Multi-Tiered Systems of Supports (MTSS)

The Multi-Tiered System of Supports (MTSS) framework is a proven model that serves as a guide for each school to develop a safe, welcoming, and effective learning environment. This framework recognizes the need to build pro-social supports for all children and adults, understanding that students learn best when they feel safe and supported.  

For example, many MTSS-B schools adopt the value that students and staff should always behave in ways that show respect towards one another, and this value is reinforced through the delivery of research-based instructional practices. MTSS-B supports are organized across three levels, each specifically designed to help students learn and demonstrate the core values and receive extra support if they need it. The goal is to create a supportive, organized school culture and climate, prevent disruption, address the behavioral support needs of all students, and ensure that all students have access to the general curriculum and classroom instruction.  

The levels are: 

School-wide Level (Universal) Supports 

School-wide Level Supports are designed and guided by a school-wide Leadership or “Universal” team, where teachers, administrators, special educators, parents, and students consider the needs of all students. A trained external facilitator or coach guides the Universal team to 

1. Engage the school community to define the school’s values, vision, and cultural norms.
2. Assess the school’s current behavior needs.
3. Evaluate and redesign the school's behavioral expectations and supports system to align with school culture and address needs using a positive, research-based approach.
4. Sharpen the school’s data collection and retrieval systems.
5. Design and implement school-wide interventions that will benefit all students.

Secondary Level (Targeted) Supports 

Secondary Level (Targeted) Supports are designed and guided by a secondary level or “Targeted" team of specialists and administrators that focus on students at risk for school failure due to academic, social, mental health, or behavioral issues. The goal of this team is to design interventions based on a functional assessment and choose the best evidence-based interventions to meet the needs of those students in the most efficient manner possible. Typically, this level of support reaches 10–15% of the student body. 

Intensive Level (Individualized) Supports

In any school, typically 2–5% of the students experience major social, emotional, or behavioral challenges that interfere with their learning ability. A team formed around each student, including the parent or caregiver, works with staff members and specialists from community-based organizations to design and provide unique supports to meet the student’s individual needs. Intensive level supports are not the same as special education services but are, instead, based on demonstrated need and include individualized, student-directed plans designed to help the student to be successful in school and in the community.