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Multi-Tiered System of Supports/Response to Intervention

Within a Multi-Tiered System of Supports, or MTSS, the Response to Intervention (RtI) framework supports a world-class education by meeting the academic, social/ emotional, and behavioral needs of all students.  Through this framework, decisions regarding appropriate curriculum, instruction, assessment, targeted support, enrichment, extension, depth, and complexity are designed to develop individual student potential.


Multi-Tiered System of Supports and Response to Intervention defined…  

The Colorado Department of Education defines a Multi-Tiered System of Supports (MTSS) as a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems (Colorado Department of Education, 2014).


Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs (Colorado Department of Education, 2008).

The Response to Intervention Framework in practice...

In the universal classroom setting (Tier I) teachers design learning opportunities that center around enduring understandings, consider essential questions, and embed 21st Century skills in order to meet world class outcomes of the Guaranteed and Viable Curriculum (GVC).  As students demonstrate a need for more targeted (Tier II) or intensive (Tier III) support, classroom teachers and specialists partner with parents to consider the most appropriate intervention or extension to best meet individual learner needs.

For more information about how the Multi-Tiered System of Supports (MTSS) is implemented at your school, please connect with your student’s teacher, RtI Specialist, or the school Principal.