Multi-Tiered System of Supports (MTSS)

Progress monitoring is repeated measurement of performance over time to inform instruction of individual students. Progress monitoring is conducted periodically to measure rates of improvement and identify students who are not showing adequate progress.

Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is NOT the same as providing more intensive interventions to students with learning problems.

No. The purpose of MTSS is to engage in a continuous cycle of problem-solving based on data to provide immediate support to meet students where they are right now.

When effective, MTSS reduces the need for more restrictive educational placements for many students by intervening early. All school staff (teachers, administrators, counselors, interventionists, etc.) should work together to implement the MTSS for the benefit of all students.

Movement among tiers should be fluid and based on level of need. A student with acute needs does not have to progress through the tiers to get intensive, individualized support. The level of intervention should match the level of need.

A student should receive intervention as long as the data indicates that there is a demonstrated need. Some students will require intervention for a short period and return to only needing Tier 1 support. Other students may need Tier 2 or even Tier 3 interventions for a long time. One of the main components of an effective MTSS system is the on-going cycle in which school staff engage in a continuous process of problem-solving based on data. As students receive interventions, teachers periodically collect data to measure their response.

Students are identified for intervention support through a careful process of problem-solving using data. School staff analyze results from universal screeners and assessments to determine students who need additional academic and/or behavioral support. Depending on the student’s level of need and how they have responded to previous efforts, the MTSS team decides to continue at Tier 1 with differentiation and extra support, begin a Tier 2 (targeted) intervention, or begin a more intensive and individualized Tier 3 intervention. The decision is made based on student need.