NOTE: In this website, non '' url links open in a new window.

Multi-Tiered Systems of Support (MTSS) is a unique way of organizing systems of processes and procedures in the way that LEAs engage with parents and school/community; design and implement school vision/mission; support teachers through curriculum documents/professional development, and support students with prevention, enrichment and intervention opportunities. It’s about keeping learning constant and time variable while meeting the needs of ALL Children, Whole Child. When the systems are strong and sustainable, the needs of ALL Teachers, Whole Teacher are also met.

Multi-Tiered Systems of Support umbrella

In a strong and sustainable MTSS Framework, Behavior, Academic, and Social Emotional needs of the student are taken into consideration at each level of Instruction:  Core, Secondary and Intensive. To support this approach, strong collaboration and collective responsibility must happen at every level. Teamwork is vital in sustaining an MTSS Framework.

An LEA wide team is formed to determine the systems that are needed for Prevention, Intervention and Enrichment. The systems they determine include, but are not limited to:

  • How do we ensure that our LEA belief about students is found on every campus?
  • What are exit/entrance criteria to move from Core to Secondary/Intensive?
  • What are the resources we have to support Prevention, Intervention and Enrichment?
  • How do we ensure a viable curriculum to meet these supports?
  • What universal screeners will we use?
  • How do we conduct meetings?
  • How do we utilize data based progress monitoring?
  • Are we a PLC LEA?
  • How do we train Administrators, Teachers, Counselors, Paras and Support Staff on our processes and procedures?
  • How do we partner with community members to supplement our supports?
  • How will we document our MTSS Framework into a Handbook for ALL Staff to ensure collective responsibility?
  • What are our Beginning of Year Procedures and our End of Year Procedures in regards to Interventions, SPED, 504, ESL, etc.?


Central Office Staff (SPED, Content, ESL, G/T, Advanced Academics) must collaborate on curriculum design as well as professional development to ensure teachers are provided with examples of differentiation, intervention, modified/accommodated lessons, and work while creating professional development that ensures new techniques and strategies are being taught to teachers and then reinforced. Assessments should also be developed to take ALL students into consideration.

Campus Level Staff determine how to incorporate the LEA MTSS Framework at the campus level. Parent engagement, community collaboration, master schedule, and academic teaming are all taken into consideration when developing campus level collective responsibility.


Upcoming Events

  • No Upcoming Events


Please Note:  You are about to view a page that is provided for your convenience and
is not under the jurisdiction of Region 10 ESC; we are not responsible for its content.

Site URL: