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View a quick primer video on MTSS (Video; 3:27), created by the Orange County Department of Education (OCDE), for an overview of MTSS.

RTI², PBIS, and MTSS

MTSS, Response to Instruction and Intervention (RtI²), and Positive Behavioral Interventions and Supports (PBIS) are often spoken of synonymously, and for those new to MTSS, it can be difficult to determine what people mean when these terms are used interchangeably. It is important to keep in mind, though, that MTSS is a framework for aligning resources and initiatives; it is a method of organization. As such, MTSS encompasses both RtI² and PBIS, and systematically addresses support for all students.

Since MTSS is a framework that brings together both RtI² and PBIS and aligns their supports to serve the whole child, it also relies on data gathering through universal screening, data-driven decision making, and problem solving teams, and focuses on content standards. MTSS aligns the entire system of initiatives, supports, and resources, and implements continuous improvement processes throughout the system.

In particular, MTSS assists LEAs in:

Promoting LEA participation in the focus to align the entire system of initiatives, supports, and resources

Relying on a problem-solving systems process and method to identify problems, develop interventions, and evaluate the effectiveness of the intervention in a multi-tiered system of service delivery

Transforming the way LEAs provide support and setting higher expectations for all students through intentional integration of instruction and intervention services and supports so that systemic changes are sustainable and based on standards-aligned classroom instruction

Endorsing Universal Design for Learning instructional strategies so that all students have opportunities for learning through differentiated content (i.e., teachers reacting responsively to a learner's needs), processes, and products

Challenging all school staff to change the way in which they have traditionally worked both in and out of the classroom

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn and excel, including students of poverty, those who are gifted and high achievers, students with disabilities, English learners, and students from all ethnicities evident in the school and LEA cultures

Implementing a collaborative approach to analyze student data and work together in the intervention process

RtI² is an approach that focuses on individual students who are struggling academically and pulls together resources from the LEA, school, and community to promote students' success before they fall behind. It is systematic and data-driven with tiered levels of intervention to benefit every student.

PBIS is an approach that focuses on the emotional and behavioral learning of students, which leads to an increase in engagement and a decrease in problematic behavior over time. It assists the LEA in adopting and organizing evidence-based behavioral interventions that improve social and emotional behavior outcomes for all students.
So, while RtI² focuses on academics and PBIS focuses on social and emotional learning, MTSS encompasses them all. It acts as a way of organizing supports within an LEA so that both the academic side and the social-emotional-learning side are aligned to serve the whole child.
Statewide Initiative

The focus of the Scaling Up MTSS Statewide (SUMS) Initiative is to develop resources for MTSS within an LEA that align the academic, behavioral, and social-emotional supports in an LEA in order to serve the whole child. It involves family and community engagement, administrative leadership, integrated education frameworks, and inclusive policy and practice.

Background

In 2015, Assembly Bill 104, Chapter 13, Statutes of 2015, appropriated $10,000,000 for Developing, Aligning, and Improving Systems of Academic and Behavioral Supports (ISABS). The CDE conducted a competitive grant process and awarded the funds to the OCDE for their SUMS proposal. In 2016, an additional $20,000,000, appropriated by Senate Bill 828, Chapter 29, Statutes 2016, augmented the original grant award. The Budget Act of 2018 authorized an additional $15,000,000, appropriated by AB 1808, Chapter 32, Statues of 2018 and SB 840, Chapter 29, Statutes of 2018. This phase of the grant focuses on improving school climate statewide. The purpose of the full $45,000,000 is to encourage LEAs to establish and align schoolwide, data-driven systems of academic and behavioral supports to more effectively meet the needs of California's diverse learners in the most inclusive environment. The SUMS initiative enables the OCDE to develop and disseminate statewide resources and technical assistance for this purpose.

Additional information about the application process for the $45,000,000 is available below:

OCDE MTSS SUMS Funding

For the first two funding phases of the SUMS grant, the OCDE subcontracted with the Schoolwide Integrated Framework for Transformation (SWIFT) Technical Assistance Center at the University of Kansas and the Butte County Office of Education (Butte COE) to partner with the SUMS effort. The Butte COE shares SUMS professional learning resources through My Digital Chalkboard, and engages rural areas of the state to support their unique needs. SWIFT is a technical assistance center that builds school capacity to support all students both academically and behaviorally. The SWIFT staff supports the SUMS grant by providing technical assistance and professional learning opportunities to participating LEAs.

The OCDE has provided subgrants to LEAs to engage them in a process to assess their strengths, coordinate supports to their Local Control and Accountability Plans (LCAP) and align their MTSS efforts with the eight state priorities. The OCDE has distributed the grant funding into three separate cohorts with up to $6,000,000 awarded in each round of applications.

For the third and most recent funding phase of the SUMS grant, the OCDE and the BCOE will partner with the University of California, Los Angeles (UCLA) Center for the Transformation of Schools to expand the state's MTSS framework. Through this collaborative effort, they will develop evidence-based tools and training for educators and school systems. Their work will expand restorative justice, bullying prevention and positive behavior interventions and minimize the use of emergency interventions.

Their joint effort will also establish a pilot program to help LEAs to promote positive school climates by improving student-teacher relationships, increasing student engagement, and promoting alternative discipline practices.

Visit the OCDE's MTSS SUMS web page and the My Digital Chalkboard MTSS web page for more information about SUMS.

ISABS/SUMS Legislative Reports

ISABS Grant Annual Reports are required pursuant to AB 104 (Chapter 13, Statutes of 2015) and amended by SB 828 (Chapter 29, Statutes of 2016), beginning in the 2015-16 fiscal year and continuing until all grants funds are expended. Included in these reports are: an overview of the ISABS grant reporting requirements; a summary of the ISABS annual reports; and a copy of the annual reports, in their original form as submitted to the State Superintendent of Public Instruction by the OCDE. The ISABS Grant Annual Reports provide details regarding how the OCDE used the grant funds. The OCDE's fiscal reporting for each year includes an expenditure narrative, a budget narrative, and a budget detail report. The ISABS Annual Reports also include a description of how OCDE met the legislative requirements of the grant. These reports are available on the CDE's Multi-Tiered System of Support web page under the Statewide Initiative tab or directly through the following links:

Frequently Asked Questions for the SUMS Grant and Other Resources

Frequently Asked Questions
This CDE document provides answers to questions regarding the 2015-16 Request for Applications.

For additional information on the SUMS grant, contact Julia Agostinelli by phone at 916-322-9503 or by e-mail at jagostinelli@cde.ca.gov. The OCDE also has a Questions and Inquiries web page .

Training and Resources

Training

OCDE's Online Training Series
The OCDE has developed an online training series to help LEAs in building an MTSS framework. The training series can be found on the OCDE's web page .

Resources

These national and state web resources were selected on the basis of usefulness to beginning as well as advanced MTSS implementers in kindergarten through grade twelve contexts.

Guide to Understanding California MTSS
This guide provides an overview of MTSS in California (PDF).

MTSS Core Component Resources

1. MTSS Core Component Overview

2. MTSS Core Component 1: Differentiated Classroom Instruction

3. MTSS Core Component 2: Systemic and Sustainable Change

4. MTSS Professional Learning Module Website

Additional Resources

A Letter from State Superintendent of Public Instruction Tom Torlakson
MTSS introduction letter

Policy Briefs

These articles and policy briefs focus on MTSS and include examples of other state efforts.

Last Reviewed: Wednesday, March 11, 2020

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View a quick primer video on MTSS (Video; 3:27), created by the Orange County Department of Education (OCDE), for an overview of MTSS. MTSS, Response to Instruction and Intervention (RtI²), and Positive Behavioral Interventions and Supports (PBIS) are often spoken of synonymously, and for those new to MTSS, it can be difficult to determine what people mean when these terms are used interchangeably.

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Multi-Tiered System of Supports (MTSS) in Iowa, also known as Response to Intervention or RtI, is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students. As an every-education process, MTSS allows educators to judge the overall health of their educational system by examining data on the educational system as well as identifying students who need additional supports. Those supports are provided in both small group and individual settings, and are monitored to ensure they support all learners demonstrate proficiency in the Iowa Core standards and leave school ready for life.

Many Iowa schools are successfully implementing components of MTSS. Together, we will move MTSS to consistent statewide implementation in every Iowa classroom.

Key Components

The Iowa MTSS framework is made up of five components.

1. Evidence-based curriculum and instruction provided at the universal level.

2. Universal screening of all students.

3. Evidence-based, instructional interventions at the targeted and intensive levels shall be provided to each student who needs them.

4. Progress monitoring for learners below expectations.

5. Data-based decision making throughout the system.

Statewide Implementation

The DE, AEAs, and LEAs in Iowa collaboratively embarked on statewide scale-up of Iowa's MTSS framework, with implementation beginning in 2013. Collaborating for Iowa's Kids (C4K) has supported continued work in MTSS during this time. Approximately 10% of Iowa's schools serve as Partner sites. These schools get all material and training before it goes statewide. They provide input and critical feedback that is used to make any needed modifications to materials prior to statewide implementation. Once materials are finalized, they are shared with Iowa's Training Cadre, a team made up of staff from each AEA, and some LEAs, who are responsible for planning support for schools in their AEAs, consider how to best support scale-up in their regions.

Connections with ELI and DA

The MTSS framework is utilized to support decision-making and continuous improvement in Iowa's schools. Because the framework supports evidence-based implementation of universal instruction, as well as intervention, it can be utilized across the educational system.

We have utilized the MTSS framework in the implementation of other Iowa initiatives, including the implementation of Chapter 62, or the Early Literacy Implementation (ELI) Rule. Materials designed through the C4K collaborative related to MTSS are also used to support schools identified through the state's Differentiated Accountability (DA) School Improvement model.

FAST/IGDIs State Adoption

In 2013, FAST and IGDIs were adopted to support implementation of MTSS. These tools have since been provided to all interested Iowa schools. Below is information regarding the assessments, as well as how they were selected.

Data Systems and Assessments Overview Webinar - A 30-minute webinar recording. Topics addressed include an overview of Iowa RtI framework, as well as Iowa's recently-purchased RtI database, universal screeners, and progress monitoring assessments.

Presentation Slides

Literacy Assessment Reviews Overview - A video providing a brief description of how the review process for universal screening and progress monitoring assessments in early literacy was conducted.

Presentation Slides
Mathematics Universal Screening Tools Iowa's Timeline of Assessment Review
Summary Tables Overview - A video providing a brief description of how to read and interpret the reviews of the universal screening and progress monitoring assessments.

A Summary Report of Iowa's Review of PreK-6 Reading Assessments for Universal Screening and Progress

Iowa Resources
Aligning resources to student needs MTSS and use of special education funds
National Resources

MTSS is an evidence-based practice used throughout the country. Below are resources your school may find helpful during implementation of an MTSS framework.
National Center on Intensive Instruction (NCII) RTI Action Network Intervention Central Center on Instruction Florida Center for Reading Research (FCRR) Iowa Reading Research Center (IRRC) Vaugh Gross Center
Other State's MTSS Supports:

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Iowa's Multi-Tiered System of Supports (MTSS)

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Multi-Tiered System of Supports (MTSS) in Iowa, also known as Response to Intervention or RtI, is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students. As an every-education process, MTSS allows educators to judge the overall health of their educational system by examining data on the educational system as well as identifying students who need additional supports.

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Florida Department Of Education's Multi-tiered System Of Supports

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To ensure efficient use of resources, schools begin with the identification of trends and patterns using school-wide and grade-level data. Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity.

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Office of Learning Supports

The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

Colorado Multi-Tiered System of Supports

Colorado Multi-Tiered System of Supports (COMTSS) is a prevention-based framework using team-driven leadership and data-based problem solving to improve the outcomes of every student through family, school, and community partnerships, comprehensive assessment, and a layered continuum of supports. Implementation science and universal design for learning are employed to create one integrated system that focuses on increasing academic and behavioral outcomes to equitably support the varying needs of all students.

COMTSS Essential Components - Practice Profiles

COMTSS consists of five essential components. These components are the foundation and the underlying philosophy of the Practice Profiles. The COMTSS Practice Profiles were developed to specify exemplary strategies that regional, district and school implementation teams can use to support effective and sustainable use of the COMTSS framework as intended. These profiles guide and inform the development and/or refinement of the necessary supports and resources for the COMTSS implementation, such as professional learning, coaching, identification of fidelity measures, a state-level evaluation plan, and necessary changes in procedures and policy.

Acknowledgements

We are deeply indebted to Dr. Caryn Ward from the National Implementation Research Network/ State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center for her facilitation and guidance in this endeavor. We are grateful to Dr. Steve Goodman and Dr. Tim Lewis for their support in the development of the COMTSS practice profiles. Most importantly, we want to give credit to the Michigan Department of Education for setting the bar high and allowing us to use their Multi-Tiered System of Supports Practice Profiles as an example to create the COMTSS practice profiles.

Please click each component below to read more about its Practice Profile. These components are also available for download in PDF and Word files.

Regional or District Level

At the regional or district level, leadership teams build infrastructure that supports the implementation of the five components of COMTSS. The building of this infrastructure includes:

1. Identifying and aligning key priorities;

2. Securing funding, resources, and time to implement those priorities;

3. Developing training and coaching structures to support personnel with implementation, and

4. Gathering data to evaluate the implementation and impact of the key priorities

School Level

At the school level, building teams implement their identified priorities and build a tiered system that fits their respective context. School teams identify the fidelity and student outcomes they wish to achieve and then identify the data needed to monitor progress toward those outcomes. They also outline the practices used at each tier, as well as the systems that enable staff to both implement the identified practices and to gather the required data.

Printable Practice Profiles

District and School

Region and District

Regional, district & school practice profiles (PDF)
All profiles - Region, District and School

To download individual practice profiles, please visit each component's page.

To request copies in Microsoft Word, please email COMTSS@cde.state.co.us.

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Colorado Multi-Tiered System of Supports

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The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

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RTI Instruction for Struggling Learners | RTI Action Network

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RTI Network provides insightful material for educators and parents to make informed decisions on the implementation of RTI instruction.

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Fellow Kansas Educators,

Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students!

We want to call a couple of facts to your attention.

1. Your district can choose which content area(s) to focus on. Your district may choose reading and/or math and/or behavior and social content area(s).

2. Your district can choose which levels participate. It could be PreK - 12. It could be PreK - 5. It could be 6 - 12. You get the idea.

3. Our process will integrate seamlessly with the KESA process and your school Redesign work.

The ultimate goal of Kansas MTSS and Alignment remains to assist school districts in creating, implementing, and sustaining a systemic framework for all content and all students. Please feel free to reach out to us with any questions or if you are interested in discussing our framework and training in more detail. You may email us at krystal@kansasmtss.org. We look forward to working with you as we all strive to Lead the World in the Success of EACH Student!

Sincerely,

Kansas MTSS and Alignment Team

Kansas MTSS & Alignment Recommended Documents for Navigating Next
Math Four Effective Mathematics Practices: Adaptations for All Learning Environments Webinar Link Effective Fractions Instruction and Interventions for Students with Mathematics Difficulties Webinar Building Computational Fluency Webinar Link Planning for Teaching Mathematics this Fall Math Teaching Tips Math Critical Standards Maps Tutorial Behavior & Social Emotional Learning Social Emotional & Behavioral Recommendations for Navigating Change
Kansas MTSS & Alignment Critical Standard Documents
Math Reading Kansas MTSS & Alignment Identified Reading Critical Standards Behavior & Social Emotional Learning Kansas MTSS & Alignment Identified Behavior & Social Emotional Learning Critical Standards Preschool

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Fellow Kansas Educators, Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students! We want to call a couple of facts to your attention.

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Shelley Moore: Transforming Inclusive Education

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Position Paper

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Chapter 9 Access and Equity

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A comparison

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Improving ESSA Planning for Students and Learning Supports

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Improving ESSA Planning for Students and Learning Supports

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UCLA Article

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Resource article on MTSS