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MTSS: Inclusive and Supportive Learning for All Students

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Title: MTSS: Inclusive and Supportive Learning for All Students
Language: English
Authors: Wendy A. Behrens (ORCID 0000-0001-9231-7192)
Source: Gifted Child Today. 2025 48(3):170-172.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 3
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Multi Tiered Systems of Support, Inclusion, Social Development, Emotional Development, Student Behavior, Equal Education, Student Diversity, Academically Gifted, Students with Disabilities, Student Needs, Evidence Based Practice, Academic Achievement
DOI: 10.1177/10762175251330332
ISSN: 1076-2175
2162-951X
Abstract: The Multi-Tiered System of Support (MTSS) and its effects are described in this article. The effects of MTSS are associated with improved academic outcomes across various domains, reduced behavioral issues, and enhanced social and emotional development. MTSS also promotes equity by addressing the diverse needs of all students from various backgrounds, including those with disabilities and gifted learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475342
Database: ERIC
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  Value: <anid>AN0185811685;gct01jul.25;2025Aug11.09:06;v2.2.500</anid> <title id="AN0185811685-1">MTSS: Inclusive and Supportive Learning for All Students </title> <p>The Multi-Tiered System of Support (MTSS) and its effects are described in this article. The effects of MTSS are associated with improved academic outcomes across various domains, reduced behavioral issues, and enhanced social and emotional development. MTSS also promotes equity by addressing the diverse needs of all students from various backgrounds, including those with disabilities and gifted learners.</p> <p>Keywords: MTSS; gifted and advanced learners; inclusive learning; equitable access</p> <p>MTSS ensures that all students receive the necessary resources to succeed academically, behaviorally, and socially."</p> <hd id="AN0185811685-2">What is MTSS?</hd> <p>MTSS is a data-driven framework designed to provide targeted support to students based on their individual needs. It integrates academic, behavioral, and social-emotional supports to help all students achieve academic progress. The MTSS model, aligned with the <emph>Every Student Succeeds Act</emph> (ESSA), uses evidence-based methods to improve student outcomes. ESSA supports MTSS for equitable access to quality education and data-driven decision-making. In addition, the model emphasizes early intervention to help struggling students, preventing the need for more intensive interventions later.</p> <hd id="AN0185811685-3">The Three Tier Model</hd> <p>While some states, such as Nebraska and Minnesota, have modified the traditional MTSS model to align with state initiatives, the conventional approach consists of three tiers designed to diagnose and address learning needs at an early age.</p> <p>Tier 1 provides instruction and support for all students, incorporating high-quality, evidence-based practices to meet the needs of the majority. The goal is to ensure that the general curriculum is both inclusive and effective. Instruction is tailored through differentiated instruction (DI) and positive behavioral interventions (PBIS). Universal screening, which proactively assesses all students within a certain grade or school, is used to identify those who may require additional academic, behavioral, or social-emotional support. These brief, standardized assessments are conducted multiple times a year to monitor student progress and identify those at risk early on. For high-performing students, universal screening should lead to further assessment for inclusion in gifted services. Following the initial screening, ongoing formative assessment enables educators to identify students who may need additional support or greater challenge. This allows for the use of differentiated instruction to address the needs of students performing above or below grade level. Gifted learners can be identified for services or instructional acceleration during Tier 1. Students who are not meeting grade-level expectations may be referred for a special needs assessment at this stage.</p> <p>Tier 2 offers targeted interventions for students who are not achieving sufficient progress with Tier 1 support alone. Additionally, it caters to gifted and advanced learners who are not exhibiting growth. Differentiated instruction is a common approach at this time to address varied instructional needs. Within the general education classroom, grouping based on instructional readiness enables educators to meet the needs of students performing both above and below expected levels. These groupings are flexible and frequently adjusted in Tier 2. Typically, these services are delivered in small groups several times per week. Tutoring may be prescribed for students in need of additional support. Examples of Tier 2 interventions for students in need of behavioral interventions include group counseling for social skills or emotional regulation. To augment classroom instruction, pull-out or push-in services may also be utilized. For gifted learners, Tier 2 instructional interventions involve enrichment and acceleration opportunities within or outside the classroom.</p> <p>Tier 3 provides the most intensive, individualized interventions for students with the highest needs. In this tier, interventions are tailored to each student and often involve specialists. Some students will have an individualized learning plan (IEP), a 504 plan (health accommodations plan), or another learning plan. Plans may articulate one-on-one instruction or one-on-one tutoring with a specialist utilizing a highly structured, evidence-based curriculum. For gifted learners, this tier may include multiple levels of subject or grade acceleration. Independent learning and full-time programming are also options for gifted learners whose needs fall into Tier 3. Tier 3 students may also have behavioral or other challenges requiring specific strategies and supports to address their needs. Behavior charts, regular check-ins with a school counselor or other specialist(s) may be needed. Tier 3 may include students with specific learning disabilities or twice-exceptional learners.</p> <hd id="AN0185811685-4">Choosing to Implement MTSS</hd> <p>Schools implement the MTSS model to identify students needing extra support early and equitably. They use data-driven decisions to guide instruction and optimize resources. This holistic approach addresses academic, behavioral, and social-emotional needs, appealing to all stakeholders.</p> <p>The impact of the MTSS has been documented through various studies and evaluations. Research indicates that MTSS is associated with improved academic outcomes, reduced behavioral issues, and enhanced social-emotional development among students. For example, the American Institutes for Research (AIR) conducted an evaluation of MTSS training for reading in early elementary school, which showed improvements in students' foundational reading skills ([<reflink idref="bib1" id="ref1">1</reflink>]). Additionally, a nationwide analysis by [<reflink idref="bib4" id="ref2">4</reflink>] reported the effectiveness of MTSS in promoting academic achievement and behavioral improvements across diverse student populations. Furthermore, the National Center on Safe Supportive Learning Environments noted the role of MTSS in supporting student well-being and addressing mental health challenges ([<reflink idref="bib2" id="ref3">2</reflink>]). These findings collectively indicate the potential impact of MTSS on student outcomes and its role in educational environments.</p> <hd id="AN0185811685-5">Final Thoughts</hd> <p>Multi-Tiered System of Supports (MTSS) has demonstrated significant positive impacts on student outcomes across various domains. By providing a comprehensive framework for early identification, targeted interventions, and individualized support, MTSS ensures that all students receive the necessary resources to succeed academically, behaviorally, and socially. Research has shown that schools implementing MTSS report improved academic performance, reduced behavioral issues, and enhanced social-emotional development ([<reflink idref="bib1" id="ref4">1</reflink>]; [<reflink idref="bib4" id="ref5">4</reflink>]). Additionally, MTSS promotes equity by addressing the diverse needs of all students from various backgrounds, including those with disabilities and gifted learners ([<reflink idref="bib3" id="ref6">3</reflink>]). As educational institutions continue to embrace this evidence-based approach, the promise of MTSS in fostering inclusive and supportive learning environments for ALL students remains profoundly impactful.</p> <hd id="AN0185811685-6">ORCID iD</hd> <p>Wendy A. Behrens https://orcid.org/0000-0001-9231-7192</p> <ref id="AN0185811685-7"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> American Institutes for Research (AIR). (2018). Impact evaluation of training in multi-tiered systems of support for reading in early elementary school. https://ies.ed.gov/use-work/evaluations/impact-evaluation-training-multi-tiered-systems-support-reading-early-elementary-school</bibtext> </blist> <blist> <bibl id="bib2" idref="ref3" type="bt">2</bibl> <bibtext> Macheca E., Fuxman S., Lipton B. (2024). Using MTSS to support student well-being: New fact sheets for schools. National Center on Safe Supportive Learning Environments. https://nces.ed.gov/learn/blog/using-mtss-support-student-well-being-new-fact-sheets-schools</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Mahoney M. (2020). Implementing evidence-based practices within Multi-tiered Systems of Support to promote inclusive secondary classroom settings. The Journal of Special Education Apprenticeship, 9(1). https://files.eric.ed.gov/fulltext/EJ1241841.pdf.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref2" type="bt">4</bibl> <bibtext> Zhang J., Martella R. C., Kang S., Yenioglu B. Y. (2023). Response to intervention (RTI)/Multi-Tiered systems of support (MTSS): A nationwide analysis. Journal of Educational Leadership and Policy Studies, 7(2). https://files.eric.ed.gov/fulltext/EJ1396417.pdf.</bibtext> </blist> </ref> <ref id="AN0185811685-8"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Wendy A. Behrens</p> <p>Reported by Author</p> <p></p> <p>Wendy A. Behrens, MAEd, a graduate of Bradley University and Hamline University, is the Gifted and Talented Education Consultant for the Minnesota Department of Education. Wendy is the Past-President of The Association for the Gifted, Council for Exceptional Children, and the Past-President of the Council of State Directors of Programs for the Gifted. Wendy serves on several education related advisory councils, and the Gifted Child Today Editorial Board. She is the author of several books, chapters, and articles related to the education of gifted learners. She frequently presents to national and international audiences on comprehensive service design, acceleration, underserved populations, and policies that support highly able learners. Her most recent publications include Understanding Twice-Exceptional Learners: Connecting Research to Practice, and Culturally Responsive Teaching in Gifted Education: Building Cultural Competence and Serving Diverse Student Populations.</p> </aug>
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  Data: The Multi-Tiered System of Support (MTSS) and its effects are described in this article. The effects of MTSS are associated with improved academic outcomes across various domains, reduced behavioral issues, and enhanced social and emotional development. MTSS also promotes equity by addressing the diverse needs of all students from various backgrounds, including those with disabilities and gifted learners.
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