Multi-Tiered System of Supports (MTSS)
Meeting the needs of all students
MTSS is designed so that schools can provide the appropriate level of instruction and intervention for their students. Using performance data and monitoring, learning rates through MTSS, educators can make important instructional decisions to meet the needs of students from different backgrounds, learning styles, and levels of attainment.
Tiers of academic and behavioral instruction and supports
Core Instruction and Supports General academic and behavioral support, differentiated for all students in a general education setting.
Targeted Supplemental Instruction and Intervention More focused, targeted instruction, interventions, and supplemental supports, provided in a general education setting (in addition to Tier 1).
Intensive Individualized Instruction and Intervention The most intense instruction and intervention that is made available and provided in a small group general education setting.
Determining the appropriate tier of support/intervention:
- Teacher (or parent, administrator, or counselor) recognizes a consistent need exhibited by the student.
- Discrepancy in the student’s academic, social/emotional, behavioral, and/or physical ability may signal the need for additional academic or behavioral supports.
- School-level team will engage in the problem-solving process to determine the root cause.
- School-level team will strategize and develop a cooperative plan that includes tiered interventions to close the gap for the student.
Implementation of additional tiered support
Typically students will be identified by school-level teams and have alternative education strategies implemented prior to referral for special education assessments, unless a disability is clearly suspected. Intervention teams usually consist of the teacher, an administrator, and/or other general education teachers. Effective interventions are:
- Research or evidence-based
- Engaging and delivered with high quality instruction
Frequent monitoring of progress and application of student response data to determine further educational and behavioral decisions must also be included.