Best Practices for a Multi-Tiered System of Support (MTSS)

In a multi-tiered system of support, best practices can guide schools and teachers to meet the diverse needs of students. In this article, explore seven best practices for MTSS that can be applied to RTI and PBIS and that are important to all stakeholders. Plus, download a lesson planner to support teachers in crafting lessons to reach multiple tiers. 

What is MTSS?

Multi-tiered system of support (MTSS) is a framework schools use to meet the diverse needs of students. The two most commonly known examples under the MTSS umbrella are Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). RTI focuses on academic systems of support, while PBIS promotes positive behavior and social and emotional growth. In this framework, there are multiple tiers. Generally, Tier I refers to universal instruction, Tier II to targeted instruction or intervention, and Tier III to intensive instruction intervention. All school personnel have a role in the implementation of MTSS, and the MTSS best practices offered in this article could be applied to both RTI and PBIS.

MTSS Best Practices

MTSS best practices are instructional strategies and instructional approaches that have shown a high degree of effectiveness and that will improve children’s learning. Here are best practices for MTSS.

Universal Design for Learning (UDL) and Differentiation Among Tiers

Universal Design for Learning (UDL) is a framework meant to improve and optimize teaching and learning based on learning science. UDL and differentiation involve changing the pace, level, or type of instruction to meet diverse needs in the classroom. High-quality instruction uses student choice, multiple means of expression, and lessons that address the varied ways students learn in order to maximize student success. This is essential among all tiers, with special consideration to Tier I. Core instruction doesn’t mean one-size-fits-all instruction, and differentiation that takes place at Tier I can minimize the number of students who need Tiers II and III interventions.

Common Planning Time for Teachers

Common planning time allows teachers in the same grade or content area to plan for purposeful, flexible groups among the tiers. It also allows educators to analyze assessment data on a regular basis so that they can change groups in a timely manner. Teachers can share what is working in their intervention groups and work through problems with one another. Specialists can meet with teachers to offer support during this common planning time and insight related to their area of expertise.

Universal Screening for All Students 2–3 Times a Year

Screening is a quick assessment of a student’s understanding, and it gauges knowledge and abilities. It can help answer the question, Which of my students need extra assistance or further evaluation in a given area? It supports instruction by benchmarking where students are at a specific point in the school year and supports the creation of initial intervention groups (along with the use of additional data). Conduct universal screening for all students multiple times a year for the best outcomes in your MTSS.

Purposeful Progress Monitoring

This type of assessment involves monitoring students on a regular basis to determine whether they are making progress on their goals. Monitoring is important because it allows educators to make data-based decisions about changing their strategy if the original intervention is not effective for the student.

Targeted Interventions That Match Student Need and Defined Goals

Interventions must align with the specific needs of individual students and help them reach their academic or behavioral goals. An intervention or strategy that does not match these will not provide results in a timely or goal-oriented way. A best-practice approach we have seen for Tier II implementation is called WIN (What I Need) time. It is conducted schoolwide during the same time period, reinforcing an “all hands on deck” implementation philosophy. WIN time allows all school personnel to get involved so as to reduce the adult-to-student ratio and give students who need intervention more quality time with the teachers or specialists who are highly qualified in the areas in which students need intervention.

Evidence-Based Teaching at Each Tier

It is important that the instruction, academic or behavior interventions, and curriculum implemented at your school are grounded in research. We believe that educators are in the best position to determine which evidence-based practices will work for their students.

High-Quality Professional Development

High-quality professional development should be linked directly to the implementation goals of MTSS in your district. All school personnel should be able to voice their needs that are related to their success and struggles within MTSS. Ongoing professional development will be needed in order to continue to support educators and students.

A positive learning environment is needed for students to learn at high levels. By implementing a system of support that helps students thrive, you are showing them you value their different levels of academic readiness and social, emotional, and behavioral needs. Taking time to deliberately plan activities that help you understand the unique interests and attributes of your students creates a safe place for them to learn. It is essential for educators to emphasize, model, and practice the idea that “different” doesn’t mean “wrong” and that our unique qualities can be our strengths. Establishing this philosophy in your inclusive classroom helps build a safe community, one where students are active in their learning and are accepting of each other. Learn more in RTI Success: Proven Tools and Strategies for Schools and Classrooms.