A Multi-tiered System of Supports (MTSS) is a framework designed to ensure successful educational outcomes for ALL students. The MTSS “Umbrella” encompasses instruction and intervention for student academic and behavioral needs, but it also includes professional development opportunities and collaboration with communities and families to inform the development of structures, supports, and resources utilized within the school. A MTSS framework uses a data-based, problem-solving process to inform instruction and intervention across three tiers to increase the academic, behavioral, emotional, and life skills of students. Instruction and intervention within each tier are standards-aligned, data-informed, and research-based. The tiers represent increasingly intensive, supplemental interventions based on the academic and/or behavioral needs of each student.
The Center on Multi-Tiered System of Supports provides guidance and tools for the implementation of the MTSS framework, which is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making.
IDEAS THAT WORK: UCF OSEP Scholars in Action
UCF OSEP Scholars, who were selected as Mentor Demonstration Site (MDS) Teachers, were asked to share how they work with MTSS teams within their schools to implement the four essential components of the MTSS framework. The firsthand knowledge and insight they offer in the following video clips, provide a window into what MTSS looks like at the ground level.
Morgan Talks About Screening
UCF OSEP Scholar, Morgan Music, describes how educators at her school systematically employ a variety of screening tools to identify students who may be at risk for poor academic, behavioral, social, or emotional learning outcomes.
Toni Talks About Multi-Level Prevention Systems
UCF OSEP Scholar, Toni Grice, describes how her school provides instruction, intervention, and supports to address the academic, behavioral, social, or emotional learning needs of students across the three tiers of the MTSS Framework.
Denise Talks About Progress Monitoring
UCF OSEP Scholar, Denise McDavid, describes how educators at her school use valid and reliable progress monitoring tools to regularly assess students’ performance and the effectiveness of the instruction, interventions, and supports provided.
Haley Talks About Data-Based Decision Making
UCF OSEP Scholar, Haley Thrift, describes how she collaborates with the MTSS team at her school using behavioral data to inform decisions regarding the need to maintain, reduce, or intensify the behavioral interventions and supports provided to her students; and their movement within the multi-level prevention system.
Cassidy Talks About Data-Based Decision Making
UCF Scholar, Cassidy Sorrells, describes how she worked with the DBI team at her school to meet the needs of a student who was at risk for school failure due to reading difficulties. Using data-based decision making, she designed a targeted intervention involving systematic implementation of evidence-based practices, which led to increases in the student’s fluency and information recall.
Anna Talks About Evidence-Based Practices
UCF OSEP Scholar, Anna Ariani, describes how she uses evidence-based practices to support high school students with disabilities in the general education classroom. Positive outcomes for her students included increases in summative and formative assessment scores, talk completion, and engagement.
Rachel Talks About Implementing a Tier 3 Reading Intervention
UCF OSEP Scholar, Rachel Hughes, describes how she worked with a student in Tier 3 of the MTSS Framework. Using the data-based individualization process, she targeted systematic phonics instruction and comprehension strategies, leading to an increase in his DRA level from early first grade to beginning second grade after two months of intervention.