Montgomery Upper Middle School

Supporting Every Child’s Success: Our Integrated I&RS and MTSS Process 

What are I&RS and MTSS?

The Multi Tiered System of Support (MTSS) and Intervention & Referral Services (I&RS) are frameworks to proactively and reactively support all students at various levels. The Montgomery integrated framework provides both universal and targeted assistance based on students' needs. While there are some technical differences, the terms MTSS and I&RS may be used interchangeably across the district. 

Our integrated framework is built around three key tiers:

• Tier 1: Universal support for all students. This includes high-quality instruction in the classroom, differentiated learning strategies, and a positive school environment that promotes academic and social-emotional development.
• Tier 2: Targeted interventions for all students who need additional support beyond the general classroom instruction. These interventions may include small group instruction in our outside of the classroom, focused behavioral strategies, or more specialized social-emotional learning programs.
• Tier 3: Intensive, individualized interventions for students who continue to struggle despite Tier 2 support. At this level, students may receive more personalized help, including one-on-one support and specialized strategies tailored to their specific needs.

The Process:

The process is a collaborative effort between school personnel and families targeting identified needs for students who are exhibiting academic concerns, behavioral/emotional concerns and or health related concerns. Students are identified through a combination of data collection, observation, and collaborative decision making. Once barriers have been identified, interventions are determined, implemented, and documented in an I&RS/MTSS action plan. For some students a 504 Accommodation Plan may be appropriate. The identified strategies or interventions are then tracked for progress monitoring. I&RS/MTSS plans are reviewed every 6-8 weeks then exited or adjusted. 504 plans are typically reviewed annually or as needed. 

School Based I&RS/MTSS/504 Teams:

Each school has an MTSS or I&RS team, composed of teachers, counselors, administrators, and other staff who meet regularly to collaborate on the best supports to help students thrive academically and behaviorally. Often, strategies and structures are recommended to benefit all teachers and students. When additional support is appropriate, the team partners with parents and students to design, implement, and monitor targeted interventions to meet identified goals.

Initial Request for Assistance:

A student may be referred to the I&RS/MTSS Team if they are experiencing academic, emotional, and/or behavioral difficulties. An initial request for an I&RS/MTSS meeting can be initiated by the classroom teacher, the counselor, other subject area teachers, or the parent. The request for an I&RS/MTSS meeting can be submitted in writing to the school counselor.

What about 504 plans?

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to:

• Have a physical or mental impairment that substantially limits one or more major life activities; or
• Have a record of such impairment; or
• Be regarded as having such an impairment

What is a physical or mental impairment that substantially limits a major life activity?

A physical or mental impairment can include a wide range of conditions. Some examples include:

• Physical Impairments:
  • Chronic health conditions (e.g., asthma, diabetes, epilepsy)
  • Mobility impairments (e.g., paralysis, amputations, arthritis)
  • Sensory impairments (e.g., vision or hearing loss)
  • Respiratory conditions (e.g., severe allergies or asthma)
  • Neurological disorders (e.g., multiple sclerosis, cerebral palsy)
• Mental Impairments:
  • Psychological conditions (e.g., depression, anxiety disorders, post-traumatic stress disorder)
  • Cognitive or learning disorders (e.g., ADHD, dyslexia, intellectual disabilities)
  • Autism spectrum disorder (ASD)
  • Emotional disorders
• Major Life Activities:
  • A major life activity refers to activities that are important to daily living and that significantly impact a person's ability to function in various areas of life. Major life activities may include, but are not limited to:
    • Learning
    • Reading
    • Concentrating
    • Speaking
    • Breathing
    • Walking
    • Lifting
    • Caring for oneself (e.g., eating, dressing)
    • Performing manual tasks
• To Be Considered "Substantially Limiting"
  • Determined by comparing the student to the average person in the general population
  • It is based on need and impact
  • DOES NOT consider a student's potential
  • DOES NOT compare a student to high-achieving peers
  • DOES NOT consider mitigating measures (i.e. medication)

When is a Section 504 Plan Not Appropriate?

Below are some examples of instances in which a Section 504 plan would not be appropriate:

• A student has a disability, but is functioning well and making academic progress (at grade level) without accommodations. This might include a student whose parent feels could be making A's rather than C's; or a student who only experiences difficulty in one subject area and the team determines the difficulty is not a function of the disability.
• When a plan is created solely to support a request for extended time on standardized tests such as STAR, NJSLA, or SAT.
• An individual does not fall within the definition as someone regarded as having a disability if the physical or mental impairment is transitory (that is, having an actual or expected duration of six months or less) and minor. For example, if a person has a concussion but is expected to fully recover within six weeks, and/or the injury is considered minor, that person is not regarded as a person with a disability.

For more information regarding Section 504, please speak with your school counselor and visit NJDOE Website.