Tier 1
Tier 1 resources are provided to all students. High-quality core instruction[link] (i.e. standards-aligned and evidence-based) is the backbone of a solid Tier 1, including differentiation within the core classroom. At this tier, all students are provided with a universal screener to determine risk. If over half the class is at risk, class wide intervention is provided during core instruction to remediate specific skills, reduce overall risk, accurately identify students in need of Tier 2 and/or Tier 3 supports.
Tiered Supports (Elementary)
Elementary schools use 2 layers of tiered supports, Tier 2 and Tier 3. Tier 2 supports (supplemental intervention) include students identified with moderate levels of risk.Interventions are more generic in nature. Progress monitoring of the intervention happens weekly or bi-weekly. The primary concern is the category of the problem.Tier 3 supports (intensive intervention) include students identified with a significant risk. A diagnostic assessment is used to pinpoint exact skill needs for content focus and instructional routines (also known as instructional matching [link]). Progress monitoring happens weekly, and the data are used to alter the intensity of the intervention based upon student instructional response. The primary concern at Tier 3 is identifying and addressing the casual variable impacting student performance.
Tiered Supports (Secondary)
Secondary schools leverage one additional layer of support (i.e., Tier 2). This happens because schedules are more rigid at the secondary level meaning that interventions need to be scheduled as classes and last for at least a marking period. Most secondary schools leverage a structured intervention program, such as Essentials for Algebra or TransMath, as a primary resource and provide additional skill-specific intervention to select students in needs of support beyond the primary resource.
References
Burns, M. K., Jimerson, S. R., VanDerHeyden, A. M., & Deno, S. L. (2015). Toward a unified response-to-intervention model: Multi-tiered systems of support. In Handbook of response to intervention: The science and practice of multi-tiered systems of support (pp. 719-732). Boston, MA: Springer US. https://www.researchgate.net/publication/299509211_From_Response_to_Intervention_to_Multi-Tiered_Systems_of_Support_Advances_in_the_Science_and_Practice_of_Assessment_and_Intervention
A Multi-tiered System of Supports (MTSS) has been defined as the systematic use of assessment data to most efficiently and effectively allocate resources to enhance learning for all students. (Burns et al., 2015). Schools have limited resources (time, personnel, space, materials, etc.) which makes the allocation of these resources critical. With this limitation we must focus on equitably providing resources, or making sure students get what they need when they need it. MTSS provides a framework and process for this equitable distribution of resources by using assessment data to drive instructional decisions.
MTSS is operationalized as a tiered model with various supports aligned to each tier. Elementary schools build a three-tiered model, while secondary school build two-tiered models. Use the accordion below to find out more about each tier.
MTSS Math differs from reading in a few key ways. First, given the hierarchical nature of math learning over time, assessments should focus on single skill mastery measurement and less on general outcome measures. In addition, the percentage of students at risk for math is often a large percentage of the class, making accurate risk identification more difficult, and ultimately, overwhelms tiered supports. To reduce overall risk to a manageable amount and more accurately identify students at risk, classwide intervention is implemented any time more than half of the students in a class are at risk on the universal screener. Classwide intervention is implemented during core instruction, allowing us to reduce risk status. Additionally, the progress monitoring data for classwide intervention provides a second gate to the screening process, facilitating more accurate identification of students requiring additional intervention through advanced tiers of support.