All students must have access to a full continuum of supports for academic, social-emotional and behavioral growth. In addition to core curriculum and instruction, the framework helps identify students who will benefit from increasingly intensive supports.
In addition to core curriculum and instruction, supports for academic, social-emotional and behavioral growth are layered on to core curriculum and instruction, with increasingly intensive supports based on students’ needs.
- Core | All Students 80-85%
Core is the first level of prevention and focuses on instruction, providing a strong foundation.
- Intervention | Targeted Group of Students 10-15%
Intervention may benefit students who are not making adequate gains from Core alone. Intervention addresses struggling students by matching high-quality intervention to their individual needs.
Layered Continuum of Supports
Why it’s Essential
With ongoing collaboration, evidence-based instructional practices and data review procedures within the NeMTSS framework, students will benefit from a consistent system of increasingly intensive supports.
Below are some guiding questions that teams may consider during the MTSS building or refining process. These questions are intended to drive team member dialogue, reflect on current practice, and determine future action steps.
- What is the proficiency percentage of all students within your core? Are 80%-85% of students successful without additional intervention?
- What are the practices used to determine the evidence and the potential success of core instruction and interventions?
- What are the decision making rules to determine movement from core to intervention and back to core?
The following Layered Continuum of Supports items are included on the NeMTSS Self-Assessment:
- Core academic practices that clearly identify learning standards, schoolwide assessments and schoolwide expectations for instruction
- Core behavior and social-emotional practices that clearly identify schoolwide expectations, social-emotional skills instruction, classroom management practices and schoolwide behavior and social-emotional data
- Supplemental academic intervention practices
- Supplemental behavior and social-emotional intervention practices
- Support teams use a systematic problem-solving process to plan for student interventions
- Interventions are intensified, as appropriate, using evidence-based programs, practices and strategies
AQuESTT Tenet: Educational Opportunities and Access
Successful implementation of the NeMTSS framework ensures access to a full continuum of supports, from pre-K through graduation, for academic, social-emotional and behavioral growth in preparation for postsecondary education and career goals.