Multi-Tiered System of Supports (MTSS)
Schools are committed to helping all children succeed. They have many ways to help children learn and to ensure those who need additional supports are successful. The Multi-Tiered System of Supports (MTSS) is one way schools provide those supports to help all children succeed.
What is MTSS? A Multi-Tiered System of Supports (MTSS) provides responsive services for all students. It is a process that provides high-quality, research/evidence-based instruction based on learner needs. Needs are identified by universal screening and monitoring students’ progress. Adjustments to instruction and interventions are based on students’ performance and rate of success. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS was also previously referred to as Response to Intervention (RtI).
What does the MTSS process look like? The MTSS process typically has three tiers, defined by the level of support needed. Each tier provides differing levels of support.
• In Tier I, all students are able to receive high quality curriculum and instruction in the general education classroom.
• In Tier II, the school provides supplemental instructional support, usually in small groups, to students who need additional support to what they are receiving from the general curriculum. The school also provides students with intervention-programs designed to help close achievement gaps.
• In Tier III, intense instructional support is provided to students with the greatest needs, with frequent progress monitoring and intense supports.
What questions can parents ask to learn more about how MTSS works in their child’s school?
• What curriculum is being taught in my child’s classroom?
• What are the targeted interventions that my child’s school is using if he/she is struggling in the classroom?
• What are the formal guidelines my child’s school is using for progress monitoring?
• How will I be informed of the progress my child is making?
• What happens if an intervention is not working?