Colchester Elementary School

Multi-Tier System of Supports (MTSS)

Our schools are committed to helping all children succeed. We have many ways to help children
learn and to ensure those who need additional supports are successful. The Multi-Tier System of
Supports (MTSS) is one way schools provide those supports. This page reviews the basic
components of any MTSS process.
What is MTSS?
MTSS is a multi-step process of providing instruction and support to promote the academic and
behavioral success of all children. Individual children’s progress is monitored and results are used
to make decisions about further instruction and intervention. MTSS is most commonly used in
addressing reading, math and behavior, but it can also be used in other areas. The MTSS process
is flexible and designed by school districts to meet the needs of their students.
What does the MTSS process look like?
The MTSS process typically has three tiers. Each tier provides differing levels of support.
Academics
● In Tier I, all students receive high quality curriculum and instruction in the general
education classroom. The teacher assists all students.
● In Tier II, the school provides supplemental instructional support, usually in small
groups, to students who need additional support to what they are receiving from the
general curriculum.
● In Tier III, intense instructional support is provided to students with the greatest needs,
with frequent progress monitoring.
Behavior
● In Tier I, all students are explicitly taught positive behavioral expectations. All teachers
use a consistent approach to discipline.
● In Tier II, the school provides supplemental targeted behavioral skill interventions usually
in small groups.
● In Tier III, student centered planning is used to develop customized interventions with
frequent progress monitoring.
What are the key components to any MTSS process?
A key component to the MTSS process is that all children receive high quality curriculum and
instruction in the general education classroom (Tier I).
Another component of the MTSS process is that the school conducts universal screenings.
Universal screenings review the progress of all students, these screenings are typically given
three times a year. Universal screenings help schools identify students who may need more
support or other types of instruction.
As a result of universal screening, students may be identified as needing supplemental
instruction (a Tier II level of support) in addition to the high quality instruction they are receiving
in Tier I. Research based interventions are used to support students in the area of need. Research
based interventions are teaching strategies or methods that have been proven to be effective in

helping children be more successful with academics or behavior. There are many different kinds
of interventions and instruction that can happen in the classroom, outside the classroom or in
small groups.
Another key component to the MTSS process is progress monitoring. Progress monitoring is a
way for teachers to take a snapshot of how children are doing on a specific skill. It shows how
well the intervention is working. It includes observations, tests, and other formal and informal
assessments. Progress monitoring helps determine whether an intervention is successful or
needs to be adjusted. Formal guidelines for progress monitoring have been developed and they
detail how long a child will receive a particular intervention and how they will determine whether
the intervention is helping the child.
When the child meets the goals developed by the team, the intervention will either be updated to
address the child’s current levels and may no longer be needed. The child will continue to receive
support in the general education classroom. When progress monitoring shows that a child is not
responding to the intervention another approach or intervention may be tried. However, when a
higher level of support is needed, children are given individualized instruction which further
focuses on supporting the skills they need to be successful learners (Tier III).
There are many ways parents can support what their child is doing in school. Here are a few:
● Make reading an everyday habit at home
● Communicate with your child’s teacher
● Monitor and assist with homework assignments
● Ask for regular monitoring reports
● Share your child’s successes
● Learn more about the curricula and interventions being used in your child’s school
● Attend parent/teacher conferences and other school meetings about your child