MTSS is a framework for all instruction and support within a school campus and includes components to improve outcomes for all students—those who are struggling academically and/or behaviorally, those who are making anticipated progress, and those who exhibit gifted/talented characteristics in one or more areas. Supports are developed and assigned in layers, or tiers, based on intensity of student need. Using a MTSS framework is intended to maximize instruction for all students by engaging in a continuous process of problem-solving based on data. Through collective responsibility of all staff, we believe that every student deserves and has the ability to learn at high levels.

The MTSS framework aligns and organizes support across all district departments to optimize effective campus support. The district framework mirrors the campus framework, with support for students who are performing below grade level, on grade level, and above grade level. Additionally, supports available to campuses are layered (tiered) based on intensity.

No. MTSS is for all students—those who are struggling as well as those who need accelerated or enriched instruction. MTSS is a framework to maximize instruction for all students.

A common MTSS framework will strengthen implementation by helping schools engage in continuous problem-solving based on data to provide increasingly intensive support and interventions. This helps schools develop and classify practices as primary (Tier 1), secondary (Tier 2), or tertiary (Tier 3.) These distinctions will help campus administrators and teachers assign staff, allocate resources, and create schedules in the most effective and efficient way. Collaborative Teams work in their Professional Learning Communities (PLCs) to ensure student needs in MTSS are addressed  through the four critical questions of PLCs:

Question 1– “What is it we want our students to learn?” – focuses on Concentrated Instruction where the curriculum is designed to create learning pathways that enable all students to master essential knowledge and skills through Universal Design for Learning.

Question 2 – “How will we know if the students are learning?” – focuses on Convergent Assessment where an ongoing process of collectively analyzing targeted evidence/multiple data points to determine specific learning needs of each child and the effectiveness of the instruction the child receives in meeting those needs.

Question 3 – “What will we do for students who are not making progress?” and Question 4 – “What will we do for students who already demonstrate proficiency?” – focuses on Certain Access through a systematic process that guarantees every child will receive time and support needed to learn at high levels.

While RtI and MTSS are both structured into three tiers and sometimes used interchangeably, RtI has traditionally referred to Question 3 of a PLC (“What will we do for students who are not making progress?”) for academic interventions while Positive Behavior Supports  and Interventions (PBIS) referred to behavior interventions. MTSS is a comprehensive system that includes consideration of the whole child—academic, social, and behavioral for ALL students-not just those who are struggling. Examining all components of instruction is necessary; students whose academic needs are not being met may display behavior issues to mask those needs, and students whose behavior needs aren’t being met may begin to develop academic concerns. It’s important to consider all facets to address all students most effectively.

Because MTSS includes core instruction and practices, all students are impacted. At Tier 1, school staff engage in a continuous process of data collection and analysis to maximize core instruction, improve instructional practices, and provide differentiation strategies across the campus. A quality MTSS framework will improve instruction for all students.

The National Center on Response to Intervention (NCRTI) defines universal screening as brief assessments that are valid, reliable, and predict which students are likely to develop learning or behavioral problems. Screeners are conducted with all students to identify those who are at risk and may need intervention to supplement primary prevention (i.e., the core curriculum).

NCRTI defines student progress monitoring as repeated measurement of performance over time to inform instruction of individual students. These tools must be reliable and valid for representing students’ development and have demonstrated utility for helping teachers plan more effective instruction. Progress monitoring is conducted at regular intervals 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, accommodations, etc., to ensure that all students have access to the instructional program.

The MTSS Framework is a three-tiered system for delivering increasingly intensive interventions when students are not having their educational needs met. Tier 1 is considered “universal” and includes the quality academic, social-emotional, and behavior instruction and expectations for all students on a campus. Tier 2 provides “targeted” interventions to some students, usually in small groups. Tier 3 is intensive and individualized for the few students who have demonstrated a need for the most support.

No. The purpose of MTSS is to engage in a continuous cycle of problem-solving based on data to provide immediate support when students have unmet educational needs. When effective, MTSS reduces the need for more restrictive educational placements for many students by intervening early. All school staff (teachers, administrators, counselors, social workers, interventionists, parent specialists, etc.) should work together to implement the MTSS framework for the benefit of all students on a campus. 

Yes. Students should move back and forth across the levels based on their demonstrated success or difficulty at the intervention level, as evidenced within the data. Also, students can receive intervention at one level while also receiving intervention or instruction at another level in a different area. For example, a student may receive Tier 2 intervention for reading, Tier 1 instruction for math, and Tier 3 behavior support.

Not necessarily. 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. Additionally, a student who is performing below grade level, and needs additional support, should not miss the core instruction provided in Tier 1. 

Students are identified for intervention support through a careful process of problem-solving using data. Within data-based decision making is the strategic use of research based assessments. It is critical that instruction and/or behavior decisions are based on multiple and varied assessment measures.  According to TIER, (Tiered Interventions Using Evidence-Based Research Project funded by the Texas Education Agency), implementing a MTSS framework requires the use of several types of research-based assessments. School staff analyze results from universal screeners, common assessments, summative assessments and diagnostic assessments to determine students who need additional academic and/or behavioral support to maximize their potential. Depending on the student’s level of need and how they have responded to previous efforts, the problem-solving 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 by campus staff and based on student need. The entire model of MTSS is contingent on accurate student-level data and assurances that the universal, targeted, and intensive supports are implemented with fidelity (Brown-Chidsey & Steege, 2011).

A student should receive intervention as long as there is a demonstrated need. Some students will require intervention for a short period and then return to Tier 1 instruction. 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. For students who are performing below grade-level - when data indicates a student has reached a proficiency level that no longer needs the current intervention, the campus team will implement a less intensive intervention or return the student to Tier 1 support only. If data indicates the student is making reasonable, slow, or no progress, the team will continue or intensify interventions. There are no set time limits for receiving interventions. Students should exit interventions as soon as they demonstrate mastery over time, as evidenced by data, and should never be “trapped” for a predetermined amount of time (UT Austin Building RtI Capacity).