Multi-Tiered System of Support (MTSS)

MULTI-TIERED SYSTEM OF SUPPORT (MTSS)

Multi-tiered System of Support, or MTSS, is a framework that organizes instruction and interventions based on data from ongoing assessments. It is a preventative approach, which can be particularly beneficial for determining appropriate supports for ELLs, who can often be over and under-identified in special education). It is easy to mistake disengagement as learning difficulties. MTSS first uses quick assessments – or universal screeners – as indicators of academic skills and social skills/behaviour. 

The quick assessments are used by teachers to:

• work collaboratively to problem solve issues

• develop better and more responsive instructional practices

• design data-informed interventions and supports

• establish cycles of progress monitoring throughout the year

• adjust instruction and intervention to address students’ individual needs and growth

Instructional practices are then delivered using a three tiered system:

• Tier 1: Core Instruction
  All students have access to general education curriculum, because instruction is high-quality, research-based, and grounded in culturally responsive instruction.

• Tier 2: Targeted Group Interventions
  Provide strategic interventions in the general education classroom. The essential components of Tier 2 interventions are: flexible groupings, explicit instructional approaches, the use of evidence-based strategies, and appropriate instructional pacing. Tier 2 intervention also needs to factor in culturally and linguistically responsive practices, and an emphasis on oral language development.

Effective Tier 2 Inteventions for ELLS:
-differentiated, high-quality language and literacy instruction with varying levels of intensity
-focus on social and academic language development
-educator knowledge of 2nd language acquisition process
-data-informed, appropriate instructional adjustments
Series2-Brief2_Final.pdf (mtss4els.org) 

• Tier 3: Individual Intensive Interventions (through special education services)

Progress monitoring cycles allow teachers to identify students’ strengths, review and reevaluate students’ response to instructional supports and intervention, and to keep track of progress. These frequent assessments/progress monitoring guide the implementation of instructional practices. MTSS provides a system for helping struggling learners in the general classroom, instead of immediately considering referral to special education services.