MTSS is defined as a “whole-school, data-driven, preventive framework for improving learning outcomes for every student through a layered continuum of evidence based practices and systems” (Colorado Department of Education, 2015, as cited in Carta, 2018). MTSS is not solely interventions. In the MTSS framework, schools are seen as a system and the backbone to an effective MTSS model is the use of Collaborative Strategic Planning (CPS) within the system. CPS is not a process, but a system including the following: problem analysis, goal setting, plan development and implementation, and plan evaluation (Stollar et al., 2006). Each of these systems should be included in an MTSS model. The core components of MTSS include evidence based instruction and intervention practices, instructional practices implemented with fidelity, universal screening and progress monitoring, and a layered continuum of support also referred to as the Three-Tiered Model (Carta, 2018).
The Three-Tiered Model consists of three tiers of interventions. The levels are based on types of support students need for prevention (McIntosh & Goodman, 2016). Tier 1 consists of a universal, core curriculum. All students receive instruction at Tier 1. Tier 1 instruction is known as the “first line of defense,” is research-based, and takes place within the general education classroom, accommodating 80% of students (Farrall, 2012). The purpose of Tier 1 is to get all students performing at grade level. Students who are not making enough progress in Tier 1 are often referred to Tier 2.
According to Farrall (2012), Tier 2 consists of about 15% of the student population. The goal of Tier 2 instruction is secondary prevention and instruction is provided in addition to universal instruction. Tier 2 instruction takes place in groups of 3-5 students for 30-45 minutes a day, 3-4 days a week. Instruction provided in Tier 2 is based on areas of need.
There are two types of Tier 2 intervention models, the Problem-Solving Model and the Standard Protocol Model. The Problem-Solving Model (PSM) is more individualized and involves the identification of the problem, analysis of the problem, implementation of the intervention, and relies on ongoing evaluation. The Standard Protocol Model (SPM), which can be less difficult to implement, offers predetermined interventions that are the same for all children. These interventions are research based and implemented with fidelity by trained professionals (Farrall, 2012).
Tier 3 is considered the most restrictive and is used when Tier 2 interventions are not enough to prevent significant reading challenges. If students are not making adequate progress in Tier 2, they may be eligible for Tier 3 services. Tier 3 is not special education, although students receiving Tier 3 interventions may receive special education services. Tier 3 is individualized instruction with more frequent problem solving, progress monitoring, and more intensive interventions with smaller groups of 2-4 students for more days (Barnett, VanDerHeyden, & Witt, 2007, as cited in Carta & Miller Young, 2019).
Assessment is a major part of the Three Tiered model. There are three specific types of assessments used across tiers. The first step of data collection and analysis in a multitiered model is the universal screening assessment (Parisi et al., 2012). This assessment is brief, standardized, and predictive of essential early literacy skills. Ideally this should be given in person. According to Stollar (2021), computer adaptive tests don't fit the definition of a reliable universal screener because they are missing the value of a production response.
Another type of assessment is a diagnostic assessment. This assessment is longer than the universal screener and not everyone needs to take it. This assessment can be formal or informal and is closely linked to instruction. This assessment should be given to students who flag for reading difficulties on the universal screener and can be used to plan Tier 2 instruction. Data from universal screening as well as diagnostic data should be used to match interventions to student needs (Parisi et al., 2014).
Progress monitoring assessments should be given at least monthly in Tier 2 (Farrall, 2012). Progress monitoring assessments will drive instruction. Progress monitoring assessments should be brief, standardized, reliable, and valid (Stollar, 2021). Data should be periodically reviewed for decision making regarding tier placement (Farrall, 2012). Students can move through tiers after analyzing assessment results and determining if interventions or working or if students need more intensive interventions. Student placement in RTI tiers depend on all three assessment types. Students may move through tiers based on teacher input, an evaluation of the student’s academic history, and from analyzing screening data and frequent progress monitoring results (Farrall, 2012).
At the elementary level, the first line of defense should be a research based, core curriculum. I highly recommend investing in a Tier 1 curriculum that is based on science of reading principles. The Reading League offers a Curriculum Evaluation Guidelines (CEGs) Review Workbook to ensure Tier 1 curriculum is aligned with scientific evidence that is based on how children learn to read as well as highlight any practices that are non-aligned in word recognition, language comprehension, reading comprehension, writing, and assessment (The Reading League, 2023). Tier 2 interventions should be provided by trained staff in small groups. Strategic planning within the school system to create a solid MTSS system is the first step in creating students who are successful readers.
Sources:
Carta, J. J. (2018). Introduction to Multi-tiered Systems of Support (MTSS) in Early Education, In J. Carta & R. Miller Young (2018), Multi-tiered Systems of Support (MTSS) for Young Children: A Guide to RtI in Early Childhood. Brookes Publishing.
Farrall, M.L. (2012). Reading Assessment: Linking language, literacy and cognition. New Jersey: Wiley.
McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. Guilford Press.
Parisi, D. M., Ihlo, T., & Glover, T. A. (2014). Screening within a multitiered early prevention model: Using assessment to inform instruction and promote students' response to intervention. Universal screening in educational settings: Evidence-based decision making for schools. American Psychological Association.