Multi-tiered System of Supports (MTSS)

The term MTSS is increasingly used nationwide to describe a framework that encompasses supports for the whole child, including academics, behavior, mental health and wellness. The idea of MTSS is to help all students be successful. The following sections provide more information:

Overview of MTSS

Core Components of an MTSS Framework

MTSS Systems and Special Education Evaluations

Learning Disability Identification

Requirements and Frequently Asked Questions Relating to Intervention Strategies for Children Not Eligible for Special Education

Coordinated Early Intervening Services

Tiered Interventions Using Evidence-Based Research (TIER)

Additional TEA Resources to Support MTSS

Overview of MTSS

MTSS is an integrated framework for the systemic alignment of evidence-based prevention and intervention practices to support all the needs of all students. Taking a whole child approach, MTSS seeks to support the academic, behavior, mental health and wellness of all learners. When MTSS is implemented effectively, it can provide students with the supports needed to progress towards academic and non-academic goals. An integrated MTSS approach encompasses various other systems, such as response to intervention (RTI), positive behavioral interventions and supports (PBIS), school mental health (SMH), and other supports for early intervention and prevention.

MTSS provides varying levels of support, or tiers, based on student need, which increase as a student moves from universal, to targeted, and intensive interventions. Federal law directs schools to focus on helping all children learn by addressing problems early. MTSS supports prevention for all students and intervention for students experiencing academic and non-academic difficulties.

The MTSS framework includes three levels, or tiers: universal, targeted, and intensive.

MTSS involves universal support for all, targeted intervention for some, and intensive intervention for a smaller number of students.

• Tier 1 includes universal, evidence-based, high-quality instruction and support for all students. ​Tier 1 is designed to prevent skill gaps and challenges from developing, and to catch them early when they do.
• Tier 2 provides evidence-based targeted intervention and support, usually delivered in small groups, to address a student’s gaps in skills.​ Tier 2 instruction layers on top of and does not replace tier 1 instruction and supports provided to all students.
•  Tier 3 involves intensive intervention and support, usually delivered more often, in smaller groups, and more individualized to support significant and/or persistent skill gaps and challenges.

Core Components of an MTSS framework

Supports in an MTSS framework flow from universal, to targeted, to intensive. The tiers are distinct but, as part of a system, share common components. A key component across all tiers is the use of evidence-based practices. These instructional techniques are supported by high-quality research demonstrating meaningful effects on student outcomes. It is important that any evidence-based practice is implemented with a high level of fidelity—that is, implemented as intended.

All tiers also use reliable and valid assessments. Screening is used in the universal tier, diagnostic assessments (to intensify and customize interventions) are always used in the intensive tier (and sometimes in other tiers), and progress monitoring is used in all tiers. Data from these assessments are collected and analyzed by a problem-solving or student support team to evaluate student response and make informed data-based decisions. Interventions provided to a student are continually adjusted based on data until the child is progressing adequately. At any point in the intervention process, if a student is suspected of having a disability and needing special education services—the student must be referred for an evaluation under the Individuals with Disabilities Education Act (IDEA).

MTSS Systems and Special Education Evaluations

While MTSS is a framework that supports the prevention and early identification of students with difficulties, including students with or at-risk for a disability; MTSS may not be used to delay or deny an evaluation of a child suspected of having a disability and need for special education. Students suspected of having a disability and needing special education must be referred for a full and individual evaluation under the IDEA. The Office of Special Education Programs (OSEP) has clarified these expectations.  Referral for evaluation and interventions may need to occur simultaneously. In cases where interventions have already started when a student is referred for evaluation under IDEA, those interventions should continue during the evaluation process. 

Learning Disability Identification

IDEA specifies that criteria adopted by a state for determining whether a child has a specific learning disability (SLD) must not require the use of severe discrepancy between intellectual ability and achievement; must permit the use of a process based on the child’s response to scientific, research-based intervention; and may permit the use of other alternative research-based procedures. In Texas, a student must either demonstrate an insufficient response to scientific, research-based intervention (RTI) or exhibit a pattern of strengths and weaknesses (PSW) as one of the components considered to determine whether the child meets the eligibility criteria of SLD. Intervention response is a critical component found within an MTSS framework. This data is important for consideration in the identification of specific learning disabilities. To learn more about comprehensive evaluations and the use of RTI in determining SLD eligibility, review TEA’s Guidance for the Comprehensive Evaluation of Specific Learning Disabilities. 

Requirements and Frequently Asked Questions Relating to Intervention Strategies for Children Not Eligible for Special Education

Texas Education Code (TEC), Section 26.0081 requires local educational agencies (LEAs) to provide parents of children not receiving special education with notice whenever their child begins to receive intervention strategies. Intervention strategy for the purposes of this requirement means a strategy in an MTSS that is above the level of intervention generally used in that system with all children The term includes response to intervention (RTI) and other early intervening strategies. In a three-tiered MTSS, Tier 2 and Tier 3 academic and nonacademic student level interventions would be considered intervention strategies.

This parental notice must contain specific requirements as outlined in TEC §26.0081(d). Please note that that the notice must be written in English or to the extent practicable, the parent’s native language. TEA created a sample notification template that LEAs can use to meet statutory requirements. The sample template is available here in English and in Spanish.

In addition to providing parental notification, each school district and open-enrollment charter school must annually report through the Public Education Information Management System (PEIMS) the total number of students enrolled in the district or charter school with whom the district or school, as applicable, used intervention strategies at any time during the year for which the report is made. This requirement, described at TEC §48.009(b)(4), does allow the exclusion of this reporting if the student is receiving aids, accommodations, and services under Section 504, Rehabilitation Act of 1973.  

TEA developed a Frequently Asked Question (FAQ) and answers document to assist LEAs and parents in understanding more about intervention strategies, parental notification, and student records. The FAQ can be found here in English and in Spanish.

Coordinated Early Intervening Services

A school may choose to fund a campus intervention program, including MTSS, using Coordinated Early Intervening Services (CEIS) funds. CEIS funds may be used to provide services to students who are not currently identified as needing special education or related services. These students need additional academic or non-academic support to succeed in the general education program in kindergarten through grade 12 (with emphasis on students in kindergarten through grade 3). See Coordinated; Early Intervening Services (EIS) Guidance for CEIS funding information.

Tiered Interventions Using Evidence-Based Research (TIER)

TIER is a project funded by the Texas Education Agency. The project’s goal is to provide educators, caregivers, and other educational stakeholders with the knowledge and materials to ensure appropriate implementation of MTSS in every school across Texas.

TIER has developed a series of modules, or broad topics, that focus on different components of MTSS. Within each module, you’ll find specific pathways, or individual trainings. TIER training and implementation support is available through certified TIER trainers at every Education Service Center (ESC). To find your ESC contact for TIER/MTSS visit the statewide contact page on the Texas SPED Support Website. Some TIER trainings are also available through self-paced online courses. These courses are available at no cost to Texas educators and are approved for Continuing Professional Education (CPE) hours.  LEAs also have access to certify their own staff to provide TIER turnaround training through training of trainer (TOT) events. These LEA level certified TIER trainers may provide training, coaching, and implementation support using TIER training materials within their own LEA. To learn more about becoming a TIER certified trainer for your LEA please email TIER@meadowscenter.org or check the Texas SPED website learning library for upcoming TOT events.  In addition to TIER training materials, the Texas Sped Support website also hosts a variety of MTSS resources, such as overview documents, progress monitoring tools, and intervention materials.

Additional TEA Resources to Support MTSS

• MTSS Fact Sheet for Families or Sistemas de Soporte Multi-Niveles (Spanish)
• TEA’s Texas School Mental Health website provides districts with the resources and tools needed to develop a comprehensive school mental health system. The website includes a toolkit, searchable database, and many resources and supports for schools, including the best practices list.
  • Toolkit - This resource includes a School Mental Health Practice Guide that provides information to support LEAs with building a comprehensive school mental health system. The Toolkit also includes a filter to locate practical examples of planning tools, forms and resources that can help school systems integrate and align with statutory and best practices that support mental health and wellness.
  • Best Practices List - This resource includes a repository of research-based practices and best practice-based programs on statutory topics designed to support LEAs with mental health promotion and training. LEAs can filter resources under topics for mental health, grief and trauma informed practices, suicide prevention, substance abuse prevention, safe and positive school climate, positive youth development, and positive behavior interventions and supports.
  • Texas Resource Database - This database includes school mental health resources (e.g., programs and providers) that have been identified statewide and by ESCs in each region of the state as required by statute. The resources may support LEAs with planning for local practices, programs, funding, training, services and support for schools, students and families.
• Texas Center for Student Supports website provides information and resources to support LEAs in the establishment and implementation of secure, inclusive, and supportive learning environments through a student support program structure tailored to meet the individual needs of each student, promoting their overall well-being.
• Bluebonnet Learning are state-developed instructional materials that provide teachers with the tools to foster student success. Developed using the latest cognitive science, Bluebonnet Learning instructional materials cover 100% of the Texas Essential Knowledge and Skills (TEKS) and provide a full suite of resources including scope and sequence, daily lesson plans, and student materials. All Bluebonnet Learning instructional materials are designed to be high-quality, suitable, and grade-level appropriate.
• Strong Foundations  provides information about applying for two types of strong foundations grants. The Planning grant helps LEAs adopt or prepare to use high-quality instructional materials (HQIM). The Implementation grant supports LEAs in effectively implementing HQIM.