MTSS tiers should be used to guide differentiation because they provide a system to support all students. Which option best reflects this idea?

• A. A system to track attendance.
• B. A system to place students into fixed groups with no movement.
• C. A system to support all students in a classroom and should be used in differentiating instruction.
• D. A system to replace teacher planning.

Answer: (C)

The main idea is using a tiered support system to guide differentiation so every student can be helped within the classroom. MTSS organizes supports in layers—from universal strategies used with all students to more targeted or intensive supports for those who need extra help—and these supports are based on ongoing data and progress monitoring. This setup makes differentiation a natural part of instruction, because teachers tailor activities, materials, and pacing to meet diverse needs right where students are.

Why this best fits: it emphasizes that the system is designed to support every learner and to guide instructional decisions, ensuring instruction is responsive rather than one-size-fits-all. It’s about planning and delivering instruction that adjusts based on student progress, not about unrelated tasks.

Why the other ideas don’t fit as well: tracking attendance isn’t about instructional differentiation or supports for learning; fixed groups with no movement contradicts MTSS’s core idea of moving students among supports as they progress; replacing teacher planning would remove the collaborative, data-driven planning MTSS relies on to tailor instruction.