Multi-Tiered Systems of Supports (MTSS)

Multi-Tiered Systems of Supports (MTSS) is a proven, data driven organizational framework for schools implementing social, emotional and mental health supports for the benefit of all students and staff. This framework recognizes the need to support the whole child, understanding that students learn best when they feel safe and supported. Services are coordinated across three levels, each specifically designed to create a supportive, organized school culture and climate, prevent disruption, and address the behavioral support needs of all students, while focusing on ensuring that all students access the general curriculum and classroom instruction. 

• School-wide Level (Universal) 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 system of behavioral expectations and supports to align with school culture and address needs using a positive, research-based approach; 4) sharpen the school’s data collection and retrieval systems; and 5) design and implement school-wide interventions that will benefit all students.

• Secondary Level (Targeted) Supports are designed and guided by a secondary level or “Targeted" team of specialists and administrators that focus on those students who are 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 experience significant social, emotional, or behavioral challenges that interfere with their ability to learn. There is a team (sometimes it’s the same as the Secondary Level team) that  works with staff members and specialists from community-based organizations to identify these students and design a process so that staff can meet their individual needs. Intensive level supports are not synonymous with 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.