Multi-Tiered System of Support (MTSS)



    MTSS is a process designed to help schools focus on high quality instruction and interventions that are matched to student needs and monitored on a frequent basis. The information gained from an MTSS process is used by school personnel and parents to adapt instruction and to make decisions regarding the student’s educational program.


    Barrington School District provides a PK-12 district-wide, general education process that systematically identifies individual student needs, provides research-informed interventions, and monitors student progress through data driven systems. This problem-solving approach addresses academic, behavioral, communication, and social needs increasing the likelihood students will meet grade level district expectations.


    Theory of Action

    If we implement a multi-tiered system of support built on a foundation of Universal Design for Learning, PBS, and social emotional learning, establish a financially sustainable model, and engage with our community, then we will reach our vision of guiding students to learn today, lead tomorrow, and reach the world.



    The Multi-Tiered System of Supports (MTSS) is a systemic, prevention-focused, and data-informed framework for continuous improvement providing a continuum of supports for ALL learners (ISBE, 2016).   MTSS ensures that ALL students receive the instruction and support they need. This objective is accomplished by systematically and proactively identifying which students need additional support, providing the additional support or enrichment students need, and monitoring students’ progress as a result of those interventions. Monitoring students’ progress is a key component of the MTSS framework, as it prevents the overidentification of students who receive Special Education Services. 

    The process of determining what type and level of support students need within the MTSS framework is driven by the following guiding questions:

    • What is it we want our students to know and be able to do?
    • How will we know when each student has achieved the identified goal or goals?
    • How will we respond when some students do not achieve the identified goal or goals?
    • How will we extend and enrich the learning for those students who have met or exceeded the goal or goals?


    For more information contact Dr. Melissa Byrne at