MTSS

MTSS (Multi Tiered Systems of Support) is an instructional framework designed to maximize academic achievement and positive behavior. Using a tiered system of support, MTSS is a process that includes: an emphasis on outcomes, data-informed decision making, responsive evidence-based interventions and a focus on growth

MTSS includes several essential components including:|

• High-Quality Instruction: All students receive standards-based, culturally and linguistically-relevant instruction in their general education classroom by highly qualified teachers through differentiated instruction.
• Positive Behavioral Support: The district and school staff collaboratively select and implement schoolwide, classroom, and research-based positive behavioral supports for achieving important social, emotional, and academic outcomes. The teacher is responsible for organizing a well managed classroom with a strong focus on integrating prevention and intervention strategies for effective instruction and consistent student support.
• Data Collection and Monitoring: Staff collaborates to collect data to monitor the effectiveness of instruction and interventions and make adjustments in interventions as needed

MTSS At a Glance

• Tiers are not people, places, or programs but represent types of instruction/support.
• Assessment data is utilized to inform instruction/support and differentiation. School and district staff regularly collaborate around data which includes: 
  • classroom assessment
  • universal screening
  • progress monitoring
  • teacher/staff observation

Tier 1 Universal Support

Represents core instruction/support for all students that is effective for at least 80% of students. Teachers use evidence-based strategies that include high-quality, differentiated, standards-based instruction.

• Interventions and/or strategies are based on research and data.
• An instructional cycle typically occurs every 8-12 weeks; however, instructional levels of support can be adjusted as a student’s needs change.
• Movement between the three tiers is fluid and is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to the targeted supports.

Tier 2 Timely and Targeted Support 

Represents targeted instruction/support using supplementary programs and/or strategies for students in addition to Tier 1 (core instruction and differentiation).

• Interventions and/or strategies are based on research and data.
• An instructional cycle typically occurs every 8-12 weeks; however, instructional levels of support can be adjusted as a student’s needs change.
• Movement between the three tiers is fluid and is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to the targeted supports.

Tier 3 Intensive Support

Represents more intensive instruction/support for a few students in addition to Tier 1 (core instruction and differentiation).

• Interventions and/or strategies are based on research and data.
• An instructional cycle typically occurs every 8-12 weeks; however, instructional levels of support can be adjusted as a student’s needs change.
• Movement between the three tiers is fluid and is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to the targeted supports.

---

Students with or without Individualized Education Plans can receive tiered intervention. Students already receiving special education services may be recommended for intervention in an area not already identified on their IEP. 

The purpose of MTSS is not meant to be a pathway to special education; however, it is required in order for a student to be found eligible for certain special education disability categories.

Problem Solving Model

A problem-solving model is used for MTSS to determine discrepancies, as well as to plan, implement, and analyze any needed intervention. The process outlined below is used by the problem-solving team.

Problem Identification: Is there a problem? If so, what is it?

• Define area(s) of concern and prioritize.
• Review/collect baseline data on primary area(s) of concern.
• Notify the parent(s) of concern and begin the problem-solving process.
• Note discrepancy between what is expected and what is occurring.

Problem Analysis: Why is it happening?

• Review data to generalize plausible hypotheses.
• Collect additional data as needed to refute or validate hypotheses.
• Select most validated and alterable hypotheses, and use this plan.

Plan Development: What shall we do about it?

• Identify intervention strategies and procedures.
• Identify implementation logistics to ensure the plan is implemented with integrity.
• Identify Progress Monitoring logistics (e.g. who, what, when, where, how often).
• Write a standards-based measurable goal.
• Decide on decision-making rules (timeline for review, criteria for entry/exit, etc.) for plan evaluation.

Plan Evaluation: Did our plan work after our 8-12 week cycle?

• Is progress being made toward the goal?
• Is the discrepancy decreasing between what is expected and what is occurring?
• Should the plan be maintained, can it be removed, or are changes needed?

 

Tier 1: Proactive & Preventative

• Universal (Tier 1) instruction, also known as core instruction, is the academic and behavioral grade level instruction that each student receives daily. 
• For approximately 80 - 85% of students Universal (Tier 1) instruction will meet their academic, behavior and social emotional needs and they will demonstrate proficiency and growth when  instruction is delivered. 
• All students’ receive effective, differentiated instruction and common SEL support provided by a classroom teacher using evidence-based core curriculum and positive behavioral management strategies. During Tier I, the teacher identifies students who may need additional support using key indicators (difficulty mastering content, absenteeism, behavioral problems, signs of disengagement, etc.). Students with at-risk factors may be provided with additional targeted instruction/support or differentiated opportunities for practice, along with core instruction, based on collected data. If these supports are unsuccessful, the teacher asks the problem solving team to review what additional support might support the student in reaching levels of proficiency.

Tier 2: Timely & Targeted

• Targeted (Tier 2) instruction is strategic instruction, at grade level, for students who need additional support in learning grade level academic or behavioral material. These supports are generally done in small groups and include additional opportunities to practice the skills necessary for core instruction or strategies for enrichment. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction. 
• Approximately 10 – 15% of students may need Targeted (Tier 2) instruction. 
• This targeted intervention may involve academic push-in and/or pull-out support, counseling, a behavioral contract, function support (i.e. articulation, fine motor) etc. Parents will be included when a child is referred for Tier 2 and progress monitoring occurs regularly. Students who respond well to Tier 2 support are returned to Tier 1. Students who do not respond to the Tier 2 supports are reviewed for changes in Tier 2 and/or movement to Tier 3.

Tier 3: Intensive Support

• Intensive (Tier 3) Instruction and support are provided to approximately 1 – 5% of the students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically, these students do not have the appropriate grade level skills to be successful in solely Tier 3. Interventions must be focused and occur individually or in very small groups. Tier 3 is not synonymous with special education. 
• A student demonstrating desired growth after Tier 3 support results in the student being returned to Tier 1 or Tier 2. A student demonstrating slow growth results in the student continuing in Tier 3. No or minimal growth over time may result in the student being referred for special education evaluation.

Links and Resources:

• ISBE: Multi Tiered Systems of Support
• Illinois SLD Support Project The Dyslexia Guide and Handbook
• ISBE Literacy Plan
• Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Whitten, E., Esteves, K.J., Woodrow, A. (2019) RTI Success Proven Tools and Strategies for Schools and Classrooms L