Multi-Tiered System of Supports

Multi-Tiered System of Supports (MTSS) is a framework that supports educators’ approach to problem-solving. It’s not about labeling or “changing” students, but instead shifting resources and leveraging system-level efficiencies to meet students where they are and help them move forward in their learning.

This comprehensive framework, implemented in all SDP schools, helps provide equitable access and effective teaching for all students. MTSS aims to ensure that every student receives the academic, social, and emotional support they need to succeed through a tiered approach that adapts to their needs. MTSS fosters educational excellence and a positive school climate by integrating high-quality instruction with targeted interventions, helping every learner thrive.

In addition, MTSS: 

• facilitates continuous improvement in core areas like academics, attendance, and school climate
• supports equity by ensuring all students who need extra help receive it
• is a team-based process with roles for all staff in the school
• ensures communication and collaboration among school leaders, teachers, and other staff
• provides clarity for students, parents, and caregivers about the services available at the school and how students are being supported.

MTSS is implemented in schools nationwide and backed by decades of research. Recognized as a key strategy, it plays a crucial role in advancing the Board of Education’s Goals and Guardrails, helping to ensure all students receive the support they need to succeed.

Integrated Support for MTSS by District offices include:

• Student Rights and Responsibilities
• Curriculum and Instruction
• Educational Technology
• Family and Community Engagement
• Multilingual Curriculum and Programs
• Research and Evaluation
• Student Support Services
• Diversity, Equity, and Inclusion
• Planning and Evidence-based Supports

The Commonwealth of Pennsylvania has identified 8 key components of the MTSS process:

1. Common Core Standards-Aligned High-Quality Core Instruction
2. Positive School-wide Climate Programming and Social-Emotional Learning
3. Universal Screening
4. Shared Ownership
5. Data-Based Decision-Making
6. Response to Intervention
7. Family Engagement
8. Professional Learning

When all of these components are in place, it means that staff are working together to make sure that good programming is implemented well – including instructional programming, climate programming, and health and behavioral health programming.

Currently, the School District of Philadelphia is working hard to improve and increase training and support for schools in each of the areas outlined above. Our goal is to ensure that all schools have a robust MTSS process in place.

This is the MTSS triangle. It shows the kinds of programming that all schools should provide.

This triangle often represents the layered support structure in MTSS (Multi-Tiered System of Supports). At its base, Tier 1 forms the foundation. This tier includes universal programming that benefits all students, such as schoolwide climate initiatives, grade-level instruction, and wellness services. Effective implementation of Tier 1 is crucial to the success of MTSS. Evidence from districts like ours shows that a strong focus on Tier 1 can lead to the desired outcome where only 15-20% of students require more targeted support in Tier 2 or Tier 3. For more on Tier 1 programming, please refer to the District’s Tier 1 Guidelines [HERE].

In addition to Tier 1 instruction, Strategic support at Tier 2 involves targeted interventions for groups of students who face challenges identified by. Our district support includes check-in/check-out systems, small-group mental health services, attendance interventions, and targeted small-group evidence-based academic interventions.

Tier 3 represents the most intensive, individualized support for students who have not responded to interventions in Tier 1 or 2. Tier 3 support provides opportunities for smaller group sizes of 1-3 students and increased frequency and/or duration of an intervention.

The goal of Tiers 2 and 3 is to help students succeed with less intensive support over time. If a student continues to require high levels of support after receiving evidence based interventions they may be evaluated for special education services.

All school leaders and staff play a role in MTSS, along with students, parents/caregivers, and community members:

• School leaders have responsibility for overseeing and participating in the MTSS process at their schools. This includes making sure that MTSS teams are meeting regularly, that the right data is being gathered and analyzed, and that strategies identified to improve supports are put into place.
• Teachers and staff have responsibility for collecting and sharing information about students’ progress, for participating in meetings and planning for improvement, and for implementing curricula and programs well.
• Counselors and student support staff have responsibility for participating in all MTSS meetings, contributing to efforts to improve the learning environment and supports for all students, and for helping to identify and support students who need extra help
• Parents and caregivers can participate in MTSS by talking with school staff about the curricula and programs that are in place at their child’s school, and by partnering with staff around any areas where their student may need extra help.
• Students play an important part in MTSS by letting adults know what is working for them and what is not, and when they may need extra help. The Student Well-Being Survey is one way students can use their voice to improve their schools through MTSS.

Combined support of additional District offices include:

• Student Rights and Responsibilities
• Curriculum and Instruction
• Educational Technology
• Family and Community Engagement
• Multilingual Curriculum and Programs
• Research and Evaluation
• Student Support Services
• Diversity, Equity, and Inclusion
• Planning and Evidence-based Supports

It is a common misunderstanding that MTSS is only for students who are struggling, or for those in need of special education services. In reality, the MTSS process affects all students because it encompasses all teaching and supportive services in the school. This incudes grade-level instruction provided to all students, as well as academic interventions provided to some. It includes programming to improve school climate that is experienced by all students (for example, Community Meeting), as well as behavioral interventions and supports that are targeted for some.

MTSS helps ensure equity by providing all students with a welcoming learning environment and strong instruction, and providing extra help to students who need it in areas like academics, behavior, or mental or physical health.

The School District of Philadelphia is committed to cultivating prosperity and liberation for students and staff, starting with historically marginalized populations. We strive to do this by removing barriers, increasing access and inclusion, building trusting relationships, and creating a shared culture of social responsibility and organizational accountability. Supporting the development of a strong MTSS process in every school is one way the district upholds this commitment.

MTSS is key to equity because it improves services for all students while simultaneously providing extra support to those who need it. This extra support is designed to meet the specific needs of each student, whether those needs are academic, behavioral, related to school attendance, mental health, or stemming from problems occurring outside of school. By meeting regularly to review students’ progress and update supports, MTSS teams can partner with parents and guardians to provide a critical safety net and support system for all young people.

One key outcome of the MTSS process is to reduce or eliminate inappropriate special education designations, which have affected black and brown students disproportionately nationwide. MTSS achieves this by providing multiple tiers of high-quality intervention that are specifically designed to fade out once students catch up to their peers academically and/or behaviorally. This ensures that most students remain in the general education population; only those who continue to struggle despite multiple tiers of high-quality intervention are evaluated for behavioral or learning disabilities.

A strong MTSS process also ensures equity by considering students’ academic, social-emotional/behavioral, attendance, and health/wellness needs simultaneously. MTSS teams are cross-disciplinary—members’ have expertise in all of the key areas where students may have barriers. Team members collaborate to assess whether a student’s challenges in one area may be impeding their growth in another. This ensures that all students receive help and support targeted to their true areas of need so that they can begin progressing as quickly as possible.

As a student in our District, you have a right to receive high-quality instruction in a positive, welcoming school. You also have a right to extra help when you need it. This includes extra help with academic subjects, extra help with behavior and attendance, and extra support for your mental health.

MTSS is the process structure your school uses to ensure that all of this is provided for you and all students. Every month, teachers and leaders in your school meet to plan ways to improve your experience and learning. For example, they might talk about ways to help students build relationships with each other and with their teachers. They might also talk about ways to help academic subjects feel more relevant to students’ lives.

Kinds of help students can receive as a result of their schools’ MTSS process:

• Help with getting to school every day and on time
• Help understanding the curricula for your grade
• Help with building or improving relationships in school
• Help with developing your social and emotional skills
• Extra help with school subjects
• Help managing your mental health
• Support with health and wellness

Help with making sure your voice is heard

• Student Well-being Survey
• Student Engagement & Achievement