Florida's Multi-Tiered System of Supports

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Florida's Multi-Tiered System of Supports
Multi-Tiered Framework
Within the MTSS, resources are allocated in direct proportion to student needs. Data collected at each tier are used to measure the efficacy of the supports so that meaningful decisions can be made about which instruction and interventions should be maintained and layered.
The MTSS involves the systematic use of multi-source assessment data to most efficiently
allocate resources in order to improve learning for all students, through integrated academic and behavioral supports.

To ensure efficient use of resources, schools begin with the identification of trends and patterns using school-wide and grade-level data.

Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity.

The MTSS is characterized by a continuum of integrated academic and behavior supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels.

Three tiers describe the level and intensity of the instruction/interventions provided across
the continuum.

Academics and/or Behavior

  • Define: What's the problem?
  • Analyze: Why is it occurring?
  • Implement: What are we going to do about it?
  • Evaluate: Is it working?

Tier 1: All

Tier 2: Some

Tier 3: Few

Tier 3
Intensive Individualized Interventions and Supports
More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction
Tier 2
Targeted Supplemental Interventions and Supports
More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction
Tier 1
Core Universal Instruction and Supports
General academic and behavior instruction and support designed and differentiated for all students in all settings

The three tiers are not used to describe categories of students, timelines, procedures, or specific programs.