MTSS Math

A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs.

A multi-tiered system of supports is defined as "The systematic use of assessment data to most efficiently allocate resources in order to enhance learning for all students," (Burns, Jimerson, VanDerHeyden, & Deno, 2015).

In other words... schools use assessment data to refine supports for what all students need, what some students need, and what a few students need in order to be successful academically, behaviorally, and social-emotionally. Data is used to determine who needs support, what supports will be used, and determine if those are supports are working as intended or need adjusted to benefit the learner.

Organizations typically categories these supports into tiers.

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The Tiers of Support

Key Components to Every Tier

Quick Facts

Belief-Based vs. Evidence-Based Practices

Other State MTSS Resources

The Tiers of Support

Core Instruction

(Tier 1)

Tier 1 supports serve as the foundation for behavior and academics. Schools provide these universal supports to all students.

Classwide Intervention

(Tier 1.5)

Classwide intervention is part of core instruction. This intervention is used with all students when risk levels are high. It also served as part of a school's screening process.

Supplemental Intervention

(Tier 2)

Tier 2 supports are provided to groups of students slightly below benchmark with similar targeted needs. They help students develop the skills they need to benefit core programs at the school.

Intensive Intervention

(Tier 3)

Tier 3 supports are the most intensive supports the school offers. These supports individualization based up each student's needs.

Key Components to Every Tier

Each tier has its own set of systems and practices, but some key components appear across every level. Each of these features needs to be present in order for MTSS to be implemented with fidelity.

Universal screening of all students early in the school year.

Practices are beginning with strong universal supports followed by intensified interventions matched to student needs.

Data is collected and used to screen, monitor, and assess student progress.

Schoolwide approach to expectations and supports, including parent involvement.

More on the Tiers

Core Instruction (Tier 1)

Tier 1 supports serve as the foundation for behavior and academics. Schools provide these universal supports to all students. For most students, the core program provide them with the supports they need to be successful and to prevent future problems.

Classwide Intervention (Tier 1.5)

When screening data indicate over 50% of students are at risk, teachers leverage classwide intervention. Classwide Intervention is an intervention that is provided during core instruction with all students. Progress is monitored weekly. If classwide intervention is happening, the data are used as part of the screening process to determine which students are in need of supplemental or intensive intervention. This identification is made by examining the classwide progress monitoring data to determine which students are not growing at the same rate of their peers.

Supplemental Intervention (Tier 2)

Tier 2 supports are provided to students slightly above or below the risk indicator. Schools often provide Tier 2 supports to groups of students with similar targeted needs. Providing support to a smaller group of students provides more opportunities for practice and feedback while keeping the intervention maximally efficient. Students may need a diagnostic assessment to identify whether they need this level of support and which skills to address. Progress monitoring at Tier 2 happens weekly or bi-weekly. Tier 2 supports help students develop the skills they need to benefit core programs at the school.

Intensive Intervention (Tier 3)

Tier 3 supports are the most intensive supports the school offers. These supports are the most resource intensive due to the individualized approach of determining and administering interventions. At this level of support, schools rely on diagnostics assessments to determine a student’s need and to develop an individualized (not necessarily individual) support plan. Student plans often include goals related to both academics as well as behavior support.

Quick Facts

True or False: Really powerful interventions can "make up" for core instruction that is not reaching some student groups.

False - Systems that over rely on interventions to make up for low performance during core instruction end up with large numbers of students receiving tiered interventions. This increases group sizes making it harder to implement effective intervention and manage data which ultimately will decrease the fidelity and effectiveness of the interventions. School should instead utilize classwide intervention to reduce overall group risk while they work to improve core instruction.

True or False: If 80% of a students needs are not being met through core instruction, then the school cannot consider trying to build out tiered intervention and must focus only on improving core instruction.

False - Reaching 80% effectiveness of core instruction is ideal as it allows the system to operate smoothly. However, school can and should begin establishing a system of assessments and interventions to determine which students are at risk, what interventions are needed, and how the implementation of the interventions are working.

True or False: Building a multi-tiered system of supports is about purchasing the right interventions.

False - The first step is to collect and analyze data to determine the overall health of core instruction and where improvement efforts should focus. Interventions are only determined after diagnostic assessments are administered to students and the instructional needs of the students are determined.

True or False: Schools already collect enough data and will not need any more assessments.

Maybe true, maybe false - Many schools employ a universal screener. Those same schools may not have the needed diagnostic and progress monitoring assessments to match interventions and determine their effectiveness. In some cases, schools may be collecting too much data and need to streamline their efforts. This typically happens when school employ multiple universal screeners. Assessment mapping can be a good way for school to organize which assessments serve which purpose and identify if there are any gaps or overlaps in data collection.