At Tier 1, a student’s individualized education program (IEP) provides detailed information regarding the student’s areas of need, accommodations, and level of access to the general education setting. A student’s Section 504 Plan provides detailed accommodations and/or services a student requires based on a documented disability. In a Multi-Tiered System of Supports, students who have a disability should receive high quality culturally and linguistically responsive core instruction with scaffolds and differentiation. A student’s 504 Plan provides detailed information regarding the student’s supplemental aids or services, including accommodations, required for them to access the school setting. 

At Tier 2, a student with an IEP or 504 Plan may receive additional time and support for reteaching essential grade level standards and/or interventions for behavior/wellness skills in a timely and systematic manner in an area of need that may or may not be identified in the IEP or 504 Plan. A general education or special education teacher may provide any required instruction. 

At Tier 3, for an area of intensive need in a foundational skill in academics, behavior, or wellness not already identified in the student’s IEP or 504 Plan, the IEP team or 504 committee must reconvene to review all available data and determine whether or not additional formalized assessments are needed to identify new areas of need, or if additional interventions and/or specialized instruction are required. The IEP team or 504 committee, not the MTSS site intervention team, is responsible for addressing all areas of concern for students with disabilities. If the IEP team or 504 committee determines that assessments are warranted to address this new area of concern, interventions can occur during the evaluation process. If no additional assessments are required and the student still requires support, the IEP team or 504 committee will identify specific interventions to address this area of concern, monitor student progress, and reconvene as necessary. This should be prioritized by the collaboration of the IEP or 504 and the site intervention teams.