MTSS - Multitier Systems of Supports
Multi-Tiered System of Supports (MTSS)
MTSS is how BISD makes sure every student gets the right support at the right time. Strong instruction comes first for everyone, and students who need more get additional, targeted help as early as possible.
According to OSPI, MTSS is a framework for enhancing the adoption and implementation of a continuum of evidence-based practices to achieve important outcomes for every student. It builds on a public health approach that is preventive and focuses on organizing the efforts of adults within systems to be more efficient and effective.
Watch: What Is MTSS?
Video from the Office of Superintendent of Public Instruction (OSPI). Watch “What is MTSS” on YouTube.
Three Tiers of Support
Support increases in intensity based on each student’s needs. Students can move between tiers as their needs change.
Tier 1
Core Instruction
All students
High-quality, grade-level instruction in every classroom, meeting the needs of about 80% of students.
Tier 2
Targeted Support
Some students
Small-group, evidence-based interventions with clear goals and frequent feedback.
Tier 3
Intensive Support
A few students
Individualized, intensive interventions for students who need the most support.
Essential Components of MTSS
MTSS is built on five interrelated components that help teams adapt instruction and supports to students’ varied needs. As a student’s needs increase, each component increases in intensity, and staff use evidence-based practices to accelerate learning across all tiers.
Take a deeper dive with OSPI’s MTSS Components and Resources page or read the full Washington MTSS Framework (PDF).
Learn More
Universal Screening
What is the purpose of universal screening?
Universal screening helps evaluate how well core instruction is working, identify students who may be at risk of not meeting grade-level expectations, and identify students who may need more intensive support through Tier 2 or Tier 3 interventions (Bailey, Colpo & Foley, 2020).
How often does BISD screen?
Universal screening should happen for all elementary students at least twice a year, and many schools screen three times a year. BISD screens all students in kindergarten through 6th grade three times a year: fall (September), winter (January) and spring (May or early June).
What does BISD screen for?
BISD currently screens K–6 students in reading and math.
What screening tool does BISD use?
BISD uses FastBridge, which uses computer-adaptive tests and curriculum-based measures for both universal screening and progress monitoring. The National Center on Intensive Intervention publishes an Academic Screening Tools Chart that rates screening tools, including FastBridge, on classification accuracy, technical standards and usability.
Is FastBridge recommended for dyslexia screening?
Yes. OSPI has identified FastBridge as one of the recommended screeners for measuring literacy skills associated with dyslexia. See the OSPI Crosswalk for Literacy Screeners (PDF).
The Three Tiers in Detail
Tier 1: Core instruction for all students
Tier 1 is the foundation for all other support and should meet the needs of about 80% of students. It usually refers to the core curriculum, which should be comprehensive, aligned to grade-level standards and taught to the whole class. Every student has equitable access to instruction and supports that are culturally and linguistically responsive, universally designed and differentiated to meet their needs.
Tier 2: Targeted support
Tier 2 adds a layer of targeted, evidence-based intervention. Schools often provide small-group, standardized interventions using validated programs that include:
- Clearly defined entrance and exit criteria
- Explicit instruction with more opportunities to practice and receive specific, frequent feedback
- Gradually reduced support as students master skills
- More communication with families so support is consistent at home and school
Tier 3: Intensive support
Students who show significant risk or don’t respond to Tier 2 interventions may receive Tier 3 interventions that are individualized to their needs. Interventions may be intensified in seven areas (see the Taxonomy of Intervention Intensity Overview):
- Strength of the intervention program
- Dosage of supports
- Alignment to target skills and standards
- Attention to transfer
- Comprehensiveness
- Behavioral support
- Data-based individualization
BISD Reading Club
Reading Club is BISD’s Tier 2 and Tier 3 reading intervention. Visit the BISD Reading Club website to learn more.
Early Screening for Dyslexia
Senate Bill 6162 (2018): Early Screening of Dyslexia
Per OSPI Bulletin 074-21, starting in the 2021–22 school year, school districts must screen all students in grades K–2 for weaknesses associated with dyslexia: phonemic awareness, letter sound knowledge, phonological awareness and rapid automatized naming. School districts must also implement a Multi-Tiered System of Supports to provide intervention at the earliest opportunity so student literacy development is not delayed.
Schools and districts must use evidence-based multisensory structured literacy interventions for students who are below grade level on their district’s literacy screening tool and are not making progress toward grade-level standards and expectations. A school district must provide interventions in the general education classroom. If progress monitoring and formative assessment show that, after the initial tier of intervention, the student continues to display areas of weakness in the skills assessed, the district may provide additional interventions in either the general education classroom or a learning assistance program setting.