MTSS
Multiple Tiers of Instruction, Intervention & Support
What are the 3 Tiers?
A Closer Look at the Tiers...
Tier I
Characteristics of Tier I:
Tier I is the core curriculum that is delivered to every child.
Tier I differentiated instruction may include adjustments to content, process, product, and/or pace.
Assessments at this level are for every child and allow teachers to tailor instruction to better meet the needs of students within the classroom.
Assessments help teachers identify areas of strength and areas of need so that instruction is highly differentiated.
Tier I is focused on what we give to all of our students in all areas of the curriculum and specifically focuses on the areas of:
written expression
reading comprehension
reading fluency
basic reading skills
math reasoning
math computation
listening comprehension
oral expression
Tier I includes academic and behavioral aspects of the school environment.
Formative classroom assessments are completed and formally benchmarked at least three times per year.
Tier II
Characteristics of Tier II:
Collaboration between teachers and specialists.
Interventions targeted to address specific skills.
Instructing or grouping students to address specific skills that have been identified as areas of need.
Instruction inside of the classroom or outside of the classroom.
Intervention is delivered with increased frequency by classroom teachers, specialists or a combination of both.
Decision Making at Tier II:
Progress monitoring occurs every week.
Decisions are made by a team of professionals taking into account the rate of progress.
At the elementary school, it is appropriate to track a students progress through 8-10 weeks prior to drawing any firm conclusions about the need to continue, increase, or decrease supports.
Tier III
Characteristics of Tier III:
A continuation of Tier II, but adjustments are made to the intervention, group size, and/or the intensity.
Collaboration between specialists and teachers focused on intensive interventions and supports.
Instruction occurs outside of the classroom.
Frequency of the intervention is at least three times per week for 20-30 minutes each time.
A referral for special education may occur if there is not adequate progress, or if the skills and carry over are dependent on the intervention.
Decision Making at Tier III:
Occurs after 8-10 weeks of Tier II implementation.
Progress monitoring occurs every week/possibly multiple times per week