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USD 475 MTSS Process

Multi-Tier System of Support (MTSS) is a set of evidence-based practices implemented across a system to meet the needs of all learners.  MTSS is designed as a framework based upon a system of prevention, early intervention, and support to ensure that all students are learning from instruction.  It establishes a system that intentionally focuses on leadership, professional development, and an empowering culture.  Kansas MTSS incorporates a continuum of assessment, curriculum, and instruction.  This systemic approach supports both struggling and advanced learners through the selection and implementation of increasingly intense evidence-based interventions in response to both academic and behavioral needs.  The system establishes a Self-Correcting Feedback Loop that includes ongoing monitoring of the effectiveness of instruction to ensure that each student achieves high standards.

Goals of MTSS

  • To provide an integrated systemic approach to meeting the needs of all students.
  • To become the guiding framework for school improvement activities to address the academic and behavioral achievement of all students.



Core Beliefs

Underlying Principals and Practices

Graphic of Tiers of Support

Team Meeting Structures

Intervention Strategies

MTSS Documentation and Skyward tools


MTSS Core Beliefs

  • Every child learns and achieves to high standards.
  • Learning includes academic and social competencies.
  • Every member of the learning community continues to grow, learn, and reflect.
  • Every leader at all levels is responsible for every child.
  • Change is intentional, coherent, and dynamic.

The Core Beliefs are achieved by making these commitments:

  • Every child will be provided a rigorous and research-based curriculum.
  • Every child will be provided effective and relentless teaching.
  • Interventions will be provided at the earliest identification of need.
  • Policy will be based on evidence-based practice.
  • Every educator will continuously gain knowledge and develop expertise to build capacity and sustain effective practice.
  • Resources will be intentionally designed and redesigned to match student needs.
  • Every leader will be responsible for planning, implementing, and evaluating evidence-based practices.
  • Academic and behavioral data will be used to inform instructional decision.
  • Educators, families, and community members will be part of the fundamental practice of effective problem solving and instructional decision making.
  • An empowering culture will be enhanced and developed to create a collective responsibility for student success.


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MTSS Non-Negotiables

  • There must be a district leadership team if the MTSS effort is district driven.
  • Active participation of the building administrator on the building leadership team is necessary to provide leadership, support, and authority to the team.
  • Membership of the leadership team includes individuals with decision-making authority over curriculum, instruction, and assessments. 
  • The MTSS needs to be designed to support the learning of all students, not only students who are struggling to learn.
  • The acceptance and use of the required practices for the MTSS implementation of the content area chosen must be embraced by all school staff.

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MTSS Principles and Practices

  • Evidence-Based Practices: the highest level of research available in the content area.
  • Differentiated Learning Experiences that challenge all students.
  • Classroom Management: defined by Marzano, Waters, and McNulty (2005) as the artful joining of the following teacher actions:
    • Establishing and implementing rules and procedures,
    • Establishing and implementing appropriate consequences,
    • Maintaining effective teacher and student relationships, and
    • Maintaining a "healthy emotional objectivity regarding management issues" (p.92).
  • Intervening Early: prevents failure and makes the best use of time and continual learning.
  • Multi-tier Model: the level of instructional support students receive.  Allocation of staff responsible for providing the various levels of instruction is based upon local resources and the model of supports selected.
  • Instructional Groups are Fluid: students may access the instruction and curriculum most closely matched to their individual needs whenever warranted.
  • Data-based decision making and the use of a problem-solving process: utilizing a problem-solving approach to use data to guide decision making when creating, implementing, and refining a MTSS process.

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MTSS Graphic Illustration

MTSS Graphic.jpg

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