Multi-Tiered System of Support (MTSS)

All students will receive universal screening in reading and math in Elementary and Middle School to identify any needs early on so supports, interventions, and extensions can begin right away. The screenings are often administered 3 times a year. Questions to ask after the universal screener has been administered:

• Is our core curriculum working?
• Is instruction effective?
• Which students need additional assessment and instruction?

For more information about universal screeners in APS, visit the Office of Assessment’s webpage.

Tier 1 is engaging, differentiated instruction for all students. Core instruction should have a strong evidence base, address all the essential elements of the content area at each grade level and support Virginia’s Standards of Learning. Instruction should be explicit, differentiated, and inclusive. In addition to core classroom instruction, student progress is assessed three times per year through universal screening. Tier 1 instruction is considered successful when 80 – 85 percent of students meet instructional expectations.

To learn more about core instruction in APS, please visit:

• English Language Arts
• Mathematics
• Student Services
• Additional APS Curriculum areas

Tier 2 offers more time and differentiated supports for students to learn essential behavior and academic standards, as measured by regular classroom assessments designed to inform instruction. Tier 2 provides multiple learning opportunities through repeated exposures and differentiated support during small group instruction.

For specific information on Tier 2 in APS, please see:

• English Language Arts
• Mathematics

Tier 3 is for students who have been screened to be one or more grade levels behind their peers in foundational skills (and for students who have not responded to Tier 1 and Tier 2 supports). It is commonly delivered in a 30-45 minute block and provided five times per week in addition to core instruction time. Instruction at this level is more intensive, focused, frequent and individualized based on student needs.

For specific information on Tier 3 in APS, please see:

• English Language Arts
• Mathematics

A practice used to frequently assess students’ academic progress to determine effectiveness of intervention extension.Questions to ask after administered a progress monitoring assessment:

• Are students meeting short and long term goals?
• Are students making progress at acceptable rates?
• Does the instruction need to be adjusted or changed?