A multi-tiered systems of supports explained
MTSS is an organising framework that matches students with the right level of support at the right time, using proven strategies and regular check-ins to boost learning for every student.
It encompasses:
- implementing evidence-based instructional practices across all school learning environments
- identifying students requiring more targeted supports
- continuously monitoring the impact of instruction and intervention.
MTSS typically consists of 3 tiers of support, each increasing in intensity and specificity:
- Tier 1: Evidence-based instructional practices delivered to all students.
- Tier 2: Provided to small groups in addition to the high-quality instruction received by all students at Tier 1.
- Tier 3: Targeted to meet individual learning needs and further intensified by increasing the frequency and length of each session per week, extending the duration of the overall span of intervention, and/or lowering group size.
The opportunity in primary schools
NAPLAN data suggests that a concerning number of Australian primary school students perform at or below national minimum standards in literacy or numeracy. MTSS provides a systematic approach to identifying these students early and providing targeted support before gaps widen.
The good news is that primary schools are well-suited for applying the MTSS framework. When learning gaps are identified and addressed early, students have more time to build strong foundational skills before advancing to more complex concepts.
The next section explains how the principles from our secondary school MTSS guidance can be interpreted and applied in a primary school context.
Adapting MTSS guidance for primary contexts
The MTSS framework is built on a strong foundation of high-quality instruction aligned with how students learn provided to all students (Tier 1), supported by increasingly targeted instruction in Tiers 2 and 3. This structure is just as relevant in primary schools, where early intervention is especially effective for closing learning gaps before they widen.
Teaching that aligns with how students learn is central to MTSS. While examples of teaching techniques may differ slightly between primary and secondary classrooms, the practices that most consistently support students to acquire, retain and apply their learning remain the same. For example, both primary and secondary school students benefit from reviewing their learning, but the length of review can be affected by factors such as age and should be planned accordingly.
Assessment
Effective MTSS relies on assessment at all tiers - universal screening, diagnostic assessments and progress monitoring. Data-based decision-making informed by assessments ensures that the right students get the right interventions.
Our guidance on reading assessment includes tools relevant for primary settings, with criteria to help primary schools select or review their own assessment tools.
While the specific assessment tools used will differ between primary and secondary, the process of identifying needs and tracking progress is the same. Our guidance on reading assessments identifies assessments relevant for secondary settings, with some also relevant for primary school settings. Other resources include criteria that can help primary schools select or review assessment tools.
Leadership
School leaders play a pivotal role in making practical decisions and providing strategic support for delivering interventions in their school. This includes setting a clear vision, ensuring resourcing is provided and sustained, and championing the framework with all staff. The design features of MTSS - staffing, timetabling and intensity (frequency, length, duration and group size) - may look different in primary schools, but the core ideas still hold true.
School leaders beginning their implementation process may find AERO's explainers on taking an evidence-informed approach to implementation useful when considering intervention approach design.
MTSS in primary school classrooms
As primary teachers typically have longer periods of time with the same students throughout the day, this can create opportunities to integrate intervention directly into classroom routines. Intensity can be increased in Tiers 2 and 3 through more frequent sessions, smaller instructional groups and/or targeted content focus.
Primary-trained teachers are more likely to be confident teaching foundational literacy and numeracy, which lends itself to effective delivery of intervention. However, all staff with an understanding of students' foundational skills and knowledge, and how to teach them, can support this work. This may include teaching assistants, speech pathologists or school psychologists, among others.
By prioritising early intervention, schools can address learning gaps in the foundational years and yield substantial long-term benefits for student achievement.
Seeing MTSS in action
While our MTSS case study videos feature secondary schools, they still offer valuable insights for primary settings. Key practices, such as staff collaboration and targeted teaching, are highly relevant and adaptable to primary classrooms. These examples can help primary school leaders and teachers strengthen their support systems and improve student outcomes.
Conclusion
MTSS offers schools a powerful framework to ensure all students receive the right support at the right time. By applying high-quality universal instruction, targeted interventions and data-informed decision-making, primary teachers can address learning challenges before they compound. The flexibility of primary school environments, combined with relevant training and early intervention opportunities, supports the use of MTSS in primary schools. As students build strong foundations in literacy and numeracy during their primary years, they are better positioned for success throughout their education.
Further reading
AERO resources
- Introduction to a multi-tiered system of supports: This explainer provides an introduction to the MTSS for school leaders and teachers looking to support students in improving their literacy and numeracy skills.
- Multi-tiered system of supports: User guide: This user guide explains AERO's MTSS resources, provides suggestions for their use and recommends the most relevant resources for teachers and leaders depending on their responsibilities.
Other resources
- Dyslexia-SPELD Foundation: AERO partnered with the Dyslexia-SPELD Foundation to develop our tiered interventions resources on secondary school reading. Their website provides additional information related to students' literacy and numeracy learning.
- Literacy Hub - Year 1 Phonics Check: Developed by the Australian Government Department of Education, the Year 1 Phonics Check is a free, quick screening tool to help assess students' decoding skills across words of increasing complexity.
- Reading Pledge: Five from Five and Learning Difficulties Australia have collaborated on an evidence-based framework for schools to dramatically reduce the number of children who finish primary school unable to read proficiently and support struggling readers in secondary school.
Keywords: literacy interventions, numeracy interventions, learning support, writing