MTSS

MTSS stands for Multi-Tiered Systems of Support. MTSS is a framework applied at the state, district, and school level that uses implementation science to create one integrated system. This system is designed to support the needs of all students. MTSS is defined as a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. MTSS is an equity based framework that many schools use to provide targeted support for struggling students. It screens all students and aims to address behavioral as well as academic issues. The goal of MTSS is to intervene early so students can catch up with their peers.

An equity-based multi-tiered system of support (MTSS) helps school teams engage all students across the full range of learning needs. MTSS ensures that the vision of equity for every student is achieved, with high expectations and quality instruction, while not straining a school's budget or personnel.

Understanding how equity fits into a Multi-Tiered System of Supports (MTSS) is essential to ensuring academic, behavioral, and social-emotional success for each and every student.

Equity is deeply embedded in the MTSS framework — which, at its core, provides a set of systems, structures, and practices to build a positive, equitable, and inclusive learning environment for each student.

How can we bring an equity lens to our MTSS?

This is a question that many educators are thinking about. More than ever, measurable goals around equity and inclusion are at the core of district planning and priorities.

First, it’s important that we don’t think of equity and inclusion as separate from MTSS. Equity is intrinsic to MTSS, and should be embedded within each tier of supports.

An MTSS that advances equity gives all students access to a great education in the most inclusive environment possible. This access is provided using universal screening and progress monitoring data to start a student in the least intensive support environment, and adding or removing that support as needed. In other words, we’re giving each and every student just the right amount of support they need to succeed.

We use data to identify differences in how groups of students are experiencing school and performing academically. Bring your academic, behavior, attendance, and demographic data into one place to answer questions like:

• Are there academic achievement gaps between groups of students?

• Which groups of students are attending school less than others?

• Do we see an over-representation of any groups of students in our behavioral data?

• Which groups of students are reporting few, if any, social-emotional strengths?

• How are students thinking and feeling about equity and inclusion at their school?

MTSS consists of 5 essential components. Please click on each link below for more information on each component:

1. Team-Driven Shared Leadership

2. Data-Based Problem Solving and Decision-Making

3. Family, School, and Community Partnering

4. Layered Continuum of Supports

5. Evidence-Based Practices

**Each component is linked to the Colorado Department of Education for videos and more information**

MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels. These three tiers include:

1. Tier 1 – Universal or primary – Majority of students (80-85%)

2. Tier 2 – Secondary – Small groups of students (10-20%)

3. Tier 3 – Tertiary – Individual students (< 10%)

Tier 1 – Universal or primary – Majority of students (75-90%)

As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.

Tier 2 – Secondary – Small groups of students (10-25%)

Some students need a little extra assistance in meeting academic and behavioral goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. Check-In/Check-Out (CICO) interventions are often a part of Tier 2, as well. This targeted support allows students to work toward catching up with their peers.

Tier 3 – Tertiary – Individual students (< 10%)

A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualized supports and can include assistance from outside agencies such as behavioral counselors or family therapists.

Quick PBIS information:

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS helps to create schools where all students succeed.

As part of an MTSS framework, PBIS can help educators build an awesome school culture and address behavioral challenges in a positive way. These interventions, when paired with the academic assistance found in RtI, can help students to improve in all areas. The tiered structure of a PBIS initiative helps educators to provide students with the help they need to develop the behavioral skills necessary for success. This social-emotional learning coincides with academics, and each can help strengthen the other.

What is the difference?

MTSS is an umbrella framework that includes both RTI and PBIS. Response to Intervention (RTI) is a multi-tiered framework primarily for academic supports, whereas Positive Behavioral Interventions and Supports (PBIS) is a multi-tiered framework for behavioral supports.