MTSS Multi-Tiered Systems of Support

What is MTSS

Multi-Tiered System graphic

Definition: Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioral strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RtI) and PBIS. (definition provided by PBIS Network)
Key Components of MTSS: MTSS takes a proactive approach to identifying students with academic or behavioral needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:

  • Universal screening of all students early in the school year

  • Tiers of interventions that can be amplified in response to levels of need

  • Ongoing data collection and continual assessment

  • Schoolwide approach to expectations and supports

  • Parent/School/Community involvement 

  • Team‐Driven Shared Leadership 

  • Data‐Based Problem Solving (multiple sources) and Decision‐Making   

  • Layered Continuum of Supports   

  • Evidence‐Based Practices (Interventions and Strategies) 

What Does This Look Like

The MTSS process has three tiers.  Each tier provides differing levels of support.  

Tier 1, all students receive high quality curriculum and instruction in the general education classroom.  All students are explicitly taught positive behavioral expectations (being respectful, responsible, productive, and safe in all locations).  All teachers use a consistent approach to classroom management, and  refer/hold students to the expectations daily (as per District Code of Conduct and the Student  Handbook). Consistency is key.  The teacher assists/supports all students and offers classroom interventions. Tier 1 link.

Tier 2, the teacher/school provides supplemental instructional support to some students,  usually in small groups, to students who (based on data) need additional support to what they  are receiving from the general curriculum. The school provides supplemental targeted skills  interventions two to three times per week, usually in groups of 5 - 10 students. Progress monitoring should take place every other week.`

*Example – Reading or Math intervention in a group setting, CICO, Counseling Groups, Tier 2 link Mentoring, this is layered onto Tier 1  

Tier 3, intense individualized instructional support is provided to students with the greatest  needs, with frequent progress monitoring. Student centered planning is used to develop small groups of five or less students with customized interventions and weekly progress monitoring.These interventions may require daily instruction.
Tier 3 link