MTSS-Multi-Tiered Systems of Support 

The multi-tiered system of supports (MTSS) framework can be considered the umbrella for other support systems, such as data-based individualization (DBI), response to intervention (RTI), and positive behavior intervention and supports (PBIS). MTSS encompasses academic, behavioral, and wellness supports for all students. Students in general education and those receiving special education and related services can participate in MTSS. MTSS is not used to delay or deny a child’s right to an initial evaluation for special education and related services.

A primary component of MTSS is using assessment data to drive differentiated instruction and decision making for all students. Through MTSS, schools identify students in need of additional support and provide these students with evidence-based intervention to reduce academic and behavioral gaps. MTSS promotes collaboration among teachers—both general education and special education—and support specialists. MTSS also helps schools effectively communicate student progress to caregivers. 

PARENT RESOURCES

Reading Rockets

Center on Multi Tiered Center of Supports

Intergrated MTSS Overview

PBS Kids for Parents

RTI Action Network

A Parent's Guide to RTI

Tiered Interventions Using Evidence-Based Research

MTSS Purpose

Implementing and sustaining a multi-tiered systems of support that fosters a collaborative culture integrating assessment, data-based decision-making, and intervention in a continuous cycle designed to maximize the educational opportunities of all students. 

Goals:

Carroll ISD believes a Multi-Tiered System of Support (MTSS) framework will help achieve our school and community’s commitment to our CISD mission. MTSS is a problem-solving, prevention, intervention, and enrichment model with strong evidence of success. MTSS uses data-based decision-making to inform academic and behavioral instruction and intervention. MTSS is a comprehensive, holistic approach.  MTSS optimizes student growth through a framework of proactive and preventative support comprised of multiple layers and tiers of intervention and enrichment support, strategically aligned to meet the varying needs of our students.

As a school-wide framework, MTSS establishes intentionality and efficient organization of all district and campus resources offered for both students and staff. It aligns our work and facilitates focused collaboration, growth, and multifaceted approaches to student support. Research shows that a MTSS protocol, implemented with fidelity, closes achievement gaps and addresses the critical needs of all students including those served by special programs such as Gifted and Talented (GT), English Language Learners (ELL), 504/Dyslexia, and Special Education.

Pyramid for academics and behavior

This MTSS pyramid frames the nature and scope of supports that CISD students need to ensure they all have equitable access to educational programming and opportunities that maximize their individual potential to learn at their highest levels. It is important to keep in mind that the pyramid is one facet of the more comprehensive continuum of supports that make up our school-wide MTSS Framework.  

There are typically three tiers within a continuum of shared support in MTSS. The three-tiered system of service delivery is a necessary structure to efficiently and effectively support all students, not just those who struggle in school. It is designed to best match instruction-to-need for improved student outcomes. All tiers center around a data-based problem-solving model. This model is guided by asking the right questions, collecting and analyzing specific data to define problems, and skillfully implementing and evaluating solutions at all tiers of support.

Tiered  Systems in a MTSS Framework

The concept of tiered systems has been around for many years and is widely used in education and public health to describe effective organization and delivery of services and supports (Frieden, 2010).  In general terms, the largest tier forms the entire foundation of the support model and establishes best practices that will have the largest effect on the greatest number of people with a minimal person resource requirement. The secondary/targeted tier offers additional support and services to those who need more assistance to reach program goals and requires the allocation of moderate resources. The intensive tier offers intense and individualized support and services to those few who need significant assistance to reach program goals and require the greatest allocation of resources per person. Carroll ISD has adopted these three tiers.

MTSS Frequently Asked Questions

MTSS Essential Components and Guiding Principles

1. MTSS is for ALL children, whole child

   • Address the whole child through meeting behavior, academic, and social-emotional needs.

   • All students deserve and have the ability to learn at their highest level.

   • Each student’s growth on the learning continuum will guide instructional planning and implementation of appropriate next steps in support to ensure that each student’s potential is maximized.

2. Collective Responsibility, Teamwork, & Collaboration

   • Teaming structures and expectations distribute responsibility and shared decision-making.

• District-Level MTSS Team

• Campus MTSS Teams

• Grade-Level MTSS Teams

• Student-Level MTSS Teams 

• Organizes coordinated systems of training, coaching, resources, implementation, and evaluation. 

3. Strong and Engaged Leadership

   • Strong administrative support ensures clarity around expectations, compliance, and commitment of all staff, including time and resources.

   • Administration supports teachers by sharing the common goal of improving instruction (core, targeted, and intensive intervention).

   • MTSS Team builds internal capacity and sustainability, and continuously checks the overall health of the organization (district, campus, grade/content-area, and/or student level supports) by constant monitoring and analysis of data.

4. Evidence-Based Practices

   • Approaches to instruction, intervention, and assessment that have been proven effective through research indicating improved outcomes for students.

   • Best practices are followed for all systems of support, to include all meeting types (PLC, WIN, MTSS data talks, DBI, etc).

5. Data-Based Problem Solving and Decision Making

   • Data are used to align curriculum and instruction to assessment,  to allocate resources, and to drive professional development decisions.

   • Data are interpreted (using multiple sources & rubrics) to Tier ALL students in reading, math, and behavior at least 3 times a year (beginning, middle, end).

   • Routine collection, review, and analysis of data (including progress monitoring) to indicate whether or not instruction and intervention are working.

6. Layered Continuum of Supports

   • Staff outlines a plan for using research-based, targeted interventions and/or enrichment services with increasing levels of cumulative and shared support.

   • Beyond the core curriculum, match students’ instruction/support to the level and intensity of their need.  The levels of support provided to students are based on increasing level of student needs, which is organized through a tiered framework.

• CORE - Intentional Instructional Practice (including tutorials/reteaching) for EVERY student

• SECONDARY- Targeted Interventions (on specific skill needs/levels) for SOME students

• INTENSIVE- Systematic & Individualized Interventions (following DBI Process) for FEW students

7. Student, Family, School, and Community Engagement

   • Collaboration of families, schools, communities, and parents as active partners in improving learner, classroom, school, district, and state outcomes.

   • Staff will engage and notify any parent if their child is performing below grade-level expectations in reading, math, and/or behavior.

8. Implementation with Fidelity

   • Procedures are in place to ensure the instruction and enrichments are delivered as planned.

   • Procedures are in place to ensure interventions and progress monitoring are delivered as planned.

9. Professional Learning

   • Educators require professional development to ensure effectiveness & integrity at all levels of instruction.

   • Educators anticipate & meet newly emerging needs based on student performance.

Tiered Interventions Using Evidence-Based Research 

Parent Resources