FAQs
What does MTSS stand for?
MTSS is an acronym for Multi-Tiered Systems of Support.
What is RISD’s Multi-Tiered System of Support?
The MTSS is a tiered system for delivering increasingly intensive supports for students who either need intervention or enrichment in academics or behavior. RISD’s Multi-Tiered System of Support guides campuses in determining the levels of support for students.
What is the purpose of MTSS at the campus level?
MTSS is a framework for all instruction and support within a school campus and includes components to improve outcomes for all students—those who are struggling academically and/or behaviorally, those who are progressing within normal limits, and those who exhibit gifted/talented characteristics in one or more areas.
Supports are developed and assigned in layers, or tiers, based on intensity of student need. MTSS is intended to maximize instruction for all students by engaging in a continuous process of problem-solving based on data.
What is the purpose of MTSS at the district level?
The district MTSS coordinates and connects systems level support to ensure campus success.
Is MTSS primarily for students who are struggling academically?
MTSS is for all students—those who are struggling as well as those who need accelerated or enriched instruction. MTSS is a framework to maximize instruction for all students.
Why should schools use a common system?
A common MTSS will strengthen implementation by helping schools engage in continuous problem-solving based on data to provide increasingly intensive supports and interventions. When campuses use an aligned MTSS, district level support can be most effective.
How is MTSS different than RtI?
While Response to Intervention (RtI) and MTSS are both structured into tiers and sometimes used interchangeably, RtI has traditionally referred to academic interventions while PBIS referred to behavior interventions. MTSS is a comprehensive system that includes consideration of the whole child—academically, socially, and behaviorally.
Addressing the needs of the whole child are necessary: students whose academic needs are not addressed may display behavior issues to mask those needs, and students whose behavior needs are unaddressed may begin to develop academic concerns. It’s important to consider both facets to address all students most effectively.
Which students are impacted by MTSS?
All students are impacted since the foundation of MTSS is that of a strong core instruction and practices. Solid core (Tier 1) instruction consists of school staff engaging in a continuous process of data collection and analysis to maximize daily instruction, improve instructional practices, and provide differentiation strategies across the campus. A quality MTSS will improve instruction for all students.
What is universal screening?
The National Center for Response to Intervention (NCRTI) defines universal screening as brief assessments that are valid, reliable, and predict which students are likely to develop learning or behavioral problems. Academic and behavior screeners are conducted with all students to identify those who are at risk and may need intervention to supplement the core curriculum.
What is student progress monitoring?
NCRTI defines student progress monitoring as repeated measurement of performance over time to inform instruction of individual students. Progress monitoring is conducted at least monthly to measure rates of improvement and identify students who are not showing adequate progress.
What is differentiation?
Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is NOT the same as providing more intensive interventions to students with learning problems.
Is MTSS primarily for students who may need a special education evaluation?
No. The purpose of MTSS is to engage in a continuous cycle of problem-solving based on data to provide immediate support to meet students where they are right now.
When effective, MTSS reduces the need for more restrictive educational placements for many students by intervening early. All school staff (teachers, administrators, counselors, interventionists, etc.) should work together to implement the MTSS for the benefit of all students on a campus.
Can students receive different levels of support in different areas at the same time?
Students should move back and forth across the levels based on their demonstrated success or difficulty at the intervention level, based on data. Also, students can receive intervention at one level while also receiving intervention or instruction at another level in a different area. For example, a student may receive Tier 2 intervention for reading, Tier 1 instruction for math, and Tier 3 behavior support.
Is MTSS a process where students progress sequentially from tier to tier?
Movement among tiers should be fluid and based on level of need. A student with acute needs does not have to progress through the tiers to get intensive, individualized support. The level of intervention should match the level of need.
How do students “qualify” for Tier 2 and Tier 3 supports and services?
Students are identified for intervention support through a careful process of problem-solving using data. School staff analyze results from universal screeners and assessments to determine students who need additional academic and/or behavioral support. Depending on the student’s level of need and how they have responded to previous efforts, the MTSS team decides to continue at Tier 1 with differentiation and extra support, begin a Tier 2 (targeted) intervention, or begin a more intensive and individualized Tier 3 intervention. The decision is made by campus staff and based on student need.
How long should a student receive Tier 2 or Tier 3 supports?
A student should receive intervention as long as there is a demonstrated need. Some students will require intervention for a short period and return to Tier 1 supports. Other students may need Tier 2 or even Tier 3 interventions for a long time. One of the main components of an effective MTSS system is the on-going cycle in which school staff engage in a continuous process of problem-solving based on data. As students receive interventions, teachers periodically collect data to measure their response.
For students who are performing below grade-level – when data indicates a student has reached a proficiency level that no longer needs the current intervention, the campus team will implement a less intensive intervention or return the student to Tier 1 supports only. If data indicates the student is making reasonable, slow, or no progress, the team will continue or intensify interventions. There are no set time limits for receiving interventions.