Multi-Tiered System of Support
Multi-Tiered System of Support (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. All students are part of MTSS, including students with disabilities, as part of their education. In MTSS, integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. The goal is to accelerate the performance of all our students to achieve and or exceed grade-level proficiency.
Tier 1 (Universal Interventions) is what all students get in the form of instruction (academic and behavior/social-emotional) and student supports. Tier 1 focuses on the implementation of the district’s core curriculum and is aligned with the Illinois Learning Standards.
Tier 2 (Secondary Interventions) is what some students receive in addition to Tier 1 instruction. The purpose of Tier 2 instruction and supports is to improve student performance under Tier 1 performance expectations (levels and conditions of performance). Tier 2 services are more concentrated (more time, narrow focus of instruction/intervention) than Tier 1. Tier 2 interventions are targeted interventions for small groups of students and can be provided by a variety of professionals (e.g., general education and/or Language Arts Specialists, Student Support Specialists) in any setting (general education classroom, separate settings, home).
Tier 3 (Tertiary Interventions) is what few students receive and is the most intense service level a school can provide to a student. Typically, Tier 3 services are provided to very small groups and/or individual students. The purpose of Tier 3 services is to help students overcome significant barriers to learning academic and/or behavior skills required for school success. Tier 3 services require more time and a more narrow focus of instruction/intervention than Tier 2 services. Tier 3 services require effective levels of collaboration and coordination among the staff (general and specialized) providing services to the student. The expected outcome of Tier 3 services, combined with Tiers 1 and 2, is that the student(s) will achieve Tier 1 proficiency levels (academic and/or behavior) established by the district.