Tier 1 (also known as core instruction), all students receive scientific, research-based core instruction implemented with integrity and emphasizing grade-level standards and school-wide behavioral expectations. Instruction at Tier 1 should be explicit, differentiated, and include flexible grouping, active student engagement, and high-quality instruction based on current student data and needs. Tier 1 in MTSS should be accessible and provide support to 100% of students.
Tier 2, students are identified who are in need of support academically and/or non-academically. These students are provided scientific, research-based interventions in addition to core instruction according to their needs. Approximately 10-15% of students will need supplemental instruction at Tier 2 to become proficient. Tier 2 interventions are implemented within groups of students who need support in the same area, such as academic, social-emotional, or behavioral.Tier 2 or targeted group interventions typically involve additional minutes of instruction (outside of core instruction) provided each week depending on identified need area(s).
Tier 3 interventions are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios, and possibly occur for a longer duration of time. Tier 3 interventions occur in conjunction with Tier 1 and Tier 2 support. About 3-5% of students will require this level of intensive support. The intervention's intensity/frequency and duration are considered based upon need. Tier 3 intervention plans include more than what occurs during intervention time. They also include strategies for maximizing student outcomes during core instruction (Tier 1), support provided at Tier 2, as well as support to use at home or in the community.
Child Find is the district’s responsibility to identify, locate, and evaluate all students suspected of having a disability. Students may be identified for a suspected disability regardless of tier, or placement, within the layered continuum of supports.
Diagnostic Assessment is a tool teachers can use to collect information about a student’s strengths and weaknesses in an area. Diagnostic assessments provide information on why a student is struggling and the depth of the deficit.
Evidence-based Interventions are interventions that have been proven to be effective and improve student outcomes.
Intervention is explicit and systematic instruction provided for a student to help the student make appropriate educational progress by improving his/her academic and behavioral performance. An intervention is an intentional, research, or evidence-based program, instructional activity, or strategy to target a specific academic/social-emotional/behavioral skill. Interventions are delivered with a specific frequency and duration over a defined number of weeks, depending on the level of need.
Equity in MTSS is the pursuit of creating an educational system that caters to all students and develops their educational experience accordingly. (source) This means that no matter what a student’s background, language, race, economic profile, gender, learning capability, disability, or family history, each student has the opportunity to get the support and resources they need to achieve their educational goals.
Implementation fidelity refers to the degree to which an intervention, system, process, or program is delivered as intended
Progress Monitor is an assessment, provided at regular intervals, used to check student progress and determine if an intervention is successful.
Social-Emotional Learning (SEL), the curriculum and/or strategies taught are specifically designed to develop the skill set for understanding and managing emotions, building resilience, problem-solving, and developing healthy relationships. Students learn from explicit instruction as well as from the actions and behaviors they are observing from others.
Problem Solving Team (PST) is a dedicated and experienced group of school team members responsible for collecting and reviewing data, creating, and implementing student intervention(s), support(s) and a time table at the tier 2/3 level. This team meets at a predetermined time to review and revise the students intervention(s) and support as needed. Parents are a valuable resource to provide information that assists this team with intervention planning.
