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Jefferson Area Local School District

MTSS

Multi-Tiered System of Supports

A Multi-Tiered System of Supports (MTSS) is a comprehensive, proactive, and preventative framework that integrates data and instruction to maximize student success across academic, behavioral, and social-emotional domains. It's a system-level approach that helps educators identify students' strengths and challenges and provide differentiated support based on their unique needs.

In both K-5 and 6-12, the underlying principle remains the same: to provide timely, data-driven, and increasingly intensive support to ensure all students have the opportunity to succeed. The specific interventions and tools may differ, but the commitment to a collaborative, tiered system is consistent across all grade levels.

  • Tier 1

    Universal Supports (All Students): This foundational tier provides high-quality, evidence-based instruction and universal practices for all students in the general education setting. It includes a robust core curriculum, positive classroom management strategies, and school-wide behavioral expectations. The goal is to meet the needs of the majority of students (typically 75-90%) through effective universal teaching.

    Tier 2

    Targeted Interventions (Some Students): For students who are not making adequate progress with Tier 1 supports alone, Tier 2 offers supplemental, targeted interventions. These are typically delivered in small groups and focus on specific academic, behavioral, or social-emotional skills. The aim is to bridge identified gaps and help students catch up to their peers (typically 10-25% of students).

    Tier 3

    Intensive, Individualized Interventions (Few Students): This tier provides highly individualized and intensive support for students with significant and persistent needs who have not responded to Tier 1 and Tier 2 interventions. This often involves one-on-one instruction, specialized programs, and close collaboration with specialists and families (typically 1-10% of students).

    • Universal Screening: Regular assessments for all students to identify those at risk for poor outcomes.
    • Progress Monitoring: Ongoing evaluation of student performance to quantify improvement and assess the effectiveness of interventions.
    • Data-Based Decision Making: Using data from screenings and progress monitoring to inform instructional decisions, determine movement between tiers, and evaluate intervention efficacy.
    • Evidence-Based Practices: Utilizing research-backed strategies and interventions at all tiers.
    • Collaboration: Teachers, administrators, specialists, and families work together to support students.
    • Whole-Child Approach: Addressing academic, behavioral, and social-emotional needs holistically

  • In elementary grades (K-5), MTSS plays a crucial role in establishing foundational skills and addressing early learning challenges.

    Academics

    Universal Screening: Administering universal screeners in reading (e.g., phonemic awareness, phonics, fluency) and math (e.g., number sense, basic operations) to identify students who may need additional support.

    • Tier 1  High-quality, differentiated core instruction in literacy and mathematics for all students. This includes explicit phonics instruction, guided reading, math manipulatives, and varied learning activities.
    • Tier 2  Small group interventions for students struggling with specific skills, such as targeted phonics lessons for a few students, small group math practice on a particular concept, or reading fluency groups.
    • Tier 3  Intensive, individualized interventions for students with significant academic deficits, potentially involving one-on-one tutoring for reading comprehension or intensive math remediation.

    Behavioral/Social-Emotional

    Universal Screening: Observing student behavior, using behavior checklists, or conducting student self-assessments to identify behavioral or social-emotional needs.

    • Tier 1  School-wide positive behavioral interventions and supports (PBIS) with clear expectations, consistent routines, and positive reinforcement. Teaching social-emotional learning (SEL) skills to all students (e.g.,self-regulation, empathy).
    • Tier 2  Small group social skills instruction, targeted behavior plans for specific students, or Check-in/Check-out systems.
    • Tier 3  Individualized behavior intervention plans (BIPs), functional behavior assessments (FBAs), and potentially support from school psychologists or counselors for students with significant behavioral or emotional challenges.

  • In middle and high school (6-12), MTSS continues to provide essential support, adapting to the increased academic demands and developmental complexities of older students.

    Academics

    Universal Screening: Using benchmark assessments, course grades, attendance data, and early warning systems to identify students at risk of academic failure or dropping out.

    Tier 1  High-quality, rigorous core instruction across all subject areas. This includes responsive teaching, differentiated assignments, and opportunities for re-teaching and re-assessment within the regular classroom.

    Tier 2  Targeted academic interventions, such as remedial math or reading classes, small group tutoring for specific subjects (e.g., algebra, English language arts), credit recovery programs, or organizational skills support groups.

    Tier 3  Intensive, individualized academic interventions, potentially including specialized instruction for students with significant learning disabilities, alternative education pathways, or one-on-one academic coaching.

    Behavioral/Social-Emotional

    Universal Screening: Monitoring attendance, disciplinary referrals, social-emotional surveys, and teacher observations to identify students with behavioral or social-emotional concerns.

    Tier 1  School-wide PBIS, promoting a positive school climate, teaching conflict resolution skills, and integrating SEL into the curriculum. Providing access to school counselors and mental health resources for all students.

    Tier 2  Small group counseling for anxiety, stress management, or social skills; mentoring programs; targeted interventions for attendance issues; or anger management groups.

    Tier 3 Individualized counseling, intensive crisis intervention, collaboration with external mental health providers, or highly structured behavioral support plans for students with severe social-emotional or behavioral challenges.