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Multi-Tiered Systems of Support (MTSS)  is a framework designed to meet the needs of all students by ensuring that schools optimize data-driven decision making, progress monitoring, and evidence-based supports and strategies with increasing intensity to sustain student growth. MTSS is not just about tiered interventions, but rather how all the systems in a school or district fit together to ensure a high quality education for all students.

>MTSS focuses on the “whole child.” That means it supports academic growth, but also behavior and social emotional development.

The ‘tiers’ (levels) of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to “move up” to one-on-one help.


Key Elements

MTSS isn’t a specific curriculum. It’s a proactive, support based approach that has these key elements:

  • A schoolwide approach to student support, with teachers, counselors, psychologists, and other specialists working as a team to assess students and plan interventions.
  • Universal screening for all students early in each school year
  • Increasing levels of targeted support for those who are struggling
  • Integrated plans that address students’ academic, behavioral, social, and emotional needs
  • Professional development so staff can deliver interventions and monitor progress effectively
  • Family involvement so parents and caregivers can understand the interventions and give support at home
  • Frequent monitoring of students’ progress to help decide if they need more interventions
  • The use of evidence-based strategies at every tier of support


Multi-Tier System of Support Table
Tier 1:
Tier 2:
Tier 3:
All students receive high-quality classroom curriculum through whole group, small group differentiated instruction, teacher-designed interventions by the classroom teacher within the general education setting. In addition to classroom instructions, students identified as needing intervention receive supplemental instruction aligned to the core curriculum that targets specific area or areas of need. Progress is monitored to determine improvement. In addition to classroom and supplemental instruction, students needing intensive instruction to target specific skill deficits receive intensive instruction. Progress is monitored to determined improvement.



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Phone 978-975-5900 Fax 978-722-8551