Supporting MTSS and the Whole Child

Many districts and states use the terminology “multi-tiered system of support (MTSS)” and “Response to Intervention (RTI)” synonymously. Both refer to using data to support the needs of all students. Over time, MTSS has become the preferred term in many places because it expands beyond academics to include whole child data, including SEB. The foundational components and intended outcomes are often similar between the two.

A comprehensive assessment system is a foundational component of an MTSS. Key assessments include universal screening and progress monitoring, which help educators and leaders maximize supports across every tier to meet each student’s needs. For students needing more intensive and individualized support, having access to assessments that diagnose specific skill and instructional needs is critical to student success. High-quality standards-based assessments, such as those in DnA, are an essential component of a strong Tier 1 as they fuel ongoing formative assessment practices and continually inform standards-based instruction throughout the year.

Support throughout the tiers of an MTSS occurs through data-based resource allocation and varies based on each school’s context and resources. At Tier 1, universal screening data may suggest that a Tier 1 intervention is in order. In that case, an instructional coach may help a grade level team to choose and learn a class-wide intervention. At Tier 2, grade-level teams may use universal screening data to assign all students to grade-level instructional groups for supplemental intervention, so one intervention is provided during the common intervention time. At Tier 3, intensive, individualized interventions may be provided by a specialist during student independent work time.

Tier 1 resources include those resources that are provided for all students within a school. This includes:

• Comprehensive assessment system, including universal screening and formative assessment practices
• Research-based universal curriculum, instruction, and whole-group intensification
• Team data-based decision making; early warning systems
• Educator professional learning
• Student, family, and community engagement
• Supportive school climate and culture
• Intentional infrastructure to support effective practice

An effective Tier 1 results in about 80% of students in a grade level being on track to meet grade-level standards without additional intervention. This allows supplemental and intensive resources to be robust enough to provide adequate support to those students who need them to meet grade-level standards.

In schools where there are not yet 80% of students meeting expectations, Tier 1 supports should be intensified and improved to meet students’ needs. This may include reviewing instructional strategies and materials used, providing whole group interventions to all students in a grade level to teach targeted skills, and considering how resources such as instructional coaches and literacy experts can be used in a strategic manner.

Positive Behavior Interventions and Supports (PBIS) is an SEB tiered supports framework that aligns wholly with an MTSS framework. Many districts implement PBIS practices as part of their MTSS implementation.

The MTSS framework is designed to adapt, respond to, and meet the needs of secondary learners and their settings. While the goals and principles remain the same, some of the activities vary to meet the specific context of secondary settings and learners, according to what they need to be successful. Because secondary learners often have more complex needs and secondary educators serve many more students, the structure and support that an MTSS framework provides can be even more necessary at the secondary level.

The MTSS framework is designed to help schools best allocate resources to ensure all students succeed, including students with disabilities. Several supports within an MTSS have cascading effects that can make special educators’ roles more efficient. For instance, when valid and reliable progress monitoring tools are available throughout the school, special educators can use those same tools for their students with disabilities.

As another example, regular team meetings in which educators use data to drive planning also support special educators as they determine how to improve instructional programs for the students they serve.

States have developed local initiatives to support MTSS implementation given local context and resources. Yet, the foundational principles and practices found within an MTSS framework are consistent across states.