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What is Multi-Tiered System of Support (MTSS)?
Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem solving to integrate standards-based instruction, interventions, and assessments to address the full range of student academic and behavioral needs present in today’s classroom. MTSS encompasses all the academic, behavioral and social-emotional demands of learning. MTSS is a key part of the broader BCPS strategic framework to support all learners and ensure equitable access to a robust, high quality education.
Access the resources below to assist with school-based implementation of academic, behavioral, and social emotional support through the framework of MTSS. For additional services and information, please call us at (754) 321-1655.
The Every Student Succeeds Act (ESSA) prioritizes the need for schools and districts to implement a tiered system of support for both behavior and academic needs. Florida Administrative Rule 6A-6.0331 (1)(e), F.A.C., requires schools to implement evidenced-based interventions to address identified area(s) of concern in the general education environment.
The goal of MTSS in Broward County Public Schools is to provide an integrated, preschool through college and career ready, district-wide system of supports in order to improve academic achievement, positive behavior and strong social emotional learning for every student. Effective implementation of MTSS is associated with an increased likelihood of instruction and interventions leading to successful student outcomes. Implementing MTSS will contribute to more meaningful earlier identification of learning and behavioral problems, and improvement of instructional quality.
Overview of MTSS
MTSS provides high-quality, standards-based instruction and intervention that is matched to students’ academic, behavioral and social needs to maximize the impact on student outcomes. Multi-Tiered System of Supports (MTSS) refers to all the instructional strategies, interventions and other resources that are used to help all students achieve. An effective system blends culturally responsive academic and behavior supports to create effective environments that address a range of student needs.
The critical components of MTSS include:
2. Building Capacity and Infrastructure
3. Communication and Collaboration
4. Data-Based Problem Solving
5. Three-Tiered Model of Instruction and Intervention
6. Data Evaluation
Critical Components of MTSS
Leadership is key to successful implementation of any large-scale innovation. The principal and collaborative problem-solving Team (CPST) are critical to implementing a MTSS at the school level. The CPST is a multi-disciplinary team of professionals who create and support a structure for school-based decision making, establish and monitor school-wide learning and development goals, ensure and coordinate the delivery of services to all students (academic, behavior, social-emotional learning), allocate the resources needed to fully implement plans with fidelity, and monitor the effectiveness of Universal (Tier 1), Targeted (Tier 2) and Intensive (Tier 3) instruction, intervention and support.
Building Capacity and Infrastructure for Implementation
Building the capacity to implement MTSS is crucial to being able to sustain the use of problem-solving and data-based decision making. Important factors in capacity building includes involving key people and leaders; building the school culture to support the practice; working to infuse problem-solving and data-based decision making into ongoing structures such as faculty meetings, grade and content area meetings, curriculum committees and PLCs; and making use of student data to inform actions and expectations for all staff. The District Multi-Tier System of Supports (D-MTSS) staff focus on building critical infrastructure and sustainable systems at the District and school levels.
Communication and Collaboration
Ongoing communication and collaboration are essential for successful implementation of MTSS. Many innovations fail due to a lack of consensus, to a lack of feedback to implementers in order to promote continuous improvement, and to not involving stakeholders in planning. In addition to including stakeholders, it is also important to build the infrastructure to communicate and work with families and other community partners. There practices increase the likelihood that innovative practices will be implemented and sustained.
Data Based Problem-Solving
Data Based Decision Making is an integral part of the teaming process. Teams should use data and decision rules to determine effectiveness of the Universal (Tier 1) program, identify students in need of interventions and evaluate student progress to determine next steps. Integrated data-based problem solving for student academic, behavior and social-emotional outcomes occurs across content areas, grade levels and tiers. Across all tiers, data is used to identify the difference or “gap” between expected outcomes and current student performance relative to academic, behavior and social-emotional goals.
At all levels and in all settings, the problem-solving process incorporates at least the
following four steps in a cyclical, recurring model to address prevention, early intervention and intensive intervention:
Step 1. Define: Problem Identification
What is the problem? How does the group’s/student’s performance compare to benchmark level of performance and peers’ level of performance?
Step 2. Analyze: Problem Analysis
Why is the problem occurring? Can we validate our ideas?
Step 3. Implement: Intervention Design
What are we going to do about the problem? What will we teach? How will we teach it? Is instruction matched to the problem we identified?
Step 4. Evaluate: Response to Intervention (RtI)
Is the instruction and intervention working? How do we know? Is academic and/or behavior performance improved? Are outcomes for all students equitable? Is the group’s/student’s response good, questionable or poor? What are the next steps?
Three-Tiered Model of Instruction and Intervention
A three-tiered instruction and intervention framework is used to organize resources and supports to ensure student learning and educational success. The intensity of supports provided to students matches student need.
Tiers of instruction:
▪ are provided per each student’s need
▪ ensure that each student may master grade and age appropriate standards and expectations
▪ ensure that each student may progress successfully (on time, age appropriately) through the PK-12 system
ALL students receive instruction and intervention within a tiered system:
Tier 1: Universal Instruction and Supports for ALL Students- The general academic and behavior instruction and support designed and differentiated for all students in all settings to support the full continuum of student needs.
Tier 2: Targeted Interventions and Supports for Some Students - The academic and behavioral instruction and intervention that is provided to students who show a need for help in addition to the instruction and support they receive at Tier 1.
Tier 3: Intensive Individualized Interventions and Supports for a Few Students - The academic and behavioral instruction and intervention that is provided to students who show a need for intensive and individualized support that is provided in addition to Universal (Tier 1) and as determined may need Targeted (Tier 2) instruction and intervention.
The CPS Team is responsible for ensuring that all staff understand the purpose of assessments and have access to academic, behavior and social-emotional data sources that address the following purposes of assessment:
▪ identify students at risk academically, behaviorally, socially and/or emotionally
▪ determine why a (any) student is at risk
▪ monitor student academic, behavior and social-emotional growth and progress
▪ inform academic, behavior and social-emotional instructional and intervention planning
▪ determine student attainment of academic, behavior and social-emotional outcomes
MTSS Implementation Materials and Resources
Florida's Multi-Tiered System of Supports (MTSS)
Visit http://www.florida-rti.org/ for Florida-specific information and resources that promote system-wide practices to ensure highest possible student achievement in both academic and behavioral pursuits.*Please note: accessing this link will redirect you outside of the BCPS website.
BCPS employees can access our SharePoint for guiding documents, materials resources and documents translated in other languages.
Access Broward's Multi-Tiered System of Supports: Positive Behavior Interventions & Supports (PBIS) and Response to Intervention Yammer Groups for MTSS collaborative conversations and sharing best practices, resources and updates. For BCPS district and school-based staff, access this Internal Yammer Group. For all non-BCPS staff including charter, private and community-based agencies, access this External Yammer Group.
MTSS for Parents and Families
MTSS Family Brochures
Access the MTSS Overview of Interventions, Supports and Services for All Students letter and guidance. The letter is intended to be shared with parents, families, community partner and stakeholders.
Florida Response to Intervention
Parent Resource Guide
National Parent Resources
Video for parents introduces the use of problem solving and how it may affect your child
National Center on Response to Intervention
Family Resources https://rti4success.org/resources/family-resources
RtI Action Network
Resources for Parents and Families http://rtinetwork.org/parents-a-families
All schools have interventions, supports and services that are tailored to the unique needs of their students and school. For specific information contact your child’s school.
If you have any questions, please contact us at 754-321-1655.