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Cicero School District 99

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MTSS

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Multi-Tiered System of Supports (MTSS)

Meeting every student’s academic, behavioral, and social-emotional needs—every day.

 

MTSS (Multi-Tiered System of Supports) is a proactive, data-driven framework designed to ensure that every student receives the instruction and support needed to thrive—academically, behaviorally, socially, and emotionally. It is not a standalone program, but a comprehensive approach used by educators to provide the right level of support at the right time for each learner.

D99 implements an integrated system of instruction, assessment, and intervention tailored to meet the diverse academic and behavioral needs of all students. The department provides a structured model for delivering high-quality, core instruction for all students, with additional supports and interventions offered as needed at varying levels of intensity (Tiers 2 and 3).

Our mission is to build an equitable and responsive system that promotes continuous student growth. Through early intervention, frequent progress monitoring, and close collaboration between staff and families, MTSS helps ensure that no student falls through the cracks.

MTSS is separate from special education; however, it plays a key role in identifying students who may require special education services through a careful, data-informed process. Receiving Tier 2 or Tier 3 support does not indicate a disability or guarantee a referral—MTSS is about early help, targeted support, and fostering long-term student success.

This framework also uses data to monitor student responses to instruction and intervention across multiple areas, including academics, behavior, social-emotional development, and attendance.

 

Tier Descriptions

    • School-wide practices and systems designed to prevent the development and occurrence of problem behaviors.
    • These proactive strategies are implemented for all students, across all settings, to promote a positive, supportive learning environment.

    • More specialized, targeted interventions for students who exhibit behaviors that place them at risk for future challenges, or who have not responded to Tier 1 strategies.
    • Positive Behavior Support (PBS) teams review student data monthly and may implement Check-In Check-Out (CICO) systems.
    • Students not making progress with CICO may be referred to mental health professionals (social workers, counselors, psychologists) for placement in Social Academic Instructional Groups (SAIG), where progress is closely monitored.
    • If needed, a problem-solving form is initiated for further support.

    • Highly individualized and intensive interventions for students whose behaviors show a significant risk of long-term failure and who have not responded to Tier 1 and Tier 2 supports.
    • Tier 3 plans are developed through the MTSS Problem-Solving Team, with input from all relevant stakeholders.
    • Each plan is tailored to the student’s unique needs and includes frequent progress monitoring.

Core Principles

A large group of people form a heart shape on a sunny day.

  • All students can learn and make progress toward academic and social-emotional standards when provided with the right supports. Our goal is to meet students’ individual needs so they can access the core curriculum in the least restrictive environment.

  • Ensure a strong Universal Tier 1 by providing differentiated academic instruction, evidence-based curriculum, and integrated social-emotional and behavioral supports for all students.

  • Implement a balanced assessment system for all students to support effective, data-based decision making. Interventions should be aligned with evidence-based practices, implemented with fidelity, and guided by a responsive, fluid process that considers students’ language, cultural, and socioeconomic backgrounds.

  • Provide ongoing professional development driven by the PLC process to support all aspects of instruction and ensure student growth and success. This professional learning will establish clear expectations and consistent procedures across the district.

  • Utilize the PLC process to support the whole child through intentional instruction, assessment, data analysis, and targeted supports. By focusing on student needs and strengths across learning environments, we promote consistent growth and move forward together toward success.

  • Positive Behavior Supports
    (PBS) is a school-wide system that promotes positive student behavior through proactive, research-based strategies. It supports all students across classroom and non-classroom settings by teaching clear expectations and reinforcing appropriate behaviors. PBS includes a continuum of supports, from universal strategies to individualized interventions, and helps create a safe, inclusive, and productive learning environment for every student.
  • State Of IL On Mental Health
    Effective January 1, 2022, Illinois students are allowed up to five mental health days per school year. When a student uses a mental health day, schools will follow up with check-ins and offer additional supports as needed. These days are intended to support student well-being and should not be used to avoid academic responsibilities. Parents are encouraged to contact their child’s school to access available mental health resources and services.

Strategies For Parents & Caregivers

As a parent or caregiver, you want the best for your child. If you're concerned about certain behaviors, you may have questions about how to help.

  • Developing an understanding of mental health is essential to students’ social-emotional growth and overall well-being. Through the District’s Multi-Tiered System of Supports (MTSS), all schools provide a variety of tiered social-emotional supports to meet the diverse needs of our students.

    At the universal level, all students participate in the Second Step curriculum. Second Step programs are research-based, teacher-informed, and classroom-tested to promote social-emotional development, safety, and well-being from early learning through eighth grade. For students who need additional support, targeted and individualized mental health resources are available.

    Students today are often exposed to messages about mental health and mental illness through popular culture, media, and everyday experiences. However, they may still struggle to understand what mental health truly means—or how to talk about it, especially with parents or caregivers. That’s why it’s so important that we, together, help children feel confident and safe discussing mental health. A lack of understanding or discomfort should never be a barrier to asking for help. Support is always available—both in school and in the community.

  • BE AWARE OF THE WARNING SIGNS:

    As a parent or caregiver, you play a critical role in recognizing when your child may need help. It's important to be aware of behaviors that could signal emotional or mental health challenges. If your child shows one or more of the following, consider seeking support:

    • Feeling very sad or withdrawn for more than two weeks
    • Talking about or attempting self-harm, or making plans to do so
    • Experiencing sudden, overwhelming fear for no reason—sometimes with a racing heart or fast breathing
    • Getting into frequent fights or expressing a desire to hurt others
    • Displaying extreme, out-of-control behavior that could harm themselves or others
    • Not eating, vomiting, or using laxatives to lose weight
    • Having intense worries or fears that interfere with daily life
    • Struggling to control behavior, resulting in danger to self or issues at school
    • Using drugs or alcohol
    • Having severe mood swings that impact relationships
    • Showing drastic changes in behavior or personality

     

    WHAT YOU CAN DO:

    • Talk to your child’s doctor, school nurse, or another trusted health care provider about the behaviors or symptoms that concern you
    • Ask your child’s primary care physician whether further evaluation by a specialist is needed
    • Ensure that any specialist you consult has experience working with the issues you're observing

    • The loss of a loved one
    • Divorce or separation of parents
    • Major transitions, such as moving to a new home or starting a new school
    • Traumatic experiences, including natural disasters or accidents
    • Teasing, bullying, or peer conflict
    • Struggles in school, either academically or socially

  • Need help starting a conversation with your child about mental health?

    Try leading with these questions to encourage open and supportive dialogue:

    • Can you tell me more about what’s going on? How are you feeling?
    • Have you felt this way before?
    • Sometimes it helps to talk to an adult. I'm here to listen. How can I help you feel better?
    • Would you like to talk to someone else about what you’re going through?
    • I'm worried about your safety. Have you had any thoughts of hurting yourself or others?

     

    Be sure to actively listen to your child’s responses—without judgment or interruption.

     

    When talking about mental health with your child:

    • Communicate in a calm and direct way
    • Use language appropriate to your child’s age and developmental level
    • Choose a time when your child feels safe and comfortable
    • Pay attention to your child’s reactions—slow down or pause if they seem confused or upset
    • Listen with empathy and let your child share their thoughts and feelings openly
    • Continue learning how to support your child’s mental health

  • DO THINGS THAT MAKE YOU FEEL GOOD:

    Try one of these activities when you need a mood boost:

    • Talk to a friend
    • Watch a movie or funny videos
    • Color or draw
    • Journal
    • Work on a puzzle or crossword
    • Make a craft
    • Take a hot bath or shower
    • Practice deep breathing
    • Take a walk or stretch
    • Dance
    • Listen to music
    • Play a game
    • Visualize something positive
    • Exercise
    • Read a book
    • Spend time with a pet
    • Clean or organize
    • Look at favorite photos

     

    WAYS TO MANAGE YOUR STRESS

    Use these strategies to take control of stress:

    • Think positively
    • Ask for help when needed
    • Accept what you can’t control
    • Break big tasks into smaller steps
    • Eat a balanced diet
    • Get enough sleep
    • Exercise regularly
    • Make time to relax
    • Avoid drugs and alcohol
    • Talk about your stress
    • Laugh often
    • Remember it’s OK to cry
    • Practice deep breathing
    • Stretch daily
    • Stay organized
    • Visualize positive outcomes

     

    WAYS YOU CAN RELAX:

    Calm your mind and body with these relaxation techniques:

    Deep Breathing:

    1. Get into a comfortable position
    2. Inhale through your nose for 5 counts
    3. Hold your breath for 5 counts
    4. Exhale through your mouth for 5 counts

     

    Other relaxing ideas:

    • Massage your hands
    • Count to 10 slowly
    • Talk to someone you trust
    • Listen to calming music
    • Relax your muscles
    • Visualize a peaceful place

Local Mental Heath Resources & Psychiatric Hospitals

Be an Upstander—Not a Bystander

Everyone deserves to feel safe, supported, and valued. When you see bullying, speak up, stand strong, and support those who are targeted. Being an upstander means choosing kindness, showing courage, and taking action to stop harm—whether in person or online. Together, we can build a culture where bullying is never ignored and every voice matters. Let’s unite to create schools where everyone belongs. Speak up. Reach out. Stand together.

If you or someone you know needs help, you are not alone. Support is always available 24/7/365:

 

☎️ 988 Suicide & Crisis Lifeline: Call or text 988

☎️ CARES Line for Medicaid Recipients: 1-800-345-9049

☎️ Pillars Crisis Number: (708) 745-5277