Ensuring Access for ALL Students

The California Multi-Tiered System of Support is built on the premise that universal support, which includes Inclusive Academic Instruction, Inclusive Behavioral Instruction, and Inclusive Social-Emotional Learning Instruction, must be provided for all students regardless of age, race, zip code, language, physical challenge, and/or intellectual competency.

Image of CA MTSS Continuum of Support

Universal Support: All Students

All students, regardless of eligibility for other supports and specialized services (IEP, EL Plan, GATE Plan, etc.) receive support that is universally accessible, using the principles of Universal Design for Learning (UDL). Universal support includes academic content instruction, school-wide Positive Behavior Intervention Support (PBIS), and the core competencies of Social Emotional Learning (SEL). Students are screened on a periodic basis to identify students who might need additional support.

Supplemental Support: Some Students

Some students, regardless of eligibility for other supports and specialized services (IEP, EL Plan, GATE Plan, etc) might need supplemental support. Supplemental supports are in addition to universal support, not in place of. Progress monitoring occurs to determine whether students are profiting appropriately from the supplemental supports. Supplemental examples include, but are not limited to: small group intervention and/or enrichment in Language Arts, a social skills group, or behavioral support such as Check In Check Out. Oftentimes, supplemental supports are referred to as “tier 2 interventions.” It is important to note that the supports are in the tiers, students are NOT in the tiers. Students have access to supplemental supports when and where they need them.

Intensified Support: Few Students

A few students, regardless of eligibility for other supports and specialized services (IEP, EL Plan, GATE Plan, etc.) might need intensified support. Intensive supports are in addition to universal support, not in place of. Intensified supports increase in frequency, length of instructional sessions, and/or duration to meet student needs. Progress monitoring occurs to determine whether students are profiting appropriately from the intensive supports. Intensified examples include but are not limited to: one-on-one counseling, intensive math instruction, or increasing behavioral interventions such as a behavior contract. Oftentimes, intensified supports are referred to as “tier 3 interventions.” It is important to note that the supports are in the tiers, students are NOT in the tiers. Students have access to intensified supports when and where they need them.

Link to resource(s): CA MTSS Continuum of Support