| MTSS is NOT… | Non-Example | Example |
|---|---|---|
| A place | “Anywhere but MY classroom…” | MTSS occurs every day, all day, and everywhere. It is the redesign of philosophies, practices, and places—not students. Advanced supports should occur in the natural environment when possible. |
| A specific program(s)/pull out | “Assign them to Tier 3…” “Our Tier 2 is Check In, Check Out (CICO)…” |
MTSS may include CICO, but should have a range of Tier 2 and Tier 3 supports. No one is assigned to a tier—supports are need-based and fluid. They should match the need and happen in the natural environment. |
| A referral/the act of referring | “SAP them…” “Put them through the MTSS process…” |
A referral is a tool for seeking help—not an intervention. It must be time-sensitive to prevent widening learning gaps. |
| A removal from Tier 1 | “They need to be in Tier 2/Tier 3…” “They are one of ____’s students…” |
All students receive Tier 1 all day. Tier 2 and 3 are layered in temporarily as needed. All students belong to all staff. Support should happen in the natural environment with the usual adult. |
| A risk category of students | “That is the yellow group…” “She is a Tier 3 student…” “He’s a Tier 1…” |
All students receive Tier 1. Tier 2 and 3 are added based on data and student needs. Labels like "Tier 3 student" are inaccurate and should be avoided. |
| One staff person/a specific point person | MTSS coach MTSS teacher |
MTSS is a shared responsibility. It’s a school-wide framework for all staff to support all students—especially in their typical environments. |
| Just an academic/behavior thing | MTSS for behavior MTSS for literacy |
MTSS applies to all domains: academics, behavior, SEL, health/wellness, and more. It’s a data-driven system for how staff teach and support students. |
| A starting point/ending point | “They are done MTSS…” “They need MTSS…” |
MTSS is a continuous, flexible system of support for all students and staff during the entire school experience. |
| Tier 3 is special education | “Tier 3 is individualized; therefore, all getting Tier 3 support should have an IEP…” | When MTSS is implemented effectively, fewer students need referral to special education. Tier 3 is not synonymous with SPED. |
Source: Zins & Ponti, 1999
To learn more about establishing and executing a Multilevel Intervention System at your school, attend the virtual breakout session on Tuesday, June 24 from 10:30-11:45 during the fourth annual MTSS Event: MTSS in Focus- Advancing Inclusive Systems through Sustainable Practices.
All who register will have access to keynotes and all sessions until December 31, 2025!
Establishing and Executing a Multilevel Intervention System at your School
Breakout Session: 6/24 10:30am
How can schools provide what ALL students need academically, behaviorally and social-emotionally? This session will explore organizational structures to establish and ensure that intervention and enrichment is occurring for students not responsive to the Core. Entrance/exit criteria as well as how to monitor the impact of these Advanced Tier supports via student outcomes and fidelity data will be explained.
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- Establish decision rules to provide students needed supports while balancing the capacity to do so
- Identify and use existing data sources to create entrance criteria
- Define processes of matching need to intervention via Intervention Grid design
- Create exit criteria to avoid the life sentence of support
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