Continuum of Supports

This structure organizes and delivers effective instruction and supports within three tiers, which include core, targeted, and intensive instruction, structures, and services, and which remain fluid, flexible, and responsive to allow for student support at all tiers according to need.

Essential Features

Tiers represent instruction within a continuum of supports that intensify according to student need. Tiers do not represent a type of student or a location for instruction. 

Supports are mechanisms that ensure all students can participate and succeed in instruction. These mechanisms aim to remove barriers and provide access for all students, both individually and by specific groups of students. Supports are provided according to need in all tiers within a continuum of supports.

Tier 1 Core Instruction

  • Uses high-quality instructional materials, evidence-based programs and practices, and research-based practices that align to grade level expectations and standards
  • Includes the use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with core instruction
  • Provided to all students
  • Delivered with integrity and differentiated according to student need
  • The integrity of the implementation of academic and non-academic high-quality instructional materials, evidence-based programs/practices, and research-based practices within the continuum of supports is evaluated prior to concluding that a student is not responsive to instruction.

Tier 2 Targeted Instruction

  • Targeted use of high-quality instructional materials and evidence-based programs and practices
  • Includes use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with targeted instruction
  • Supplements rather than replaces Tier 1 core instruction
  • Provided to (a) at risk students to cause them to catch up to grade-level expectations and standards, and (b) students demonstrating proficiency to cause them to experience greater depth and complexity of grade-level expectations and to prevent underachievement in academic areas
  • Delivered with fidelity in small groups that are flexible and periodically adjusted based on student progress and reexamination of student need
  • The fidelity of the implementation of academic and non-academic high-quality instructional materials and evidence-based programs and practices within the continuum of supports is evaluated prior to concluding that a student is not responsive to instruction.

Tier 3 Intensive Instruction

  • Intensified use of high-quality instructional materials and evidence-based programs and practices
  • Includes use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with intensified instruction
  • Supplements rather than replaces Tier 1 core instruction
  • Provided to (a) at risk students to address severe and persistent learning difficulties in academic areas, and (b) students demonstrating proficiency to prevent underachievement in academic areas
  • Delivered with fidelity, either individually or in very small groups that are flexible and periodically adjusted based on student progress and reexamination of student need
  • The fidelity of implementation of academic and non-academic high-quality instructional materials and evidence-based programs and practices within the continuum of supports is evaluated prior to concluding that a student is not responsive to instruction.

Conditions for Success

Shared Leadership

  • A collaborative team selects, provides, organizes, and supports high-quality instructional materials, evidence-based programs and practices, and research-based practices in academic and non-academic areas within the three tiers of the continuum of supports.
  • A collaborative team systematically monitors and evaluates the extent to which high-quality instructional materials, evidence-based programs and practices, and research-based practices in academic and non-academic areas are delivered as designed, and this data is reviewed prior to concluding that a student is not responsive to instruction or not engaging with instruction. 
  • A collaborative team creates schedules (including at building, grade, and classroom levels) that clearly prioritize the components of an integrated multi-tiered system of supports.
  • A collaborative team organizes and provides training in the implementation of high-quality instructional materials, evidence-based programs and practices, and research-based practices in academic and non-academic areas.
  • A collaborative team systematically documents and evaluates the extent to which high-quality instructional materials, evidence-based programs and practices, and research-based practices are delivered as designed in academic and non-academic areas.
Learn more about shared leadership in the context of Ohio's Integrated Multi-Tiered System of Supports.

Professional Capacity

  • Staff understand and apply the rationale of building a collaborative culture to increase collective responsibility and efficacy.
  • Staff understand and apply the rationale of creating and building strategic relationships and partnerships to enhance student outcomes.
  • Staff understand and apply the rationale of utilizing research to improve teaching practices, content knowledge, and student learning.
  • All staff are trained in the implementation of high-quality instructional materials, evidence-based programs and practices, and research-based practices as designed within the three tiers of the continuum of supports.
Learn more about professional capacity in the context of Ohio's Integrated Multi-Tiered System of Supports.

Communication and Collaboration

  • Staff collaborate frequently.
  • Staff have bidirectional communication with leadership.
  • Non-teaching staff members are involved in providing academic and non-academic supports for students within an integrated multi-tiered system of supports.
  • Family/caregivers are provided with information about how high-quality instructional materials, evidence-based programs and practices, and research-based practices are used to support their children in academic and non-academic areas across all tiers.
  • Multiple school-based and community-based student support initiatives are coordinated and integrated within the school for academic and non-academic areas. 
Learn more about communication and collaboration in the context of Ohio's Integrated Multi-Tiered System of Supports.

Resources

Last Modified: 8/22/2025 1:40:12 PM