Academics » MTSS & SST's


Multi-Tiered System of Supports (MTSS)


Hemmerling utilizes a Multi-Tiered System of Supports (MTSS) to ensure the academic and behavioral success of all students. The basic premise of MTSS is that if a student's needs are not being met at the Tier I level (that ALL students receive), the student will move up to Tier II interventions (that SOME students receive), and if the student is not successful with Tier II interventions, the student may receive Tier III (FEW students receive) interventions. Systems are in place to ensure that students receive the services they need at the appropriate level.

Hemmerling's MTSS model is explained in detail on the PBIS in Action page as well as the SST/Tier II/III sections below. To learn more about MTSS, click here.

Tier II/III Team

When students are struggling academically, socially/emotionally, or with attendance, it can feel overwhelming. Hemmerling's Tier II/III team is here to help. Together with parents and students, the goal of the Tier II/III team is to use a team approach to identify and service students needing additional supports in academics, behavior, social/emotionally, and/or attendance in order to succeed at school. We hope to catch student needs early, brainstorm ways to assist the student in their least restrictive environment, actively monitor your student's progress with new interventions in place, and actively collaborate with you and your student to measure success.
The Tier II/III Team is made up of Hemmerling's principal, school counselor, select general education and resource teachers, a school psychologist, a mental health therapist, and other district personnel.
Students may be referred to the Tier II/III team via teacher, parent, student, or other school personnel request. Other data sources such as chronic tardiness or absences, test scores, student grades, low-level referrals, office discipline referrals, in school or off campus suspensions may also lead to a Tier II/III team referral.
Once your request has been made, the team will meet to discuss possible Tier I, II, or III (in rare cases) interventions such as:
Tier II (5-20% of Hemmerling students receive this):
  • 4-6 weeks of group counseling for a specific school-related concern
  • 4-6 weeks of individual counseling for a specific school-related concern
  • 4-6 weeks of Check in Check Out (CICO) with the school counselor or other CICO coach
  • A positive behavior plan
  • Student Success Team (SST) meeting
    • (after Tier I and one of the above interventions has been implemented for 4-6 weeks)
Tier III (1-5% of Hemmerling students receive this):
  • SST Student Success Team (after Tier I and II interventions have been implemented 
  • Tier III/School Mental Health Therapist counseling 
  • Functional Behavioral Assessment (FBA) 
  • 504 (for suspected or diagnosed disabilities)
  • Educationally Related Mental Health Services (ERMHS) assessment
  • Psychoeducational Testing for Individualized Education Plan (IEP)

If you would like to refer your student for Tier II/III team review, please fill out the confidential form below. Its contents will be held in strict confidence with the Tier II/III team members. Requests will be followed up by a Tier II/III team member within 1 - 3 school days.

Thank you for collaborating with us to meet your student's needs. Feel free to email Miss J at [email protected] with any questions or concerns. Thank you!
Miss J
School Counselor, Tier II/III Team Coordinator

What is the Student Success Team (SST?)

Students are most successful where there is a strong spirit of cooperation between home and school.

Based on our shared responsibility, the SST meets at school to explore possibilities and strategies that will best meet the educational needs of your student.


What is the Process?

When a student has been struggling with academics, behavior, and/or attendance, the student's teacher collaborates with the student's parent or guardian to implements 4-6 weeks of a targeted intervention. If little to no progress is made, the student may be referred to the Tier II/III team for additional support.


The Tier II/III Team, comprised of Hemmerling's principal, school counselor, select general education and resource teachers, a school psychologist, a mental health therapist, and other district personnel, discusses the student's case and brainstorms interventions to try for 4-6 weeks to support the student. If these interventions are implemented for 4-6 weeks with little to no progress made, the Tier II/III team may recommend an SST. Parents, teachers, or other staff members may request an SST. 


What is a SST Intervention Plan?

The SST Intervention Plan requires participants to look at students in a holistic way. Each element in the SST process provides essential information that assists the team in developing a successful Intervention Plan based on your student’s strengths. As students learn in different ways and through varied instructional and behavioral techniques – the goal of the SST is to identify interventions to help students who are not progressing at a satisfactory rate in school.


What Happens After the SST Meeting?

At the end of the meeting, a follow up date will be scheduled to review progress. You will be invited to meet again with members of the SST to evaluate changes and growth in your student.

Additional testing through Special Education resources may be recommended at this time. This recommendation comes from the members of the SST only after modifications and suggestions have proven to not be successful.

What Occurs at the SST?

The SST Coordinator and your student's teacher will come prepared with information about your student. Information may include work samples, attendance records or assessment results. All information will be listed on the SST Summary Form.


The SST Summary will contain areas of: 

  • Student Strengths
  • Information (includes health, academic, and other history)
  • Modifications (interventions tried)
  • Areas of Concern
  • Questions
  • Strategies
  • Actions
  • Responsible Person(s)

Other members of the team may include the principal and other staff members such as the school counselor, resource teacher, or school psychologist.


What is the Role of the Parent in the SST Process?

The Parent:

  • Shares the student’s strengths and concerns with school staff.
  • Provides valuable information and another viewpoint for planning an effective program.
  • Discusses possibilities and strategies that will best meet the educational needs of the student.
  • Participates in a positive, problem-solving intervention process and helps develop a SST Intervention Plan for your child.