Tecoma Primary School
Learn · Grow · Achieve
Every child learns differently, and most need a little — or a lot — more help at some point. MTSS is the system we use to make sure each child gets the right support at the right time, for both their learning and their wellbeing, so no one quietly falls behind.
MTSS stands for Multi-Tiered System of Supports — but the idea behind it is simple and reassuring. Children don’t all learn at the same pace, and nearly every child needs some extra help at some stage.
MTSS is the organised way we make sure every child gets the right level of support at the right time — for their learning and their wellbeing. Think of it as a safety net woven into everyday teaching, not a label or a special program for a few children.
At Tecoma, our MTSS looks after the whole child. It has two sides that work together:
Learning — making sure every child is taught well and making progress.
Wellbeing — making sure every child feels safe, known and supported to be happy and resilient.
Children learn best when they feel good, and feel good when they’re learning well — so we plan for both, side by side, across the same three levels of support.
MTSS is often shown as a pyramid with three tiers of support. The bigger the need, the more targeted the support — and children move between the tiers as needed. Tier 2 or 3 is never a permanent place; it’s a boost for as long as it helps.
Almost everything happens here, for everyone.
On the learning side: high-quality, explicit whole-class teaching using our Tecoma Instructional Model, aligned to the Victorian Curriculum, delivered consistently across every classroom. Teachers regularly check how each child is going with quick “screening” assessments — including DIBELS and Acadience for reading and maths — so progress is tracked, not assumed.
On the wellbeing side: a safe, orderly and welcoming classroom, School-Wide Positive Behaviour Support (clear, consistent expectations for all), the Zones of Regulation and the Resilience Project to help children understand and manage their emotions, and Respectful Relationships. When Tier 1 is strong — and at Tecoma it’s our first priority — most children thrive on this alone.
Some children benefit from a bit more, usually in a small group and for a focused period.
Learning: targeted small-group literacy support using proven programs such as MiniLit, MacqLit and Top Ten, plus extension opportunities (like VHAP and ICAS) for children ready to stretch further.
Wellbeing: on-site access to bulk-billed psychology through OnPsych, supported play, wellbeing check-ins, attendance and behaviour support plans, and small-group sessions to build friendships and self-regulation.
Progress is monitored closely so support is adjusted as a child grows.
A small number of children need more again — highly individualised support built around them.
This can include intensive one-to-one intervention, an Individual Education Plan, Disability Inclusion support, a personal Learner Profile, and Student Support Group meetings where the school, family and often outside specialists plan together. We collaborate with external agencies and services whenever that’s the best thing for a child.
Tier 3 isn’t a permanent placement — it’s the most intensive help, for as long as it’s needed.
How do we decide who needs which support? We check in regularly. Short, low-stress assessments help us spot early if a child needs a hand — for reading and maths we use tools like DIBELS, Acadience and CUBED; for wellbeing we use SAEBRS.
Teachers meet in Professional Learning Teams to look at how each child is going, decide together what will help most, and review whether it’s working. It means support is based on real evidence about your child, not a hunch.
If your child needs extra support, it isn’t a cause for worry — it’s the system doing exactly what it’s designed to do. You’ll be kept in the loop, and the goal is always to help your child move forward feeling confident.
And if your child is racing ahead, MTSS works the same way to stretch and extend them. It’s about the right challenge for every learner.
Underneath the tiers sits the foundation that makes it all work: a strong, connected leadership team; high expectations for every student and staff member; quality resources and facilities; skilled teachers committed to continuous growth; a shared vision with our community; Disability Inclusion so there’s access for all; and genuine student voice and agency.
As our framework puts it, we are “actively engaged, inclusive, and deeply connected with the community.”
At the heart of all our actions at Tecoma lies a deep commitment to nurturing the academic achievement, as well as the social and emotional growth, of every student.
SWPBS — School-Wide Positive Behaviour Support: clear, consistent expectations for everyone.
Screening — quick, regular check-ins on reading, maths and wellbeing (e.g. DIBELS, Acadience, CUBED, SAEBRS).
IEP — Individual Education Plan: a tailored plan for a child.
Student Support Group (SSG) — a meeting where school, family and specialists plan together.
MiniLit / MacqLit — small-group programs that help children catch up on reading.
These resources explain how a multi-tiered system of supports works, and what it means for families.
AERO — Introduction to a multi-tiered system of supports (PDF)
Tecoma Primary School stands with gratitude and respect on Wurundjeri Country. We acknowledge the Wurundjeri People of the Kulin Nation as the Traditional Owners of the land where our children learn, grow and play beneath the mountain ash, and we pay our respects to Elders past, present and emerging. This land always was, and always will be, Aboriginal land.