Tier 2 and Tier 3 Instruction, Intervention and Support 

Kentucky’s Multi-Tiered System of Supports (KyMTSS) framework provides a preventive, three-tiered delivery model organized to provide a continuum of instruction, intervention and supports to meet the academic, behavioral and social-emotional needs of all students.

The three tiers typically describe the level and intensity of practices across the continuum. Movement through the tiers is a flexible and fluid process based on student assessment data and collaborative team decisions.

When practices are implemented with fidelity, a layered continuum of instruction and intervention supports the academic, behavioral and social-emotional needs of all learners. With this framework, educators provide the necessary support to ensure all students can succeed at high levels.  

KyMTSS recognizes the importance of implementing instructional practices, intervention programs and strategies that are equitable, responsive and evidence-based at each tier. The framework helps educators provide timely and targeted support to all learners. All students receive high-quality universal instruction aligned with grade-level standards, schoolwide behavioral expectations and core social-emotional competencies. Teachers use differentiation and scaffolding to ensure all students benefit from universal Tier 1 instruction.  

While all students receive Tier 1 instruction, additional intervention and support in the form of Tier 2 and Tier 3 are offered to those who require additional assistance. The MTSS framework uses data-based problem-solving to identify and provide interventions to students who need additional support.

MTSS teams identify appropriate academic interventions, as well as targeted behavioral and social-emotional supports for students in Tier 2 and 3. These interventions and supports should be tailored to meet individual student needs, while also demonstrating positive outcomes. The interventions and supports are delivered with fidelity with an appropriate duration and at a frequency to ensure students have increased opportunities for practice and corrective feedback.

Tier 2 services provide supplemental instruction to students who need more targeted support in specific areas. Tier 3 provides services to individual students who need additional intensity or frequency support. Tier 3 instruction, intervention and support is the most individualized and specialized within the tiered delivery model.  

Diagnostic Assessments and Progress Monitoring 

Diagnostic assessments and progress monitoring are used to identify areas that need improvement and track student progress. These assessments provide valuable data to adjust instruction and implement intervention strategies to help students achieve success.

Through ongoing monitoring and support, educators create a positive learning environment that meets the needs of diverse learners.

By using diagnostic assessments to identify the specific needs of each student, educators can create targeted interventions that will provide the support necessary for individual students to succeed. This multi-tiered system of supports (MTSS) approach allows educators to provide Tier 2 and Tier 3 interventions that are tailored to the unique needs of each student. By monitoring progress regularly, interventions may be adjusted as needed to ensure that each student is making progress toward the established goal and achieving success. 

Tier 2 and Tier 3 Resources 

• KyMTSS    

The Tiered Delivery System with a Continuum of Supports essential elements tab on the KyMTSS website provides resources and information regarding all three tiers. 

• Center on Multi-Tiered System of Supports at the American Institute of Research
  • Ten Essential Elements of Tier 2 Infographic               
  • Essential Features of Tier 3 Infographic
  • What is Progress Monitoring Infographic
  • Progress Monitoring Infographic   

• National Center on Intensive Intervention at the American Institute of Research 
  • Intervention Intensification Strategy Checklist
  • Clarifying Questions to Create a Hypothesis to Guide Intervention Changes