Multi-tiered system of supports
A multi-tiered system of supports (MTSS) is a framework that matches the level of support to student learning needs, ensuring all students receive high-quality instruction and the support required to succeed.
MTSS is
- A coordinated approach to supporting students across different levels of learning need. It provides high-quality instruction for all students while using screening data to identify and support those who need additional help.
- MTSS typically consists of 3 tiers of support, each increasing in intensity and specificity:
- Tier 1 – Evidence-based instructional practices delivered to all students.
- Tier 2 – Targeted small-group support, provided in addition to Tier 1.
- Tier 3 – Highly individualised support, with increased intensity, frequency and duration. Provided in addition to Tier 1.
- Regular progress monitoring, proportional in frequency to the level of intervention, ensures supports are working and can be adjusted or reduced as needed.
MTSS isn't
A replacement for quality teaching practices
MTSS builds on high-quality Tier 1 instruction for all students. Tier 2 and 3 interventions supplement rather than replace core teaching.
A fixed program
MTSS is a flexible framework that schools adapt to their unique contexts, resources and student needs using professional judgment.
Only for students with learning difficulties
MTSS supports any student struggling with foundational skills, regardless of whether they have a diagnosed learning difficulty.
A one-time intervention
MTSS involves ongoing monitoring so supports can be reintroduced if students fall behind again, with clear entry and exit criteria for interventions.
Why it works
- Early identification: Targeted interventions catch students who need support before achievement gaps widen.
- Evidence-based decisions: Using data ensures support is directed where it’s needed most, rather than relying on assumptions.
- Right support, right time: Tiered intensity means students receive an appropriate level of intervention when they need it.
- Responsive monitoring: Regular progress checks mean interventions can be adjusted or removed as student needs change.
- Learning barrier removal: A systematic approach to reducing learning barriers helps students build the foundational knowledge and skills needed for future success.
In practice
Primary school example
A Year 4 student is struggling with number sense and place value. Screening data prompts his teacher to include him in an existing Tier 2 small-group maths intervention alongside strong Tier 1 instruction. Regular monitoring shows some progress during intervention, and improvements during Tier 1 learning with additional use of scaffolds during practice tasks. As the student’s fluency improves, Tier 2 support tapers off and he continues successfully with Tier 1.
Secondary school example
A Year 7 student arrives at secondary school reading well below grade level. Screening identifies her need for support. She receives quality literacy instruction in English class (Tier 1) plus small-group phonics intervention 3 times weekly (Tier 2). After monitoring shows she still has significant gaps, she begins one-to-one tutoring (Tier 3) alongside her other supports. As her reading improves, the intensive support is gradually reduced until she succeeds with Tier 1 instruction alone.
Keywords: explicit teaching