fowlerville Elementary School and Natalie Kreeger Elementary. These interventionists work alongside classroom teachers to identify student needs, provide small-group and individualized support, monitor student progress, and help students build the skills needed for long-term academic success.

Title I also supports students and families through McKinney-Vento services, which help ensure that students experiencing homelessness or housing instability have access to school, academic support, and needed resources. Through these efforts, FCS uses Title I funding to remove barriers, strengthen learning, and support the success of every student.