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Multi-Tiered System of Supports (MTSS)
Multi-Tiered System of Supports (MTSS) is a collaborative approach to meet the needs of all students using a systematic approach. This framework has a tiered infrastructure that uses data to help match the support based on students’ needs.
Garland ISD believes a Multi-Tiered System of Supports (MTSS) framework will help us achieve our school and community’s commitment to supporting the achievement of positive and equitable outcomes for all of our students.
MTSS uses data-based decision-making to inform academic and behavioral instruction and intervention based on individual student needs. As a district, we are committed to the success of all students and recognize the unique differences of every student.
Our goal is to create lifelong learners and GISD accepts the responsibility for the growth and development of the whole child, understanding that academic behavioral and social-emotional skills all play critical roles in the long-term success for all students.
Frequently asked questions
Expand AllWhy MTSS?
MTSS includes support for the whole child and takes into account academics, behavior and social support. Using the MTSS framework maximizes instruction for all students by engaging in a continuous process of problem-solving based on data.
What is the MTSS Framework?
The MTSS Framework is a three-tiered system for delivering increasingly intensive interventions when students are not having their educational needs met.
- Tier 1 is considered “universal” and includes the quality academic, social-emotional, and behavioral instruction and expectations for all students on a campus.
- Tier 2 provides “targeted” interventions to some students, usually in small groups.
- Tier 3 is intensive and individualized for the few students who have demonstrated a need for the most support.
How is MTSS different from RTI (Response to Intervention)?
MTSS focuses on non-academic and academic needs on a broad scale, while RTI focuses on in-depth help for specific academic needs.
| Category | RTI | MTSS |
|---|---|---|
| Students served | Students are identified as "at risk" or being considered for special education evaluation. | All students, including those already being served by programs (ex. 504/Dyslexia, Bilingual, GATE, Special Education) |
| Supports | Academic | Academics, Behavioral, and Social-Emotional |
| Purpose | Remediation and Intervention | Prevention, Differentiation and Intervention |
| Focus | Isolated - Academic needs are discussed in private | Integrated - academic, behavioral, and social-emotional needs are discussed together. |
| Staff involvement | Teachers of at-risk students, special education teachers, psychological services, campus administrators | All campus and district staff |
| Managed by | Campus administrator(s) | Teachers, grade level/content teams (PLC), MTSS campus team |
What are the benefits of MTSS?
- Designed to help every student succeed.
- Evaluates student needs and match instruction and resources accordingly.
- Places strong priority on prevention.
- Looks at the full picture so it can provide maximum support for students, not just components of it.
- Wraps around an entire school to provide academic, behavioral and attendance support for all students.
- Overall school improvement.
What does MTSS include?
MTSS includes high-quality differentiated instruction, core curriculum, and dedicated social-emotional skill support. Within the framework of MTSS, valid and reliable universal screeners are utilized along with frequent use of progress monitoring. Collaboration is performed routinely regarding a student’s areas of strength and areas of need among educators and families.
What is progress monitoring?
Progress monitoring is a repeated measure of performance over time to inform instruction of individual students. These tools are reliable and valid for representing students’ development and have demonstrated utility for helping teachers plan more effective instruction.
What is differentiated instruction?
Differentiated instruction includes tailoring instruction for ALL students’ readiness levels, interests, strengths, and learning preferences based on assessment data. Differentiation promotes respectful tasks for all students and encourages teachers to find ways for students to apply their individual strengths during learning. When content is differentiated, all students still learn the standards driven content, but the curriculum used to teach a particular skill or concept may be different.
Can students receive different levels of support in different areas at the same time?
Yes. The tiered level of support is fluid; therefore, students should move back and forth across the levels based on their demonstrated success or difficulty at the intervention level, based on data.
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