MTSS Blueprint Guide
Illinois ISBE Aligned Framework
MTSS ILLINOIS BLUEPRINT
A Teacher's Quick Reference & Comparison Guide for Academic, Behavioral, & SEL Supports
Framework: RtI & PBIS
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1. The MTSS Support Triangle (Illinois Standards)
Tier 3 • Intensive Individualized Supports (1–5% of Students)
Tier 2 • Targeted Small Group Supplemental Interventions (10–15% of Students)
Tier 1 • Universal Core Standards-Aligned Instruction, PBIS, & School-Wide SEL (80–90% of Students)
2. Emphasizing Tier Differences Under Illinois Standards
| Feature | Tier 1: Universal | Tier 2: Targeted | Tier 3: Intensive |
|---|
| Focus & Scope | All students; general core standards & classroom-wide expectations. | Sub-cohorts needing standard skill remediation or focus support. | Individualized students requiring clinical/diagnostic skill interventions. |
| Grouping Size | Whole-class instruction with flexible, integrated small groups. | Homogeneous small groups (typically 3–5 students max). | Highly customized, individual (1-on-1 or 1-to-2 max). |
| Time / Frequency | Daily core instruction block (90m ELA, 60m Math, explicit SEL). | 30–45 mins per session, 3–4 times weekly. (In addition to Core) | 45–60 mins daily, highly systematic and direct. (In addition to Core) |
| Data & Monitoring | Universal screeners 3x/year (AIMsweb, MAP, SEL scales). | Bi-weekly progress monitoring (aiming for 1-2 points per week). | Weekly progress monitoring with direct Rate of Improvement (ROI) charts. |
| IL ISBE Directives | Instruction aligned directly to Illinois Learning Standards (IELS). | Supplemental to Core; parent notification of intervention details. | Individualized data plans; parental collaboration; documents SpEd need. |
3. Illinois ISBE-Aligned Problem Solving Steps
Step 1: Universal screening
Evaluate school-wide performance against state standards. Focus on identifying baseline instruction health (>80% on-track).
Step 2: Triangulate Evidence
Combine diagnostic tools, attendance logs, and school-wide behavior benchmarks. Formulate a specific skill-deficit hypothesis.
Step 3: Align & Deliver
Match student to scientifically-based intervention. Document starting baseline. Issue IL-required Parent Notification.
Step 4: ROI Analysis
Evaluate Rate of Improvement (ROI) after 6-8 weeks. Adjust tiers using structured data trends before referral.
Illinois System Mandates (ISBE Rules): Illinois regulations mandate that any student receiving Tier 2 or Tier 3 services must receive ongoing, scientific, research-based interventions that are supplemental to high-quality general core classroom lessons. School teams must notify parents in writing of any intervention changes, progress monitoring schedules, and academic goals.
Designed for Illinois Professional Learning Communities (PLCs) & SST Teams
Illinois MTSS Implementation Toolkit • 2026
Intervention Toolkit
MTSS ILLINOIS INTERVENTION DIRECTORY
Evidence-Based Strategies Map across Academic, Behavioral, & SEL Domains
IL Benchmark Aligned
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Tier 2 (Targeted) Intervention Matrix (Standard protocols, small group delivery)
Academic Supports
1. Incremental Rehearsal A flashcard drill technique pacing 90% known items with 10% new words/math facts to foster cognitive fluency.
2. Reciprocal Reading Groups Small peer structures where students alternate roles as Summarizer, Questioner, Clarifier, and Predictor.
3. Concrete-Representational-Abstract A math intervention utilizing tangible manipulatives before transitioning to drawings and abstract numbers.
Behavioral Supports
1. Check-In / Check-Out (CICO) Daily point sheets graded by classroom teachers; coordinator meets student to start and end the school day.
2. Structured Peer Mentoring Pairing student with a trained cross-age peer or teacher mentor for 20 minutes of daily goal review.
3. Structured Breaks Plan Providing a specialized, proactive "break pass" with clear rules to prevent escape-motivated disruptions.
Social-Emotional (SEL)
1. Cognitive-Behavioral Groups Small-group curriculum (CBITS / Strong Kids) targeting coping profiles, self-talk, and anxiety buffers.
2. Zones of Regulation Teams Group study using standard color categories (Blue, Green, Yellow, Red) to label and regulate emotional arousal levels.
3. Social Stories & Modeling Direct instruction of scenario-based narratives highlighting targeted social cues and coping outcomes.
Tier 3 (Intensive) Intervention Matrix (Highly individualized, clinical or diagnostic focus)
Academic Supports
1. Orton-Gillingham / SPIRE A multisensory, direct, systematic phonics intervention. Features high-frequency daily 1-on-1 spelling/reading practice.
2. Cover-Copy-Compare (CCC) Self-managed academic skill training where the student looks at a math facts sheet, covers it, copies it, and compares.
3. Customized Direct Instruction Individualized, explicit instructional sequences pacing scripted lessons to match clinical cognitive thresholds.
Behavioral Supports
1. Behavior Intervention Plan (BIP) A legally structured, function-based behavior contract utilizing antecedent changes and specific positive replacement behaviors.
2. Sensory Diet Protocols Co-designed sensory schedules incorporating active, structured tasks (e.g., heavy work) to maintain appropriate levels of arousal.
3. Restorative Escalation Plan Clinical, highly specific redirection protocols outlining crisis steps and physical safety standards.
Social-Emotional (SEL)
1. Individual Safety Plans Detailed behavioral contracts co-signed with families outlining coping triggers and active school-side safe-adult check-ins.
2. Trauma-Informed Counseling One-on-one therapy with clinical social workers focused on processing severe trauma, family stressors, or grief.
3. Multi-Agency Support (SST/WRAP) Integrated coordination connecting social workers, families, juvenile justice advocates, and outpatient mental health clinics.
A note on evidence-based matching: Interventions should never be picked by convenience. Teachers and Intervention Teams should select strategies from this directory only when direct diagnostic screening data (e.g. phonics diagnostics, FBA antecedents, or emotional wellness markers) confirms a specific deficit in that category.
Designed for Illinois Professional Learning Communities (PLCs) & SST Teams
Illinois MTSS Implementation Toolkit • 2026
