Organize student well-being supports through a three-tier MTSS with universal screening¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that school leaders use multitiered systems of support (MTSS) to organize academic, behavioral, and social-emotional interventions based on three tiers: universal (all students), targeted (small groups), and intensive (individual students). MTSS use academic, behavioral, and SEL data, with universal screening to identify needs; students can move in and out of tiers based on their needs and progress. The report states "School leaders can use MTSS to organize academic, behavioral, and social-emotional interventions based on three 'tiers' or levels of support."

Design Implications¶

Context¶

Requirements¶

• Universal screening processes to identify needs for individual students and groups
• data management and analysis systems to disaggregate data
• evidence-based programming

Constraints¶

• The report notes several studies demonstrate MTSS effectiveness when implemented with evidence-based programming

Target Learners¶

• All K-12 students, with tiered intensity for small groups and individual students

Target Learning Goals¶

• Social, emotional, academic, and behavioral outcomes

Affordances¶

• Three Category School Mental Health Supports Framework

Claims¶

• Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives [+W]

Related Strategies¶

• Invest state discretionary dollars in early intervention systems such as MTSS to reduce later intensive supports
• Multi-Tiered System of Supports (MTSS)
• Response To Intervention
• Implement multi-tiered supports focused on acceleration, not remediation
• Coach schools on both behavior and academic MTSS practices rather than behavior alone
• Invest in supportive-community strategies—mental health staffing, SEL, restorative practices, and relationship-centered structures—rather than expanded physical security
• Organize integrated support systems as universal, supplemental, and intensive tiers
• Integrated school-based health and social safety net supports addressing out-of-school learning barriers

Examples¶

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Key Sources¶

• National Charter School Resource Center, Browning, A., & Larbi-Cherif, A. (2022). Creating Communities of Care: How Charter Schools can Develop Systems that Support Student Mental Health. Manhattan Strategy Group. https://eric.ed.gov/?id=ED625528