What Is MTSS and How Does It Help Struggling Students?

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Like us, you have probably heard the term “Multi-Tiered System of Supports” or “MTSS” frequently in recent years. In this edition of our newsletter, we explain the what, how and why behind MTSS, an evidence-based framework aimed at improving educational outcomes for students facing academic, behavioral, and social-emotional challenges. Read on for a primer on MTSS and how it is being implemented by various school districts.

MTSS was first introduced when the Every Student Succeeds Act (ESSA) was signed into law in December 2015, which called for a “multi-tier system of supports for literacy services.” The ESSA is a complex law that affects all K–12 students in public education in the United States. Its main purpose is to ensure that public schools provide quality education for all children. It gives States a central role in how schools account for all students' success, including historically disadvantaged students, such as those affected by poverty, students of color, children in need of special education services, and those with limited English language skills.

Key Elements of MTSS

MTSS is a proactive and data-driven approach that has the following key elements:

It provides universal screening for all students early in each school year.

It increases levels of targeted support for those who are struggling.

It integrates plans that address students’ academic, behavioral, social, and emotional needs.

It is a schoolwide approach to student support with teachers, counselors, psychologists, and other specialists working as a team to assess students and plan interventions.

It includes professional development so staff can provide interventions and monitor progress effectively.

It promotes family involvement to help parents and caregivers understand interventions and give support at home.

It monitors students’ progress frequently so interventions can be adjusted as needed.

It uses evidence-based strategies at every tier of support.

How Is MTSS Implemented?

There is no one correct approach to MTSS, which is why there are differences in the models adopted by various states and districts. Some school districts use a system with four tiers of support, while others use three tiers. States and districts can also decide on including different essential components within their model or use different wording to define or describe these elements, but there are generally more similarities than differences among MTSS frameworks.

Following is a basic outline of what a three-tiered system may look like:

Tier 1—Universal Instruction:

All students in the general education classroom are in this tier. Teachers use high-quality classroom instruction that has proven to work. This tier incorporates best practices and differentiated instruction and is constantly refined by what works in Tier 2 and Tier 3. Districts typically aim to see 80-90% of students in MTSS Tier 1.

Tier 2—Targeted Group Interventions:

Students who are identified as struggling will still attend Tier 1 lessons with the rest of the class, but they will also receive evidence-based targeted support in the areas they struggle with. For the sake of efficiency, Tier 2 interventions are typically implemented in small group settings based on students’ similar needs identified through assessment. A student who is not responding to this targeted support may stay in Tier 2 or move to Tier 3. Districts typically expect to see 5-15% of students in Tier 2.

Tier 3—Intensive Individualized Support:

Tier 3 provides more frequent, intensive, and individualized interventions for students not responding to Tier 2 supports, or who show a more acute need for support. This tier can include small group work or individual lessons. Most students in Tier 3 still spend a portion of the day in the general education classroom, but they may spend more time in a resource room than before. Usually, districts expect to see 1-5% of students in Tier 3.

Students can be in different MTSS tiers for different needs at the same time. For example, a student might be in Tier 2 or Tier 3 to receive intervention for a Social-Emotional Behavior (SEB) need, such as self-management, while at the same time succeeding in Tier 1 for math.

A special education evaluation is usually the next step if students don’t make enough progress in Tier 3. The data taken on these students will later be helpful when developing an IEP for them. Of course, parents or caregivers don’t have to wait for their children to pass through all MTSS steps before requesting an evaluation. If they have concerns that their child may need further interventions or special education, they can ask for an assessment at any time.

→ Click here to continue reading about how data-based decision making is implemented in MTSS!

If you’d like additional information or have questions for us to address in our future newsletter, post them below! We also welcome your insights and experiences in the comments.