What is MTSS?

The Multi-Tiered System of Support (MTSS) is a framework that helps educators identify students’ academic, behavioral, and social-emotional strengths and challenges and provide differentiated support for students based on their needs. MTSS is grounded in the belief that all students can learn, and all school professionals are responsive to the academic and behavioral needs of all students. MTSS focuses on evidence-based practices, relies on student progress data to inform instructional decisions, and ensures that each student, based on their unique needs, receives the level and type of support necessary to be successful (Every Student Succeeds Act, NYSED).

An MTSS framework is composed of three tiers:

Tier 1: whole class data-driven differentiated core instruction

Tier 2: whole class differentiated instruction + small group targeted instruction (in addition to the core instruction)

Tier 3: whole class differentiated instruction + small group targeted instruction (often small group in addition to core instruction) + intensive support

Academic Intervention Services

Academic intervention services (AIS) are designed to help students achieve the learning standards in English language arts and mathematics in grades K-12 and social studies and science in grades 4-12. These services include two components: additional instruction that supplements the general curriculum (regular classroom instruction) and/or student support services needed to improve academic performance (New York State Department of Education). Additional instruction means the provision of extra time for focused instruction and/or increased student-teacher instructional contact time designed to help students achieve the learning standards in the standards areas requiring AIS.

Who is eligible for AIS?

Students eligible for AIS, including those with disabilities and/or limited English proficiency, are those who score below the designated performance levels on elementary, intermediate, and commencement-level State assessments in English language arts, mathematics, social studies, and science and those at risk of not meeting State standards as indicated through the district adopted or district approved procedure, including those K-3 students who lack reading readiness; and LEP/ELL students.

What general criteria must be met for an approach to be counted as an academic intervention service?

For additional instruction and/or student support services to count as academic intervention services:

• a trained staff member should assess students’ needs

• specific interventions should be provided beyond general instruction in the course

• student progress should be assessed regularly

• records should be kept of the services provided; and

• certified teachers/professional staff/teaching assistants should be appropriately assigned.