MTSS
MTSS
Definition
(Multi-Tiered System of Support) A schoolwide system of prevention and intervention that ensures every student receives timely academic and behavioral support based on evidence of learning. MTSS uses universal screening, collaborative team processes, and a guaranteed and viable curriculum to provide increasing levels of support until students demonstrate proficiency.
Tiers of Support
Tier 1 Instruction: Universal/Core
High-quality, grade-level core instruction provided to all students. Tier 1 is the foundation of the system and is delivered through a guaranteed and viable curriculum, effective instructional practices, and frequent formative assessment. Schools should expect the vast majority of students (approximately 80–90%) to achieve proficiency through Tier 1 alone.
Tier 2 Instruction: Targeted/Group Intervention
Targeted, timely, supplemental intervention for students who have not yet mastered essential learning despite strong Tier 1 instruction. Tier 2 provides additional time and focused instruction on specific skills, is based on diagnostic evidence, and is monitored frequently to determine student response. Students continue to receive Tier 1 instruction while participating in Tier 2.
Tier 3 Instruction: Instensive Intervention
Intensive, individualized intervention for students with the most significant or persistent learning needs. Tier 3 provides increased instructional intensity through smaller groups, more frequent sessions, and individualized plans based on ongoing progress monitoring. The goal is to accelerate learning so students can successfully access grade-level instruction while continuing to receive Tier 1.
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- Universal Screening
- Brief, standardized assessments administered to all students at regular intervals (typically three times per year) to identify students who may be at risk academically or behaviorally. Universal screeners provide an early warning system and help schools determine which students may need additional diagnostic assessment or intervention. Screening data should be used alongside multiple sources of evidence—not in isolation—to make instructional decisions
- Chart of the Universal Screeners used by subject, grade level, and frequency
- Curriculum-Based Assessments
- Common Summative Assessments (CSAs)
- Common assessments administered after a unit or instructional cycle to measure students' mastery of essential learning standards. CSAs evaluate the effectiveness of instruction, inform curriculum decisions, and provide evidence of overall student proficiency. Unlike formative assessments, their primary purpose is to evaluate learning after instruction has occurred.
- Common Formative Assessments (CFAs):
- Team-developed assessments administered during instruction to monitor student learning of essential standards. CFAs provide timely evidence that Professional Learning Teams (PLTs) use to identify students who need additional support or enrichment and to adjust instructional practices before the end of a unit. In the RTI at Work model, CFAs are one of the primary tools for triggering Tier 2 intervention.
- Common Summative Assessments (CSAs)
- Universal Screening
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- PLTs/PLCs
- Collaborative teams of educators who work interdependently to improve student learning. PLTs regularly analyze student evidence, identify essential standards, develop common assessments, share effective instructional practices, and plan timely interventions and extensions. Within the RTI at Work framework, PLTs are the first level of problem-solving for students who are not yet proficient.
- Building level MTSS Team
- A multidisciplinary school leadership team responsible for overseeing the implementation and effectiveness of the school's MTSS framework. The MTSS Team reviews schoolwide screening and intervention data, monitors the effectiveness of Tier 1, Tier 2, and Tier 3 supports, allocates resources, identifies systemic trends, and supports PLTs in ensuring students receive timely and appropriate interventions. The team focuses on systems, processes, and equitable access to supports rather than managing individual student cases alone.
- PPT
- A legally required team under the Individuals with Disabilities Education Act (IDEA) that determines a student's eligibility for special education and develops, reviews, and revises the Individualized Education Program (IEP). A PPT reviews comprehensive evaluation data, determines whether a disability is present and adversely impacts educational performance, and identifies specialized instruction and related services needed for the student to make meaningful educational progress. The PPT operates independently of MTSS, although MTSS data may inform discussions about a student's response to intervention.
- PLTs/PLCs
Example of MTSS Implementation
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