Viewing the Kansas MTSS graphic from the center out clarifies that a system is necessary to support the business of educating students.

The triangle at the center of the Kansas MTSS graphic represents the multi-tier framework commonly seen in Response to Intervention (RtI) models. 

• Tier 1 All (Core) forms the base of the triangle and represents what is often referred to as the core, or Tier 1. This level of the system is the foundation for the educational experience for all students and includes curriculum, instruction, and assessment. At the core level, practices are evidence-based and are designed so that a maximum number of students will be successful, thereby minimizing the need for additional intervention. However, even in a well-functioning MTSS with a strong core, some students will need additional (strategic or intensive) support to continually learn and achieve high expectations. For approximately 80% of students, Tier 1 (Core) instruction will meet their academic and/or behavioral needs.

• Tier 2 Some (Strategic) is the center portion of the triangle, representing the strategic level of support provided to some students. This is often referred to as Tier 2. The use of a process to make data-based decisions regarding grouping and instruction of students is essential at this level. Data-based decision-making may be conducted in various configurations of collaborative teams: professional learning communities (PLCs), grade-level teams, departmental teams, student improvement teams, etc. The goal remains consistent: to analyze student data obtained through universal screening and diagnostic assessments and to make informed intentional decisions that match interventions to student needs. Approximately 15% of students should need Tier 2 instruction in the ideal MTSS framework. 

• Tier 3 Few (Intensive) is the level at the top of the triangle and represents the most intensive and customized intervention available within a school. This is often referred to as Tier 3.  A strong core and effective strategic support help ensure that the number of students served at this level remains small enough to provide intensive support. Again, collaborative teams use data to determine students’ needs. The intensive support provided at this level is even more explicit and systematic than at the previous tier. This is created through even smaller groups, as guided by research, potentially resulting in increased instructional time, different curricular materials, and/or instructional practices. Intensive services may necessitate an individual plan of student support. Approximately 5% of students should need Tier 3 instruction in the ideal MTSS framework. 

Click here for a general listing of Tiered Supports available for Math, Reading, and Behavior/Social-Emotional Learning. For specific steps on determining which tiered supports to use for Reading and Math, please visit the Reading and Math Protocols sections of this website. 

Curriculum, Instruction, and Assessment must be designed, utilized, and implemented within the context of multiple tiers for instruction to be effective. Curriculum, Instruction, and Assessment influence the system’s ability to meet each student’s needs.

• Curriculum: The curricular materials used at all the levels must be research and/or evidence-based and align with Kansas State Standards. When determining curricular materials to support student’s social emotional development and behavior, considerations may include locally-determined school-wide behavior expectations and ways of measuring social emotional growth. The issue of which curriculum/curricula/framework to use is not as important as ensuring that all the essential components of the content area are addressed, appropriate staff training is available, and the curriculum can and will be executed with fidelity. 

• Instruction: Schools that understand instructional design will be able to plan explicit, systematic, scaffolded instruction in a purposeful manner. These practices are evidence-based, reflected in all teaching, and implemented with confidence and fidelity to positively impact student learning.

• Assessments in a multi-tier system of supports are used for a variety of purposes. Therefore, it is essential that a comprehensive and aligned assessment system be in place to facilitate necessary instructional decisions for academics and behavior. A comprehensive assessment system includes valid and reliable assessments for the purposes of (1) universal screening, (2) diagnostics, (3) progress monitoring, and (4) outcomes in each area being addressed.

The three arcs around the outside of the circle highlight the concepts of Leadership, Professional Development, and an Empowering Culture. These concepts must be constantly cultivated to ensure that all the work that takes place within the system is supported and that the system is sustainable. 

• Leadership is an essential component to creating sustainable change within the system. Leadership is of particular importance in structuring and implementing an MTSS. When moving to a multi-tier system, there are formal structures of leadership that are required to ensure consistent communication and support to all stakeholders including staff. The initial work of the leadership team will be to create these leadership structures. 

• Professional Development is another essential component of the Kansas MTSS. Effective professional development supporting MTSS practices requires a carefully designed and executed plan. Professional development must be designed so that all staff members receive initial training and implementation support. A comprehensive professional development plan also includes processes and procedures to monitor fidelity and provide ongoing support to individual staff. 

• An Empowering Culture can prove to be one of the most challenging components to create, but it is key to creating a sustainable system. In an empowering culture, staff, students, families, and stakeholders become actively involved in the process of school improvement. The leadership team not only provides skills and opportunities, but also encourages and facilitates active involvement of others in decision-making. KCKPS has developed an MTSS Self-Correcting Feedback Loop to ensure stakeholder input is given when making critical decisions for both the district and individual schools. 

• To access the KESA Foundational Structures Rubric for Tiered Supports, click here.