Multi-Tiered System of Supports (MTSS) - RtI

Multi-Tiered System of Support (MTSS) or Response to Intervention (RtI), provides a framework that focuses on a system level approach across the classrooms, schools, and district to meet the academic and non-academic needs of all students.  It guides both the provision of high-quality core educational experiences in a safe and supportive learning environment for all students and academic and/or non-academic targeted interventions/supports for students who experience difficulties and for students who have already demonstrated mastery of the concept and skills being taught.  The flexible tiers represent a robust and responsive educational environment that provides students with a continuum of multiple supports to meet their needs. The tiers represent increasing intensity of academic and non-academic support and interventions.

There is flexibility of the system and the programming to allow movement between the tiers (to both a more or less intensive type of support/intervention).  All students receive “Core Instruction” with appropriate accommodations and differentiation. This is considered Tier 1. It is expected that 80% of all students fall into this Tier 1.  Some students receive additional small group instruction to support their growth called “Tier 2 Intervention” which is about 15% of all students. A small percentage of all students require intensive instruction with additional supports and intervention.  This is considered “Tier 3 Intervention” and encompasses about 5% of all students.

The academic and non-academic core components of MTSS are:
- High-quality core curriculum and instruction implemented with fidelity
- Research-based academic interventions and assessment practices
- Research-based behavioral interventions and supports
- Universal screening and progress-monitoring
- Collaboration and communication between educators and parents.

| Academic Tiered Support |

Tier 1
is core curriculum with differentiation.  All students have access to high quality curriculum, instruction, and behavior supports in the classroom.  Students are instructionally and flexibly grouped. All students are screened on a periodic basis to monitor progress and identify struggling learners who need additional supports.  Those students who need these extra supports will get differentiated instruction during core instruction in their regular classroom. Additional teaching staff may be assigned to some classrooms during this block to work with students.  This provides a lower student to teacher ratio for teacher- directed, small group instruction.

Tier 2 is core curriculum plus Tier 2 intervention.  If a student does not show progress in Tier 1, then Tier 2 supports are implemented.  Students are provided with increasingly intensive instruction that is targeted to their specific needs.  Additional assessments may be administered to determine exactly where the student has challenges. A plan is developed that targets the specific skill area that needs improvement in order to meet the grade level goal.  This instruction may need to be periodically modified to assure progress. Interventions are discontinued once the goal has been met. If a student’s progress monitoring information indicates that he or she is not making progress despite modifications to the Tier 2 interventions, then Tier 3 interventions are considered.

Tier 3 is core curriculum plus Tier 2 interventions as well as additional Tier 3 interventions.  Typically about 5% of students will need this most intensive level of instruction in order to be successful.  More specialized assessments and input from the parent and school team occurs through the Problem Solving Team process.  Other school members such as a school psychologist, special education teacher, literacy coach, math coach etc. may become more involved with the student.  Tier 3 interventions occur in addition to Tier 2 interventions so scheduling options need to be discussed. All team members, including the parent, closely monitor the child’s progress and determine which steps need to occur.  Should a student continue to demonstrate lack of progress despite Tier 3 interventions, then the student may need to be referred for special education consideration.

Any questions regarding MTSS - RTI support please contact:
Susan Astone
RtI Administrator
Office of Teaching and Learning
781- 270 -1802