Multi-Tiered System of Supports (MTSS)

What is a Multi-Tiered System of Supports?

♦ A Multi-Tiered System of Supports is not a separate program, class or intervention but rather a way of organizing instruction and intervention to help all students. The goal of the multi-tiered framework is to provide high-quality instruction and supports based on student need.

♦ This framework also helps educators by providing information (data) to identify students needing additional support (academic and behavioral) and also identify students who may need special education.

♦ In public school settings, learning disabilities are identified through an instructional based model of identification. This model is based on a student’s response to instruction and intervention.

What are the key components of a Multi-Tiered System of Supports?

♦ High-quality instruction

♦ Universal screening to identify students needing supplemental support

♦ Multiple tiers of academic, social-emotional and behavioral support that are progressively more intensive

♦ Evidence-based interventions matched to student need

♦ Ongoing progress monitoring of student performance

What are tiered supports?

A Multi-Tiered System of Supports organizes instruction and intervention into tiers, or levels of support:

♦ Universal/ Core (Tier 1) – All students receive high-quality instruction.

♦ Supplemental (Tier 2) – In addition to Tier 1, students needing more support also receive small-group intervention and supports. The difference is increased time, smaller groups of students, and/or narrowed focus of instruction.

♦ Intensive (Tier 3) – In addition to Tiers 1 and 2, students receiving Tier 3 intervention receive the most intensive supports based on individual need. The difference is individual team-based problem-solving, increased time, smaller groups of students, and/or narrowed focus of instruction.

Three tiered triangle showing different layers of support offered to maximize success for students.

MTSS: an overview for Families (North Carolina Department of Public Instruction)

What do I do if I have concerns about my student’s academic, social-emotional, or behavioral performance?

If you have concerns about your student’s performance, the first step is to reach out to your student’s teacher.  As teachers identify deficits during your child’s learning process, this information along with any interventions happening in the school will be shared in a timely manner.  You are also welcome to contact your school level principal with concerns.

You can also contact these members of our support team with concerns or questions: