If you’ve ever typed “What is MTSS?” into Google or tried to figure out what it actually looks like day to day, you’re definitely not the only one. Questions like “What’s the difference between Tier 1 and Tier 2?” or “How often should we progress monitor?” come up all the time.
That’s why we pulled together some of the most common MTSS questions and answered them in plain language. Whether you’re rolling out MTSS across your district or just trying to make sense of it in your own classroom, this guide breaks things down so it all feels a little more doable and clearer.
MTSS is a way of organizing how we do school to ensure that every student is getting the instruction and intervention they need to succeed. It is a comprehensive framework for instruction, assessment, intervention, and problem-solving.
MTSS brings together information about:
In an MTSS, data is connected across these areas so that problem-solving takes into account the full picture of what is happening with each student and why.
Strong core classroom instruction for all students is the critical foundation of an effective MTSS, with intervention provided for students who need additional support.
MTSS organizes classroom instruction and additional supports so that every student gets what they need without overwhelming the system.
At the heart of MTSS is the way data is used to solve problems. Educators work together to:
MTSS teams follow an intentional problem-solving process that replaces guesswork with data analysis and coordinated action.
Related Resource: The Ultimate Guide to MTSS
RTI, PBIS, and SEL are systems designed to support students' development, with a specific focus. RTI, PBIS, and SEL come together within MTSS to provide a complete picture of student needs and an aligned approach to problem-solving.
When schools integrate RTI, PBIS, and SEL within MTSS, educators get a full picture of student needs. This allows them to make better decisions about interventions and refer students for comprehensive special education evaluations when data shows it's necessary.
RTI is the original tiered framework from 2004, designed to identify and support students with academic learning needs:
This model uses universal screening and progress monitoring to see if students are “responding” to interventions, ensuring they get support before difficulties worsen.
PBIS is a parallel framework focused on behavior, attendance, and school climate:
PBIS is also data-driven, using screeners for behaviors like aggression or anxiety, office referrals, and climate surveys to determine what is working and where stronger supports are needed.
NOTE: A common misconception is that PBIS is just about rewards. While positive reinforcement is a component, it's only one small part of a tiered system of behavior instruction and intervention.
Related Resource: PBIS: More than Points and Parties
SEL focuses on the “soft skills” students need to succeed, such as building healthy relationships, making responsible decisions, and persevering through challenges. SEL is often integrated into classroom instruction and included in academic and behavioral intervention plans.
SEL strengthens MTSS by completing the picture of student needs. Screening for social-emotional skills helps identify where support is needed at the school or individual level.
Related Resources:
At Tier 1, all students receive high-quality, research-based instruction aligned with grade-level standards and school-wide expectations. The goal is to meet the needs of at least 80% of students without any further intervention.
If fewer than 80% are reaching these benchmarks, it's a sign to adjust your instruction to better match student needs. This could involve refining your explicit instruction, trying new differentiation tactics, or increasing student engagement.
If you need ideas, the Branching Minds Support Library is full of learning activities you can use right now in Tier 1 to differentiate for individuals or small groups.
Related Resource: MTSS Core Instruction Guide
Tier 2 offers targeted support for students who require additional assistance. It builds on the Tier 1 lessons and behavioral expectations already taught in your classroom.
Using universal screeners, we identify students at risk in academics, social-emotional learning, or behavior, then offer targeted small-group interventions that connect back to Tier 1 learning.
Tier 2 support is typically for small groups of students with similar academic or behavioral challenges. These interventions should be part of a support plan that clearly outlines the intensity and duration of the support.
Tier 3 interventions provide individualized support for students who need individualized help. If screening shows Tier 3 needs or a student doesn’t progress with Tier 2, a tailored approach is required. Based on data from problem-solving meetings, these interventions are more frequent, longer, and often one-on-one or in very small groups to ensure focused support.
Tier 3 isn’t just about intervention time. A multidisciplinary team works together to create a plan that will help students succeed in interventions and core instruction (Tier 1), as well as wraparound services and community supports to help meet intensive needs.
Related Resource: Tier 3 Behavior Intervention Guide for School Leaders
Universal screening is a routine check into students' academic and behavioral growth. Just as a nurse checks a child's temperature or height, universal screening assesses all students to identify those who might need extra support.
Universal screeners are intentionally cautious, flagging more students as "at-risk" to avoid missing those who truly need help. Teams then review screening results alongside other data, like benchmarks or assessments, to confirm which students require support. This safety net ensures every student has the best chance to succeed.
Related Resource: Universal Social-Emotional and Behavioral Screening: Using Data to Guide Decision-Making
Progress monitoring involves the use of brief, standardized assessments to measure student performance, showing the student's rate of improvement and whether the intervention is working. When you see that a student is making progress, you can continue with the current plan until they reach their goals. However, if the data shows that a student isn't improving, it's a sign that you need to adjust your strategy.
Related Resource: The Ultimate MTSS Progress Monitoring Guide and Toolkit
SMART goals provide an objective measure for how students are responding to core instruction, targeted support, and intensive intervention.
When we regularly evaluate screening data and progress monitoring, we can set goals around the specific skills a student is working to master:
Using SMART goals within MTSS builds accountability and connects support directly to areas of need.
A Standard Treatment Protocol is an organized menu of instruction and intervention options matched to the needs of students. Using a consistent STP ensures all educators apply the same evidence-based practices, improving both student outcomes and intervention fidelity.
Related Resources:
MTSS strengthens outcomes for multilingual learners by ensuring they receive the right instruction and supports at the right time. It helps schools distinguish between language-acquisition needs and true learning gaps, use data to make informed decisions, and provide coordinated academic, behavioral, and social-emotional support that accelerates both language development and grade-level learning.
Data-based decisions: Uses screening, progress monitoring, and language-proficiency data together to understand whether challenges stem from language development or underlying skill needs.
Targeted instruction: Provides tiered supports like vocabulary instruction, language-rich scaffolds, and small-group interventions aligned to students’ proficiency levels.
Integrated supports: Coordinates academic, behavior, and SEL strategies—critical for students adjusting to new environments, cultures, or schooling systems.
Culturally and linguistically responsive practices: Ensures instruction honors students’ backgrounds and removes barriers to engagement.
Collaborative teams: Brings together classroom teachers, interventionists, EL specialists, and families to plan supports that reinforce both language and content learning.
By coordinating academic, language, and social-emotional supports, MTSS provides a structure that accelerates both English development and grade-level success.
At Branching Minds, ELL levels inform the Insight Survey and recommended interventions, ensuring instruction is differentiated, culturally responsive, and aligned to the English language instruction students have received.
If you’re looking to implement a Multi-Tiered System of Supports (MTSS) effectively in your school or district, Branching Minds stands out as a leading resource. Specializing in MTSS, Branching Minds offers a comprehensive suite of tools, expert guidance, and ongoing professional development designed to help educators succeed at every stage of MTSS implementation.
By partnering with Branching Minds, you’ll have access to the tools, knowledge, and support needed to build a sustainable, effective MTSS framework that benefits both students and staff.