Multi-Tiered System of Supports (MTSS)

Pegasus logo wing element.

A multi-tiered system of support (MTSS) is a whole-school framework Lysterfield Primary School adopts to ensure every student receives the level of instruction, intervention and care they need to thrive.

Encompassing both academic learning and social and emotional wellbeing, we recognise that strong academic progress depends on students feeling safe, supported and ready to engage, and that wellbeing is strengthened when learning success is achievable and celebrated.

MTSS begins with high-quality, evidence-based teaching and universal wellbeing practices for all students (Tier 1), with progress monitored closely. Students who need more targeted assistance receive small-group academic or wellbeing support (Tier 2), while those with more significant or persistent needs access intensive, individualised intervention (Tier 3).

A female teacher helping a girl in a red school uniform with her work in a classroom. Another girl in a red uniform has her hand raised.
Teacher assisting students in a classroom with red uniforms, sitting at desks with papers and writing supplies.

Tier 2 Maths Instruction

Students across the school are screened (assessed) on foundational skills related to fluency, computation and conceptual understanding. Students who demonstrate gaps in their understanding are provided with extra support in Tier 2 intervention groups. Intervention teachers work with small groups of students, providing targeted support at their point of need. This includes a combination of additional exposure to year-level curriculum content, providing further opportunities for practise, and focused work on foundational skills to address known gaps. The aim of Tier 2 intervention is to support students to catch up and keep up with at level curriculum. Students receive intervention 2–3 times per week, and progress is regularly monitored to determine whether they require more or less support going forward.

A classroom scene with a teacher instructing students seated at desks. The teacher is leaning over a student, showing him something on a transparent writing board, with other students visible in the background.

Tier 2 English Instruction

Students across the school are screened on key foundational literacy skills aligned to the Big Six, including letter sound knowledge, decoding, reading fluency and comprehension. Students identified as requiring additional support participate in Tier 2 intervention groups, which run either before or during school, 2-3 times a week. Intervention teachers work with small groups to deliver targeted instruction at each student’s point of need. In Prep to Year 2, the focus is typically on oral language, phonological awareness, phonics, and the development of word and text level fluency. In Years 3–6, this extends to include vocabulary development, reading fluency and deeper comprehension skills. These sessions provide additional opportunities to engage with year level content, practise key skills, and receive explicit instruction to address identified gaps. Student progress is regularly monitored to ensure support is adjusted as needed.