MTSS - Multi-Tiered System of Supports

MTSS is a continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve to high standards. Response to Intervention (RtI) is a Multi-Tiered System of Support for academics whereas Positive Behavior Interventions & Supports (PBIS) is the equivalent for behavior.

Core Principles of MTSS:

  • We can teach all students
  • Intervene early
  • Use a multi-tiered, problem-solving model
  • Use research-based, scientifically validated interventions and instructional strategies
  • Monitor student progress
  • Use data to adjust instruction
  • Collaborate in problem-solving
  • Engage families


  • High-quality instruction for all students
  • Preventive, proactive

TIER 2: 


  • For the roughly 10-15% of students in need of interventions of moderate intensity in addition to Tier 1 instruction
  • Use data to identify need & monitor progress closely to ensure goals are met

TIER 3: 

  • For roughly 1-5% of students who need more intensive, individualized intervention in addition to Tier 1 instruction
  • Use data to identify need & monitor progress closely to ensure goals are met

MTSS And the Graduate Profile

SAS Learner Profile Compass


The mission of Saline Area Schools states: “We will equip all students with the knowledge, technological proficiency, and personal skills necessary to succeed in an increasingly complex society. Our ultimate goal is to instill in our students a desire for lifelong learning.” Our Multi-Tiered System of Support (MTSS) is built on a strong foundation of rigorous and differentiated academic instruction, and clear behavioral expectations for student success. This tier 1 instruction sets the table for all students to reach a successful graduate learner profile.

A student’s ability to feel a sense of achievement within themselves comes from a strong foundation in life skills and academics. Tier 2, Tier 3, English Learning and Special Education supports are layered into our educational system so that students achieve a sufficient level of literacy, math, and social-emotional proficiency in critical early years, setting the stage for short and long-term success personally, educationally, and professionally. These layers of intervention complement tier 1 by offering targeted support in specific areas as soon as needs arise.

​Through collaborative problem-solving, positive communication, and maximizing resources of time, materials, and personnel, we hope to work as effectively as possible to ensure that all students leave SAS with a strong foundation, confidence, and desire for life-long learning.