Response to Intervention / Multi-Tiered Support System (MTSS) Model
What is the Multi-Tiered Support System (MTSS) Model?
The Center on Response to Intervention at American Institutes for Research (AIR, 2015) defines MTSS as the following:
“MTSS integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems.
With MTSS, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on a student’s responsiveness.
MTSS may be used as part of the determination process for identifying students with specific learning disabilities and other disabilities.
Multi-tiered system of support (MTSS) may be used interchangeably with MTSS or as an umbrella term that encompasses MTSS, positive behavioral interventions, and supports (PBIS), and other tiered frameworks.”
MTSS is better described as a “response to instruction”. It provides a triage process that allows for progressive increases in the intensity and duration of instruction for students who continue to struggle within the general education curriculum. Through this preventive process, schools can meet the needs of all students and reduce the number of students inappropriately identified with specific learning disabilities, therefore allowing students to learn in the least restrictive environment.
MTSS can be distinguished from traditional methods of identifying learning difficulties in that it allows early and intensive interventions and does not wait for the child to fail before providing necessary services and supports.
The Core Components of MTSS
For MTSS implementation to be successful, the following essential components must be implemented with fidelity and in a rigorous manner:
High-quality classroom instruction. Students receive high-quality instruction in their general education setting. Instruction is given in the core curriculum with the goal of achieving the state’s grade-level standards.
Classroom assessment. General education teachers assume an active role in students’ assessment in the general education curriculum. This feature emphasizes the importance of implementing formative and summative assessments that are aligned to the New Jersey Student Learning Standards.
Universal screening. School staff conducts universal screening to determine which students need closer monitoring, differentiated instruction, or a specific intervention. Examples may include: NJSLSA results, Academic Grades, Academic Behavior, Lexile Level, i-Ready, and Internal Benchmarks.
Staff development and collaboration. All school staff are trained in effective instructional practices and use a collaborative approach to the development, implementation, and monitoring of the intervention process. The classroom performance of all students is monitored continually within the general education classroom.
Progress monitoring during all interventions. School staff members use progress monitoring data to determine the effectiveness of the intervention and to make modifications as needed.
Parent involvement. The involvement and active participation of parents at all stages of the instructional and intervention process is essential to improving the educational outcomes of students. Parents are kept informed of the progress of their children, and their input is valued by school staff in making appropriate decisions.
The Principles of MTSS include:
All students can learn. It is then the responsibility of school staff to identify the most effective curricular, instructional, and environmental conditions that enable learning to take place and to provide the necessary resources to enable all students to learn.
We must intervene early using a multi-tiered instructional delivery approach that supports all learners.
Implementing research-based interventions and instructional strategies are essential.
Interventions at every tier must be meaningful, purposeful, intentional, and measurable.
Student progress must be continually monitored.
We must gather the information and data necessary to make informed decisions.