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Multi-Tiered System of Supports (MTSS)

Madison School District creates a comprehensive and robust MTSS framework and uses evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support based on their level of need. MTSS is a framework that supports educators in providing equitable, targeted, and data-driven support so that students will grow and reach their full potential. Attention is focused on creating and sustaining academic and social-emotional/behavior supports for all levels: Tier 1 universal support, Tier 2 targeted additional support, and Tier 3 intensive support. The goal of MTSS is to eliminate barriers to learning and enable every student to successfully reach their full potential.

Madison’s Mission: To foster success for ALL through dynamic, engaging, and relevant learning experiences focusing on students’ academic, social, and emotional growth

What is Multi-Tiered Systems of Supports (MTSS)?

MTSS graphic that says "identify need, analyze options, implement strategies, and assess results. Academic, Behavior, Social-Emotional"

A way of helping students get the support they need in academics and/or social-emotional behavior.

A framework schools use to provide instruction and support to maximize the success of all students.

Within MTSS, teachers work to ensure all students receive effective instruction, monitor student progress, and provide more specific support when needed.

What is Tiered Support? 

Tiered instruction is layered support available to every student. For most students, regular daily classroom instruction is sufficient for them to meet grade-level expectations. Some students may need additional support to be successful, and a few students will require even more specific support to make progress.

Tier 1 Supports 

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  • Provided to ALL students in academics, social-emotional, and behavior.
  • Schools plan and deliver high-quality instruction students need to meet grade level expectations.
  • Teachers differentiate to support student access to content.
  • Teachers provide reteaching and reinforcement.

Tier 2 Supports 

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  • Provided to some students who may need more support in addition to Tier 1 Supports.
  • Intervention provided to small groups on a specific skill.
  • Progress is monitored on the skill.

Tier 3 Supports

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  • Provided in addition to Tier 1 Supports and Tier 2 Supports.
  • The greatest level of support.

How does the school identify what my child needs?

MTSS Triangle Visual with text "Tier 3 Supports: Intensive, Individualized For a Few, Tier 2 Supports: Supplemental, Targeted for Some, Tier 1 Supports, Core Universal For All"

 

  1. School or teacher teams look at data for the whole child to identify specific needs and develop interventions.
  2. Data comes from a variety of sources including Arizona’s Academic Standards Assessment (AASA), Arizona’s Science Test (AzSCI), and Madison assessments: FastBridge, NWEA Measure of Academic Progress (MAP), Madison Common Pacing Assessments (MCPA), classroom assessments, DESSA (social-emotional screener), behavior incidents, attendance, family and teacher input.
  3. Data-based decision making is used to identify supports for all students (Tier 1 Supports), some students (Tier 2 Supports), and a few students (Tier 3 Supports).

What can I expect with MTSS?

Although MTSS may look different from school to school, common factors include:

  • Communication about your child’s progress in school.
  • Notification if your child needs additional supports, including why those supports are needed and what supports are being provided.

EXAMPLES OF INTERVENTIONS

3-tiered Academic Intervention:

  • Tier 1 Supports: Grade level whole group instruction with differentiation and reteaching
  • Tier 2 Supports: Tier 1 Supports & Supplemental intervention on identified need(s)
  • Tier 3 Supports: Tier 1 Supports, Tier 2 Supports, & Intensive intervention on identified need(s)

3-tiered Behavior Intervention: 

  • Tier 1 Supports: School-wide PBIS lessons and expectations; all students
  • Tier 2 Supports: Tier 1 Supports & Specific Interventions
  • Tier 3 Supports: Tier 1 Supports, Tier 2 Supports, & Individualized Interventions

School Wide Positive Behavior Interventions and Supports (PBIS) 

  • PBIS is not a curriculum, intervention, or practice. It is a decision-making framework for implementing evidence-based practices in order to improve academic and behavior outcomes for students. 
  • PBIS is about building strong relationships and supporting the whole child. The multi-tier framework supports all students with the goal of meeting everyone's academic, social, emotional and behavior needs. 
  • It is a framework that allows for consistency with reinforcing expectations and managing behaviors through a school. 

Learn more about the Social Emotional Learning program at Madison

MTSS Key Terms 

  • Data-Based Decision Making: Planning for student success by looking at data, including ongoing progress monitoring.
  • Differentiation: Teachers differentiate instruction by changing the way content is taught and how students demonstrate their learning.
  • Intervention: Specific instruction based on an identified need/skill in academics, behavior, and social-emotional.
  • Progress Monitoring: The ongoing process of evaluating student’s progress to continue, change, or end the intervention.