MTSS Part 1: What Is This, Anyway?

(For a brief YouTube video on MTSS, click here!)

Any experienced educator knows we live in a world of abbreviations: ESSA, SWIP, CSP, RTI, IEP, BIP, PBIS—the list is exhaustive. Sometimes, working in a school feels like cleaning up after a toddler who just upended a bowl of alphabet soup.

Perhaps no acronym has been more impactful in education over the last decade than MTSS (Multi-Tiered System of Supports). It has become the foundation of the modern, data-driven classroom. But to truly understand its impact, we have to first accept a simple truth: at its core, this system is just plain good teaching.

Defining the Framework

McIntosh and Goodman (2016) define MTSS as:

"A coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards."

Essentially, it’s a scaffolded support system driven by student performance. It allows us to pivot and meet individual needs in real-time. Furthermore, MTSS serves as a vital "pre-referral" for special education. It is the natural evolution of Response to Intervention (RTI). By ensuring instruction is student-centered, differentiated, and data-driven, it ensures students aren't being pushed into special education without first receiving the appropriate instruction and intervention.

The 5-Level Model

While most MTSS frameworks operate on a three-tier system (Universal Instruction, Targeted Intervention, and Intensive Instruction), my most recent district utilized a highly effective 5-Level Model. This aligned with the traditional RTI tiers but broke some of the more general levels into cleaner, more actionable steps for instruction.

• Level 1: Universal Instruction (Tier 1) Surprisingly, this is the most overlooked level. It’s easy to forget that MTSS is a continuum and every student is on it. Level 1 focuses on creating highly engaging, data-driven, and cognitively rigorous instruction for all students. Without a robust Level 1, many students fall into populations needing interventions and services that might actually simply be lacking sound first instruction.
• Level 2: "Double Dosing" (Tier 1) Still part of the general education classroom, Level 2 is often called "second instruction." This differs from formal intervention in that teachers break the class into small groups that shift lesson-by-lesson to re-teach concepts students might have initially struggled with. Receiving second instruction isn't necessarily an indicator of a specific learning gap—it just means a student needs a little extra runway to master a new concept.
• Level 3: Targeted Instruction (Tier 2) Level 3 moves into targeted instruction, which can be delivered by either general education teachers or specialists. These groups are typically built around specific foundational needs rather than being lesson-specific, allowing participants to better access their general curriculum.
• Level 4: Special Education Services (Tier 3) Level 4 is where a student receives formalized special education services. This represents specialized, highly individualized instruction designed to meet specific cognitive or physical needs within the Tier 3 intensive framework.
• Level 5: Alternative Placement (Tier 3) Level 5 occurs when a student is moved to an alternative placement due to extreme academic or behavioral needs. This is the most intensive level and is utilized when the current school environment cannot safely or effectively meet the student's needs.

The MTSS Reality Check: Fluidity and Data

There are several critical takeaways to remember about this framework. First and foremost: students do not "graduate" levels. Just because a student is receiving Level 3 targeted intervention does not mean they stop receiving Level 1 universal instruction or Level 2 re-teaching. MTSS is additive, not subtractive. Every student remains grounded in Level 1; the higher levels are simply layers of support added on top.

Furthermore, it should be noted that the number of students should decrease as the levels increase. If over 20% of a class requires targeted intervention (meaning Level 1 is not meeting the needs of 80% of the population), that is a sign of a systemic issue at the Universal Instruction level. We cannot "intervene" our way out of a breakdown in Tier 1 teaching.

Finally, remember that MTSS is holistic—it is for both academics and behaviors. If a student is academically proficient but struggling behaviorally, the appropriate levels of behavioral intervention should be provided first before that student is referred for specific, individualized interventions or alternative placement.

A Path Forward

Ultimately, the MTSS system is a highly data-driven and structured approach to ensure all students are accessing a free and appropriate education. It provides the differentiation and support that every child deserves. As an educator, I have found this to be one of the most exciting developments in pedagogy—a true anchor for where education can travel.

References McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. Guilford Press.o start customizing