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Definition: A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction and assessments offering specific, research-based interventions matched to student needs driven by data.
 TIER 1 |  TIER 2 |  TIER 3 |
|
|---|---|---|---|
| Focus | All Students | Students identified through screening as at risk of performing below expected outcomes | Students who present with very low academic, high academic achievement, or behavior achievement, or who have not responded to Tier 1 and Tier 2 instruction, or students with disabilities who do not meet their IEP goals; additional layer to Tier 1 and Tier 2 |
| Instruction & Supports | District curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction | Targeted, supplemental instruction practices that are evidence-based (large or small group); additional layer to Tier 1 | Intensive intervention adapted to address individual student needs through the systematic use of assessment data, validated interventions, and research-based instruction or behavior support strategies |
| Setting | General classroom (small and large group) | General education and/or optimal setting for the need of students | General or special education depending on the needs of the student |
| Assessment | Screening, continuous progress monitoring, and outcome measures | Diagnostic, Progress monitoring | Diagnostic and progress monitoring |
Specially Designed Instruction (SDI) refers to adaptations to the content, methodology or delivery of instruction to address the unique needs of the child that result from child’s disability, ensure access to the general education curriculum so that the child can meet the educational standards that apply to all children, and are funded and guaranteed by IDEA and implemented via the individual educational plan (IEP) process.
MTSS helps educators to provide high-quality, evidence-based, and differentiated instruction and intervention to all students, based on their academic, behavioral, social, and emotional needs.
By providing evidence-based supports at each Tier, educators can ensure that all students receive the appropriate level of challenge and support that matches their individual needs and strengths. This helps to prevent students from falling behind, becoming frustrated, or losing interest in learning. It also helps to accelerate the learning of students who are struggling or have gaps in their skill areas and knowledge. Furthermore, educators can monitor the progress and outcomes of students more effectively, and adjust their instruction and intervention accordingly. Tier instruction helps to improve the quality and effectiveness of teaching and learning, and to close the achievement gaps among students.
North Dakota’s Multi-Tier System of Supports (NDMTSS) is a framework to provide all students with the best opportunities to succeed academically, socially, emotionally, and behaviorally in school. NDMTSS focuses on providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data is used to allocate resources to improve student learning and support staff implementation of effective practices.
