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Understanding Tier Patterns and Movement in MTSS

Best Practices, Tiering Students

Tiering is an integral part of any Multi-Tiered System of Support (MTSS) framework. Not only does it help educators identify which students require additional support, but it also provides insight into the health of a district or school’s MTSS practice. When district and school leaders have visibility into the proportion of students at each tier level and how students are moving across tier levels, they can identify gaps in support and develop strategies to strengthen their intervention approaches. 

What do the tiers mean in Response to Intervention (RTI) / Multi Tiered System of Supports (MTSS)?

RTI/MTSS, Tiering Students, Starting with MTSS/RTI

A three-tiered system of service delivery is a necessary structure to efficiently and effectively support all children, not just those who struggle in school. The three-tiered system of service delivery is crucial in the attempt to ensure all students achieve at high levels and all students achieve college and career readiness. 

Branching Minds - RTI & MTSS Software — Webinar on Tiering Using Universal Screeners in RTI / MTSS

Practice Spotlights, Webinars, Tiering Students

In this webinar Dr. Eva Dundas, Chief Learning Officer of Branching Minds, and Donna Cross, Director of MTSS and SEL at Evanston-Skokie School District in Illinois, will cover how using screening data to tier students preemptively identifies struggling students while reducing referral bias, and we’ll highlight some common successes and challenges districts face when adopting this practice. We’ll also spotlight how this practice has evolved at Evanston-Skokie and how Branching Minds is helping with that transformation.

 

What is Tier 1 Enrichment and Support?

RTI/MTSS, Tiering Students, Starting with MTSS/RTI

Students who are meeting or exceeding standards may require enrichment beyond the core to demonstrate academic growth. It is the school’s responsibility to ensure that all students make academic progress regardless of their entry level.  The Branching Minds Support Library contains learning activities that may be used as early as Tier 1, as teachers design differentiated instruction for individual or small groups of students. Below are some examples from the Branching Minds Support Library:

What is Tier 2 in Response to Intervention (RTI) / Multi Tiered System of Supports (MTSS)?

Tiering Students, Starting with MTSS/RTI

At Tier 2, students identified as being at-risk academically or behaviorally through universal screeners are provided scientific, research-based interventions in addition to the core. Approximately 10-15% of students will need supplemental instruction at Tier 2 to become proficient. Tier 2 interventions are implemented with groups of students demonstrating common skill deficits or social/emotional/behavioral risk characteristics. These students should be observed on Branching Minds, where a collaborative intervention plan is developed, monitored, and documented.

What is Tier 3 in Response to Intervention (RTI) / Multi Tiered System of Supports (MTSS)

Tiering Students, Starting with MTSS/RTI

Students who have not demonstrated progress with targeted group interventions at Tier 2 require more time in more intensive interventions. Tier 3 interventions are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios (e.g., ideally 1-on-1, however, groups of 3 to 5 students or a larger group broken into a few groups of 3-5 students, is acceptable for middle and high schools), and possibly occur for a longer duration of time (e.g., more daily minutes or more weeks spent in intervention). About 5-10% of students will require this level of intensive support. 

What is Tier 1 in Response to Intervention (RTI) / Multi Tiered System of Supports (MTSS)?

Tiering Students, Starting with MTSS/RTI

At Tier 1, all students receive scientific, research-based core instruction implemented with integrity and emphasizing grade-level standards and school-wide behavioral expectations. Instruction at Tier 1 should be explicit, differentiated and include flexible grouping and active student engagement. To ensure 80% of students’ needs are met at Tier 1, high quality instruction is essential. Features of high quality, research-based instruction include (Chard et al., 2008):