A prevention-first framework that organizes instruction and supports into tiers using universal screening, progress monitoring, multi-level prevention, and data-based decision making to improve outcomes for all students (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 2006).

RTI and PBIS are earlier multi-tier models focused on academics and behavior, respectively. MTSS integrates these domains into one coherent system across academics, behavior, and social-emotional learning (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 2006; Sugai & Horner, 2006).

Meta-analyses and multi-year field studies show that RTI/MTSS models improve student outcomes and system performance when teams use student-response data and implement with fidelity (Burns, Appleton, & Stehouwer, 2005; VanDerHeyden, Witt, & Gilbertson, 2007).

Practice guides further specify evidence-based routines for implementation (Gersten et al., 2009; Foorman et al., 2016).

You’re on track when these system features are in place and used consistently:

• Universal screening for all students on a set schedule with valid measures.

• Evidence-based Tier 1 instruction as the protected core for every student, with routine checks that most students are meeting benchmarks.

• Targeted (Tier 2) and intensive (Tier 3) interventions available and matched to need, with clear entry/exit criteria.

• Progress monitoring at appropriate intervals to see if students are responding—and to adjust quickly when they’re not.

• Team-based, data-driven decisions using agreed-upon decision rules during scheduled problem-solving meetings.

• Fidelity of implementation verified (e.g., observation/checklists) with feedback cycles to improve practice.

(See Center on Multi-Tiered System of Supports, n.d.; National Center on Response to Intervention, 2010; Hamilton et al., 2009.)

MTSS replaces referral-only, subjective decisions with scheduled, team reviews of data and validated practices, which reduces bias and matches support to actual student need (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 1998).

Instead of “who gets referred,” teams look at who is responding to instruction and adjust intensity accordingly—what Fuchs & Fuchs term treatment validity—so resources are allocated based on evidence, not impressions.

Key ways MTSS drives equity in decisions:

• Universal screening & multiple measures for all students on a set cadence

• Clear decision rules (with disaggregated data) to trigger support and prevent subjective gatekeeping

• Evidence-based interventions with fidelity checks, so teams know if practices were delivered as intended

• Progress monitoring & rapid adjustments based on student response, not labels or tradition

These routines make decisions transparent, replicable, and improvement-focused across classrooms and schools (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 1998; Hamilton et al., 2009).

1997–2004 — Foundations & policy
Early multi-tier approaches in academics (RTI) and behavior (PBIS) emphasized response to instruction (treatment validity) and progress monitoring; IDEA 2004 allowed RTI for SLD identification, accelerating data-based support (Fuchs & Fuchs, 1998; Individuals with Disabilities Education Improvement Act of 2004; Sugai & Horner, 2006).

2010s–present — Integration
Systems increasingly integrate academics, behavior, and SEL into one framework with shared essentials: universal screening, strong Tier 1, targeted/intensive tiers, progress monitoring, team decisions, and fidelity (Center on Multi-Tiered System of Supports, n.d.; National Center on Response to Intervention, 2010; Hamilton et al., 2009; Gersten et al., 2009; Foorman et al., 2016).