What is it?
Embedded Files
The Multi-Tiered System of Supports (MTSS) is a collaborative, evidence-based, approach to differentiating and personalizing instruction and intervention—across academics, social-emotional learning, and behavior for all students—so that every student can achieve academic and life success.
MTSS is one of the most effective ways to provide an equitable educational experience. It leverages collective knowledge and expertise to help teachers understand their learners’ needs and make informed and strategic decisions that best support them.
MTSS utilizes a three-tiered structure to provide resources and support for all students to succeed academically, social-emotionally, and behaviorally. The foundation of this tiered structure is Tier 1. All students have access to core instruction with grade-level content at the Tier 1 level, and they are provided access to this content through strong, differentiated core instruction. MTSS is an equity-based approach to education in which all students are provided the opportunity to succeed. This includes access to core instruction that is differentiated to their individual needs.
The Three-Tiered System of Instruction
Tier 3: Individualized supports for students with intensive academic needs
Tier 2: Targeted skill-based interventions for small groups of students
Tier 1: Strong core reading and math instruction and differentiation for all students
Effective core (Tier 1) instruction uses differentiation to meet the needs of the wide range of skills that exist within a classroom. Curriculum tells educators what to teach. Differentiation tells educators how. In a true system of MTSS, differentiated, core instruction accessible to all students is essential.
Differentiation includes tailoring instruction for ALL students’ readiness levels, interests, strengths, and learning preferences based on current assessment data. We can ask a couple of questions to begin planning for core instruction to meet the needs of ALL students:
What does the student need to learn to master this grade level?
How can this student access this learning in a way that meets their unique learning needs?
What Is Core Instruction?
Core instruction is the instructional strategy used routinely with all students in a general education setting, and is the Tier 1 in MTSS. This is the foundation of learning that all students receive every year. Core instruction uses scientific, research-based strategies implemented with integrity to emphasize grade-level standards. It incorporates academic, behavior, and social-emotional learning supports that are accessible to 100% of students. High-quality core instruction includes:
Standards-Based Curriculum: A curriculum based on state/district standards.
Systematic Explicit Instruction: Skills are taught from less to more complex using direct, clear, and concise instructional language.
Differentiated Instruction: Students have different levels of background knowledge and school readiness; differentiated instruction engages each student in active learning according to the individual’s needs. The process of differentiating instruction includes analyzing the content of the lesson to be taught, the process and delivery of instruction, the product for students to demonstrate their learning, and selecting the most appropriate environment for learning.
Flexible Grouping: A combination of whole group, small group, and individual instruction allows teachers to create fluid groups that meet the needs of all students.
Active Student Engagement: Ensuring all students are actively involved during instruction and are not passive recipients of instruction. This can be accomplished with high rates of opportunities to respond, ample time to practice skills, and prompt corrective feedback.
Classroom Behavior Strategies: Proactively and explicitly teaching the expected behaviors and routines, frequent use of reinforcement and praise, quick and efficient transition times, and consistent instructional response to behaviors.
How Do We Differentiate Core Instruction/Tier 1?
Content of Instruction (what is to be learned)
Ensuring content presented is based upon appropriate “power standards” (the standards most necessary for a student to master at their current grade-level).
Student interests & learning preferences are considered, though sometimes difficult when curriculum is selected for you.
Varied resources/texts/content are utilized throughout the lesson.
Lessons are planned to build on student’s areas of strength, bolstering areas of need as based upon data.
The Process and Delivery of Instruction
Utilizing accelerated learning strategies
Scaffolding lessons
Flexible grouping to provide learning opportunities for students based upon their readiness and learning styles.
A variety of learning tools are utilized to tap into student’s preferred learning styles.
Drawing out student thinking using a variety of of strategic questions and tasks
The Product for Students to Demonstrate their Learning
Authentic and engaging activities are planned and implemented.
Ensuring there are a variety of ways for students to demonstrate their understanding (writing, speaking, creating, moving, etc.)
Informally assessing students to determine next instructional steps
The Learning Environment
Flexible grouping and flexible room arrangement to accommodatewhole group, small group, and individual instruction.
Students have ownership in determining their next instructional steps.
How are students identified for Tier 2 and Tier 3 instruction?
Step 1: Screeners
i-Ready is the initial universal screening tool use to identify students in need of intervention.
Acadience Oral Readng Fluency & Retell (ORF): Students scoring in the 1st - 20th percentiles on i-Ready will have a secondary screener to identify the gap and their instructional grade level. This could be fluency, accuracy or comprehension. Based upon the results, students may be placed in either Phonics for Reading, REWARDS, or may need strategic support for specific skills through Tier 2 instruction in the classroom.
ELA/NYSESLAT Exams: The previous year's scores will also contribute to decision in the student's placement.
ELL/MLLs who are new to the country (within the last 3 years) will be exempt from intense intervention. EN/EM students receive stand-alone ESL in lieu of MTSS interventions.
Any ELL/MLLs that have not shown growth on their NYSESLAT for multiple years will be screened on a case-by-case basis.
Step 2: Student Placement
Students scoring between K- 2 on the ORF will most likely receive instruction using Phonics for Reading. Students will take a quick placement test for this program to place them with Book A, B or C.
Students scoring at 3rd grade or above while still 3+ grade levels below their benchmark will receive instruction using REWARDS. This means a student in 6th grade needs to at score grade 3, 7th grade needs to score between grades 3-4, and 8th grade needs to score between grades 3-5.
Students scoring 1-2 grade levels below their benchmark should receive Tier 2 instruction in the content areas. Teachers may use screener results as well as in class observations, formative assessments, previous state assessments and input from teacher teams to identify any gaps.
A student moves to Tier 2 when differentiated core instruction (Tier 1) is not enough to meet their needs. This is mostly based on teacher observations/formative assessments.
A Tier 2 student moves to Tier 3 when sufficient progress is not made at Tier 2 and they demonstrate a clear need for more intensive support.
What is the difference between Tier 1 and Tier 2 support?
What is the difference between Tier 1 and Tier 2 support?
Page updated
Report abuse