It started as RTI (Intervention Response) andPBIS (Positive Behavioral Intervention and Support), and now called MTSS (Multi-Level Support Systems). MTSS is a standard for how schools approach academic and behavioral issues. It also plays a huge role in diagnosing children with learning disabilities. Here is everything you need to know about this acronym that is part of everyday education.
What exactly does MTSS mean?
MTSS is a proactive, multi-layered instruction and support framework for all learners. We consider MTSS as a triangle with three "layers". All students in the school fall somewhere in the MTSS Triangle - Level 1, 2 or 3. MTSS is not a program or program, but a way of thinking about how best to intervene and provide resources and interventions for students who are struggling with reading, math or behavior.
How was MTSS created?
The MTSS was introduced in the Every Student Succeeds Act (2015). Combined RTI (response to intervention) andPBIS (Positive Behavioral Intervention and Support). The RTI focused on academic interventions through multi-level support, while the PBIS focused on behavioral and socio-emotional interventions. The MTSS combines both and includes the expectation that schools and teachers will use evidence-based or research-based approaches and programs.
Na dePersons with Disabilities Education Act (IDEA)(2004) revised, MTSS became part of schools' approach to intervention and support before becoming a toolPEI. In other words, IDEA enabled schools to tailor the support they received to a student with a demonstrated need, without waiting for a special education diagnosis. This changed the way learning disabilities were identified and was a change from how learning disabilities had been defined in the past. He focused more on how students responded to instructions rather than whether a student had a discrepancy between their IQ and performance. MTSS is currently the gold standard approach to intervention in education.
What are the levels?
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Typically, there are three levels in MTSS structures.
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Level 1: Universal Instruction (80% to 90%)
At Level 1, students receive quality education and universal control (grades). Level 1 also includes school-wide behavior management (such as school-wide PBIS implementation). Typically, when level 1 learning is going well, 80% to 90% of students make the expected progress, meaning that students show improvement on universal trackers.
For example, a school may use the curriculum to teach math skills and track student progress with the NWEA MAP assessment or other formative assessment tool. If 80% of students are progressing or growing steadily, basic learning is effective.
Level 2: Intervention (10% to 20%)
Level 2 is the first level of intervention for students who are not progressing at Level 1. Students receive Level 2 interventions when they need support to achieve academic or behavioral goals. These interventions are conducted in a small group and are designed to help students keep up with their peers. It is expected that when Level 1 teaching is effective, approximately 10% to 20% of students will require Level 2 interventions to address emerging problems.
In the calculation example after NWEA orFormative headsCan the school identify the 10% of students who fail to master a basic concept (e.g. sense of numbers or place value) and provide these students with a small-group math intervention? During the Level 2 Intervention, these students receive additional math progress monitoring to ensure they are making progress in this math skill. Some students in a Level 2 intervention will "learn" once they have mastered what they missed and return to Level 1. Others will need a Level 3 intervention.
Level 3: Intensive Intervention (<10%)
If a student is not making the expected progress at Level 2, they move on to Level 3. Level 3 is intensive intervention or more frequent, individualized and intensive intervention. When the MTSS framework is working and levels 1 and 2 are effective, less than 10% of students should be at level 3.
To complete the math example, if some students in the intervention group fail to show progress in the progress monitoring tool, the interventionist can work with them individually through manipulative means to see if the students respond to the additional intervention. The interventionist will continue to collect data that will give the team an idea of how the student is acting or responding to further intervention. After a Level 3 intervention, some students master the skills and progress back to Level 2 or 1. Some students may be referred for assessment to determine if they have a learning disability based on how they responded to the intervention.
What are the ingredients of MTSS?
Because MTSS is not a specific curriculum, states and districts have flexibility. As long as they use a multi-layered, data-driven approach to decision-making along with evidence-based practices and interventions, they follow the MTSS.
common screening test
MTSS is proactive, so students who need extra support are identified through universal screening very early in the process. Teachers use universal screening data (such as the NWEA MAP test or other assessment) to identify students who would benefit from the intervention. This is more proactive than waiting for your child to fail before offering support.
layered approach
MTSS includes three levels of teaching support and intervention, depending on the student's needs. Schools can establish clear criteria for how students progress between levels and what interventions are offered at each level.
Evidence-based interventions
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Level 1 aims to provide all students with a quality education using methods that have been proven to work. In Levels 2 and 3, students receive evidence-based interventions using programs or strategies that have a solid research base. For example, a district may have a curriculum that gives students a foundationsonsand reading words. Students who are not progressing at Level 1 may receive an evidence-based intervention such assolid partners, at level 2 or 3.
You can find evidence-based interventions and programs throughHow does Clearinghouse work?zIntervention Center.
Data-driven decision making
Teachers collect and monitor data to make decisions about moving students between grades. Collecting and analyzing data also means that teachers work together to teach and intervene. Data-driven decision making is how teachers make decisions to move a student from Level 1 to Level 2 or back from Level 3 to Level 2.
Parental involvement
Parents should be notified and involved as their child begins the intervention and progresses through the levels. Occasionally, after a child's intervention, the team will refer the child for a special education assessment, so parental involvement during the MTSS also helps the team communicate about special education.
See more information:What is special education?
How long does MTSS or?
MTSS will take a different amount of time for each student. Typically, the school establishes protocols for how long a round of intervention can last, usually six to eight weeks. Students may receive multiple rounds of intervention to track their progress and determine how they respond, so it is not uncommon for a student to spend a year or two on an intervention before returning to Level 1 or being referred for special education.
Can a student be on several levels at the same time?
Short answer: yes. Because the MTSS focuses on socio-emotional, behavioral, and academic aspects, a student may be level 3 in reading but level 1 in behavior and math.
Challenges in implementing MTSS
MTSS is currently the "gold standard", but challenges remain.
- Staff: MTSS needs staff (interventionists, instructional trainers) to implement it properly.
- Data-driven decision making: Just having data does not mean that it will be put to the best use to support students. Teachers need to know how to use data and how to regularly collect and monitor it.
What is the relationship between MTSS and special education?
MTSS originally grew out of efforts to improve special education services, particularly in identifying students who needed special education services for people with learning disabilities. IDEA (2004) included an Intervention Response model to identify students with learning difficulties. This was a departure from the previous "expect to fail" model or definition of learning disability, which was based on a discrepancy between a child's IQ and their level of education. This meant that students could receive support at levels 2 and 3 before being referred for a disability certificate.
IEP students can be at General Education Level 1 and receive the same instruction and universal screening as their general education peers. But your specially designed manual would be provided by your IEP, not necessarily in the MTSS model.
recommended reading
For more information on MTSS, below are links to some recommended professional development books.
(Note, WeAreTeachers may take some sales from links on this page. We only recommend items our team loves!)
Introductory Guide to MTSSby Jessica Djabrayan Hannigan and John E. Hannigan
Level 2 Best Practices: Additional Interventions to Provide Additional Student Supportby Bob Sonju et al.
10 Success Factors for Literacy Interventions: Achieving MTSS Results in Primary SchoolsPorta Susan Hall
Conducting behavioral and socio-emotional assessments in MTSS: screening for interventionby Nathaniel von der Embse et al.
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FAQs
What questions to ask at MTSS meeting? ›
- So far, how effectively have staff been trained on MTSS and why it's important?
- How comfortable do school-level staff feel with the use of data to inform student supports and tiered instruction?
- How much training have staff received on the different types of interventions for every tier?
- Educators must work proactively to support students' learning needs.
- ALL students can learn.
- ALL available resources are accessible to teach all students.
Multi-Tiered System of Supports (MTSS) is a framework for enhancing the implementation of evidence-based practices to achieve important outcomes for every student. The MTSS framework builds on a public health approach that focuses on organizing the efforts of adults within systems to be more effective.
What are the concepts behind multi-tiered systems of support? ›The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.
What are the 6 essential components of MTSS? ›- High-quality, differentiated classroom instruction. ...
- Systemic and sustainable change. ...
- Integrated data system. ...
- Positive behavioral support.
- Set Clear Goals. ...
- Build Buy-In Across Your District. ...
- Form a Dedicated MTSS Team. ...
- Determine How to Collect and Use Data. ...
- Strengthen Tier 1 Supports. ...
- Gather Regular Feedback for Continuous Improvement.
- Identifying the student's strengths and needs, based on data.
- Analyzing data and formulating appropriate interventions.
- Implementing these interventions.
- Reflecting on and evaluating intervention outcomes.
In an MTSS model, assessments are used for five specific purposes: 1) assessing fidelity of implementation, 2) screening, 3) diagnostics, 4) progress monitoring, and 5) general outcomes measurement.
What are some examples of Tier 3 interventions? ›Examples of Tier 3 interventions might include: individual counseling, family counseling; or administration of a Functional Behavioral Assessment to provide concrete data to create an individual Behavior Support Plan.
What two programs does MTSS bring together to support the whole child? ›Since MTSS is a framework that brings together both RtI² and PBIS and aligns their supports to serve the whole child, it also relies on data gathering through universal screening, data-driven decision making, and problem solving teams, and focuses on content standards.
What is MTSS and how is it used in the classroom? ›
A Multi-Tiered System of Supports (MTSS) is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the educational system for supporting students.
What differentiates a multi tiered system of support from response to intervention? ›Major differences between RTI and MTSS
Whereas RTI is a model for identifying and addressing the specific academic needs of struggling students, MTSS has a much broader scope. MTSS addresses academic as well as social and emotional areas (non-academic), including behavior and other topics such as attendance.
MTSS encourages more individualized instruction
Because MTSS includes frequent progress monitoring and data-based decisions, teachers can provide more individualized instruction to each student. This can help all students improve their academic performance, especially those struggling or falling behind.
By having a tiered support system, teams can focus on the tasks they have been trained for, ensuring efficient use of time and resources. This results in higher levels of employee productivity as teams can efficiently handle customer queries and quickly identify issues that require further investigation or escalation.
What is a multi-tiered approach to behavioral intervention? ›PBIS is a multi-tiered system designed to be inclusive of all environments and link research-validated practices. Attention is focused on creating and sustaining primary (school wide), secondary (classroom), and tertiary (individual) systems of support that improve results for desired behaviors.
What is the goal of MTSS intervention? ›MTSS is a framework many schools use to provide targeted support to struggling students. The goal of MTSS is to intervene early so students can catch up with their peers. It screens all students and aims to address academic and behavior challenges.
How can MTSS support the learning of all students? ›MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.
How do schools implement MTSS? ›During initial implementation of MTSS, staff implement the processes, assessment and interventions identified and developed during Phase 1. Monitoring fidelity of implementation is critical at this phase and teams should identify and address barriers to implementation through regular teaming and problem solving.
How does MTSS support gifted students? ›MTSS seeks to prevent academic, behavioral, and social emotional difficulty through quality, research- based instruction and early intervention for students who do not make expected progress while accelerating the learning of those students who exceed expected progress.
How does MTSS benefit teachers? ›MTSS provides specific types of support for teachers (professional development, technical assistance, instructional coaching). MTSS outlines clearly defined roles, responsibilities, and accountability for teachers, building leaders, and district personnel.
What makes a good MTSS team? ›
MTSS teams should be representative of all key stakeholders, including regular education, special education, administration, and family and community input. MTSS teams also have structures and clear processes in place to guide decision making, and the teams have protected time set aside to meet on a regular basis.
What are the three tiers of problem-solving? ›LEVEL 1: You solve the problem. LEVEL 2: You solve the problem in a cost-effective manner (e.g., using heuristics to get a quick solution that is “good enough”) LEVEL 3: You solve the problem in a cost-effective manner that a decision-maker will implement.
What are the 4S method of problem-solving? ›4S Framework: State, Structure, Solve, Sell.
What are the 4 main pillars of the problem-solving process? ›Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.
What technique is used to assess students responsiveness to interventions in the MTSS process? ›Curriculum-based measurement (CBM) is often used to collect data on interventions and their effectiveness to determine what works best for an individual student.
What are the 4 pillars of assessment? ›The four pillars of great assessment are purpose, validity, reliability and value.
What are Tier 1 Tier 2 and Tier 3 interventions? ›Tier 1 = Universal or core instruction. Tier 2 = Targeted or strategic instruction/intervention. Tier 3 = Intensive instruction/intervention.
What are examples of Tier 2 interventions? ›Specific Tier 2 interventions include practices such as social skills groups, self-management, and academic supports. Targeted interventions like these, implemented by typical school personnel, are likely to demonstrate positive effects for up to 67% of referred students.
What is an example of a Tier 1 behavior? ›Tier I positive behavior interventions
For example, if a student meets basic expectations, teachers might offer them an opportunity to have a classroom job, lead part of the class, or offer some other level of independence or leadership.
Parents can be involved in the process by communicating any concerns to the child's teacher, providing insight into their child's learning and development, and assisting with identified interventions at home.
Is MTSS applied to all students? ›
With universally designed and differentiated instruction in general education and specially designed instruction from special education working together, all students can be supported in the MTSS framework.
Is MTSS for gifted students? ›MTSS Supports the Whole (Gifted) Child
MTSS integrates academics with social-emotional learning and behavioral learning. Remember, gifted students may need a variety of services/supports based on their shifting needs, whether that be social-emotional, behavioral, or academic.
MTSS helps educators to be thoughtful about using resources appropriately and impactfully. It also allows the use of data to continually monitor and improve the effectiveness of their actions. MTSS makes the district-wide system more effective and ensures we're supporting the needs of every student.
What questions to ask about MTSS? ›- So far, how effectively have staff been trained on MTSS and why it's important?
- How comfortable do school-level staff feel with the use of data to inform student supports and tiered instruction?
- How much training have staff received on the different types of interventions for every tier?
While MTSS is not a special education initiative, it supports all students, including students with disabilities. Therefore special education staff should play an integral role in the design and development of the multi-tiered system of support.
Is MTSS replacing RTI? ›MTSS is that RTI lives under the wider umbrella of MTSS. Additional initiatives that are part of the MTSS model also fall under the umbrella, including: Professional development. Positive Behavioral Interventions and Supports (PBIS)
What role do school counselors play in the MTSS process? ›School counselors collaboratively support the process of MTSS universal screening for mental health (Donohue et al., 2016), academic and behavioral supports. The school counselor may also provide indirect student service by presenting data or serving as a consultant to a student support team.
Who should be on a school MTSS team? ›A School Leadership Team's primary focus is to facilitate school-wide implementation of MTSS. Recommended team members include cross-disciplinary representatives including principal, general and special education teachers, content area experts, student support personnel, and a school MTSS Coach.
What are some of the common problems with a tiered support model? ›Cons of tiered support
There is little knowledge and skill sharing involved in the hierarchy system. The tiers are siloed—unless a Tier 1 agent specifically goes and looks at how a Tier 3 agent solved an issue, they will not learn from it nor share or gain any knowledge.
The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.
What are the benefits of using a three tiered model for response to intervention? ›
RTI consists of three tiers, or levels of academic support, which help teachers and schools better identify, target, and support, both students and their individual skill deficits. The RTI approach or process can vary greatly from school to school, district to district.
What is a multi-tiered approach to teaching students? ›A Multi-Tiered System of Support (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students.
What is the MTSS process for behavior? ›Multi-Tiered System of Supports (MTSS) is an umbrella framework that includes Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks. P.K. Yonge uses this tiered system, where every student receives core instruction, known as Tier One.
What are Tier 3 interventions for behavior examples? ›Examples of Tier 3 interventions might include: individual counseling, family counseling; or administration of a Functional Behavioral Assessment to provide concrete data to create an individual Behavior Support Plan.
What questions should I ask at an RTI meeting? ›- Does the school use a systematic approach to provide extra help for students? ...
- Do you have any written information you can give me about this approach?
- What screening process do you use to identify students who need extra help?
- Are all parents notified of their child's screening results?
- 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?
- Identifying the student's strengths and needs, based on data.
- Analyzing data and formulating appropriate interventions.
- Implementing these interventions.
- Reflecting on and evaluating intervention outcomes.
To what degree do you feel you maintained the routines and procedures in your classroom? What challenges did you overcome in doing this? What obstacles did you encounter in engaging students, and how did you address them? What approaches did you find to be most effective?
What are four primary questions that need to be addressed within an RTI model? ›The National Center on RTI says the four essential components of a research-based framework for RTI are: universal screening, continuing progress monitoring, multi-level prevention system, and data-based decision making.
What are the three key components of RTI? ›- Universal screening: Screening assessment administered to all students in the class.
- Tier 1: Class- or school-wide interventions.
- Tier 2: Targeted interventions.
- Tier 3: Intensive, individualized interventions.
What is the goal of MTSS student learning? ›
The goal of MTSS is to screen early and to give support quickly. It can also help schools tell the difference between kids who haven't had good instruction in the past and those who truly need special education. A special education evaluation is usually the next step if students don't make enough progress in Tier 3.
What are the 4 major elements of problem solving? ›Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.
What are the 4S method of problem solving? ›4S Framework: State, Structure, Solve, Sell.
What are guiding questions for classroom observations? ›Tell me about the lesson I will be observing. What do you hope students will demonstrate by the end of the lesson? How will you know you have accomplished the lesson's purpose? Where are you in the unit of study, and what led up to this lesson?
What are three questions an educator should ask themselves during critical reflection? ›- What was my best moment today, and how can I have more moments like it?
- What was my most challenging moment and why? ...
- Were my students excited to be in class? ...
- How was my mood with others today?
- In what ways did my students surprise me today?
- The classroom is neat, welcoming, and an organized learning environment.
- Developmentally appropriate materials are displayed and accessible to students.
- The classroom reflects the culture, language, ethnicity, and developmental stages of the students.
- Attendance is taken.