0:00 A multi-tiered system of supports (MTSS) is a way to ensure all students receive the support they need to succeed. MTSS is a proactive, preventative, data-based approach to decision-making.

0:13 Students access tiered support for academics, behavior, and wellness based on need. MTSS uses universal screening, diagnostic classroom, and progress monitoring assessments to inform decision-making.

0:28 Students with abilities have access to all tiers. Students receive access to universally designed and differentiated instruction, where teachers provide learning opportunities centered on their readiness levels and interests.

0:44 Teachers respond to student needs by building choice into the content, process, and learning environment.

0:56 The blue side of the pyramid represents specially designed instruction. Teachers adapt the content, methodology, or delivery of instruction to ensure the unique needs of the student are addressed and to ensure access to the general curriculum.

1:13 Specially designed instruction supports the student’s needs resulting from their disability and is outlined in the IEP.

1:23 So how does this all come together? What do students have access to at each tier?

1:32 At Tier 1, all students receive high-quality, grade-level, and content-level instruction. For students with disabilities, the IEP and 504 plan list the accommodations and access to the general education setting. IEPs also provide information about individual areas of need.

1:55 Tier 2 is defined as providing some students with small-group, targeted intervention in addition to high-quality core instruction. Additionally, some students may require reteaching of essential grade-level or content standards, along with interventions for behavior and social-emotional (SEL) needs.

2:14 For students with disabilities, areas identified for reteaching of grade-level content do not need to be included in the IEP or 504 plan.

2:25 At Tier 3, all students have access to interventions focused on foundational skills when needed. These interventions occur with greater intensity for students with disabilities.

2:35 These interventions may align with their IEP or 504 plan. For students with disabilities, data may indicate the potential for a new area of need. The IEP team or 504 knowledgeable committee will reconvene to consider available data.

2:53 The team determines if any new interventions or specialized instruction is needed.

3:00 The light blue line represents the local screening committee (LSC) and eligibility for special education services. A referral can be made to the local screening committee at any time when there is reason to suspect that a student has a disability and requires special education or related services.

3:18 In order for a student to receive specially designed instruction, they must first be found eligible for special education through the special education eligibility process.

3:28 MTSS is meant to provide interventions and support for all students. MTSS is not intended to provide a pathway to special education.

3:39 For more information about MTSS or special education processes, reach out to an administrator at your school.

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.