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What is a Multi-Tiered System of Support?
MTSS is a way of doing things within the schools that impacts every student. Within each elementary school, teams of educators regularly come together to plan for and monitor the academic growth and behavioral and social-emotional needs of each student.
Within the MTSS framework, every student receives core instruction, known as Tier One. Some students need additional instruction, which is called Tier Two, and a small group of students receives the most intensive support, known as Tier Three.
This tiered system is used for both academic and behavioral and social and emotional learning and growth.
What are the key components of a Multi-Tiered System of Support?
♦ High-quality instruction;
♦ Universal screening to identify students needing supplemental support;
♦ Multiple tiers of academic and behavioral and social-emotional support that are progressively more intensive;
♦ Evidence-based supports matched to student need; and
♦ Ongoing progress monitoring of student performance and growth.
What Does This Look Like in The Schools?
♦ During the year, schools use universal screening tools for all students to see which students need additional support.
♦ School-based and grade-level teams of educators and school leaders analyze the data to plan for strategies and support in the classroom and during a FLEX block of time built into each grade’s schedule (4 times per week).
♦ Throughout the year, student groupings in the classroom and during the FLEX block change as educators work with students to develop pre-requisite skills or provide practice or enrichment. During small group instruction, students will work with a variety of educators including but not limited to grade level classroom teachers, mathematics and reading specialists, counselors, and classroom assistants.
♦ Periodically, the same teams of educators and school leaders meet to monitor the progress of students. Data is also reviewed at the school level to make adjustments and refine processes to better meet student learning needs.
Families and Caregivers Are Integral to an Effective Multi-Tiered System of Support
♦ Families and Caregivers are informed of student progress through multiple communication pathways such as conferences, report cards/year end documents, student portfolios, phone calls, etc.
♦ Families and Caregivers communicate their child’s interests, strengths and challenges to the teacher.
♦ Families and Caregivers suggest strategies based on what they know works at home.
Frequently Asked Questions
Which Universal Screeners are used? The District uses mCLASS DIBELS in grades K-3; i-Ready for mathematics and reading in grades 1-6; and Assessing Math Concepts in Kindergarten
What do the Universal Screeners screen for? Universal Screeners screen for early literacy skills such as phonemic awareness, alphabetic knowledge, oral reading fluency, rapid automatized naming, and also phonics and comprehension. They also screen for mathematics concepts such as early number sense, number and operations, algebraic thinking, measurement and data, and geometry.
How often are the Universal Screeners administered? Universal Screening takes place two times per year for kindergarten and three times per year for grades 1-6.
How long is a FLEX block? FLEX blocks are at least 30 minutes, and may at times, be scheduled for 45 minutes.
Whom do I contact for more information or if I have questions about how my child is doing? The first person to contact is your child's teacher.
More Information About MTSS
What Are Tiered Supports?
A Multi-Tiered System of Support organizes instruction and intervention into tiers, or levels of support:
♦ Tier 1 – All - 100% of students - receive high-quality instruction. This is available to all students through a general education program where inclusive practices are embedded into the classroom setting. Every single student receives the core, or Tier 1, instruction that focuses on improving the academic, behavioral and social-emotional outcomes for all students.
♦ Tier 2 – In addition to Tier 1, approximately 5-15% students needing more support also receive small-group intervention and support. The difference is increased time, smaller groups of students or narrowed focus of instruction. These supports generally include additional opportunities to learn or practice the skills necessary for core instruction as well as strategies for enrichment. As one example, a mathematics or reading specialist may work with a small group of students for a set period of time to address specific areas of need.
♦ Tier 3 – In addition to Tiers 1 and 2, approximately 1-5% of students receive Tier 3 intervention, the most intensive support based on individual need. These are often explicit, focused interventions that occur individually or in very small groups. It is important to note that Tier 3 is not synonymous with special education. Students with disabilities may not need Tier 3 support and students not identified with a disability may in fact need Tier 3 supports.
Key Terms
Universal Screening: Universal screeners provide valuable information about each student's areas of strength and need, and can offer a snapshot of progress over time. Screeners are given at regular intervals during the school year.
Evidence-based Supports and Strategies: The term “evidence-based”means a support or strategy that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes.
Progress Monitoring: Progress monitoring is used frequently to assess a student’s progress to determine the effectiveness of intervention support provided to a student. The school also engages in ongoing monitoring of the impact of tiered interventions and adjusts school’s structures and resources (e.g. time, staff, schedules) to provide interventions to students throughout the year.
Additional Resources
MA Department of Elementary and Secondary Education (DESE) MTSS Blueprint
MA Department of Elementary and Secondary Education (DESE) Dyslexia Guidelines
Chapter 5: The Role of a Multi-Tiered System of Supports (MTSS) in Screening for Risk of Dyslexia and Providing Appropriate Instruction
Chapter 6: Targeted Reading Intervention at Tiers 2 and 3
Chapter 7: The Role of Progress Monitoring in Measuring Students’ Response to MTSS Interventions
Creating an MTSS framework for the District builds on our commitment to ensure equitable access and outcomes for our students.
It starts with the premise that every student is capable of grade-level learning and reaching their full potential with adequate support and challenge.
A successful shift to an MTSS model will require an arc of time that is mindful of both the technical and adaptive work and changes that accompany this transition. This transition will be supported by professional learning, review and adjustments of processes that should be refined, and continuous self-reflection on our approach to this work.
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