MTSS and UDL Framework Overview
This reflection synthesizes learning from MTSS and UDL online modules completed through the University of Florida, guidance from the Massachusetts Department of Elementary and Secondary Education (DESE), and real-world implementation of Multi-Tiered System of Supports (MTSS) at my school. The goal of this page is to provide educators with a clear, practical, and research-aligned overview of how MTSS and Universal Design for Learning (UDL) work together to support all students.
Table of Contents
- What Is MTSS?
- Key Components of MTSS
- How MTSS Is Implemented at My School
- The MTSS Tiered Support System
- Meeting Behavioral and Social-Emotional Needs
- How MTSS Differs From RtI
- Universal Design for Learning (UDL)
- UDL and MTSS: Why the Integration Matters
- University of Florida MTSS Module: UDL in Action
- Final Reflections on MTSS and UDL
- Related Resources
What Is MTSS?
The National Center on Intensive Intervention defines a Multi-Tiered System of Supports (MTSS) as:
A prevention framework that organizes building-level resources to address each individual student’s academic and/or behavioral needs within intervention tiers that vary in intensity.
MTSS emphasizes early identification, timely intervention, and data-based decision-making. It is fluid, responsive, and designed to support all learners, regardless of disability status.
MTSS integrates:
- Response to Intervention (RtI)
- Positive Behavioral Interventions and Supports (PBIS)
into one comprehensive, schoolwide system.
Key Components of MTSS
Effective MTSS implementation includes:
- High-quality, evidence-based core instruction grounded in Universal Design for Learning (UDL)
- Universal screening to identify students at risk
- Ongoing progress monitoring
- Data-driven instructional decision-making
- A continuum of tiered supports (Tier 1, Tier 2, Tier 3)
- Integrated academic, behavioral, and social-emotional supports
- Collaboration among educators, families, and community partners
- Sustainable systems and ongoing professional development
MTSS replaces the outdated “wait to fail” model with proactive, preventative support.
See this free MTSS poster from Houghton Mifflin Harcourt and HMH.
How MTSS Is Implemented at My School
At my school, MTSS is embedded into daily practice through the following initiatives:
Universal Screening
- DIBELS 8 administered three times per year (K–5) to all students
- Screening focuses on early literacy and foundational reading skills
Data Meetings
- Weekly Student–Teacher Assistance Team (STAT) meetings based on teacher concerns
- Data reviewed collaboratively to adjust instruction and interventions
Family and Community Engagement
- Community meet-and-greet events at local housing complexes
- Book giveaways and library card support
- Virtual conferences and translation services to remove access barriers
Social-Emotional and Behavioral Supports
- Daily staff mentor check-ins for students with social-emotional needs
- Full-time adjustment counselors
- Push-in behavioral and SEL supports
Wraparound Supports
- Clothing and food assistance (including Blessings in a Backpack)
- Attendance monitoring and family outreach
- Holiday assistance programs
MTSS is a shared responsibility—general educators, special educators, specialists, and administrators collaborate using evidence-based practices.
The MTSS Tiered Support System
Tier 1: Universal/Core Instruction
- Provided to all students
- Evidence-based curriculum with built-in differentiation
- Explicit instruction aligned with UDL principles
- Positive behavior supports taught schoolwide (e.g., Calm Classroom)
- Ongoing monitoring for academic or behavioral risk indicators
Approximately 80% of students are expected to succeed with Tier 1 supports alone.
Tier 2: Targeted Group Interventions
- For students identified through screening or classroom data
- Small-group, targeted interventions (typically 8–10 weeks)
- May include academic or behavioral supports (e.g., check-in/check-out)
- Families are informed, and progress is closely monitored
Students may return to Tier 1 or move to Tier 3 based on data.
Tier 3: Intensive Individualized Interventions
- Designed for approximately 5% of students
- Highly individualized, often 1:1 instruction or support
- Frequent progress monitoring
- May result in a referral for special education if progress remains limited
- Crises trigger immediate Tier 3 support
Meeting Behavioral and Social-Emotional Needs
MTSS addresses the whole child:
- Behavioral expectations are explicitly taught and reviewed
- Positive reinforcement systems are implemented consistently
- Active supervision and fair consequences are maintained
- Behavioral data informs interventions
Misbehavior is viewed as a signal of unmet needs, and the response is proactive and compassionate.
How MTSS Differs From RtI
While RtI focuses primarily on academics, MTSS is broader and more comprehensive.
Key Differences:
- Whole-child focus (academic, behavioral, social-emotional)
- Serves all students, including advanced learners
- Systemwide alignment of policies and practices
- Emphasis on prevention, not reaction
- Collaborative culture across roles
- Integration of UDL principles into core instruction
MTSS is the umbrella framework that includes RtI and PBIS.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is a proactive instructional framework that supports flexible, inclusive teaching for all learners.
UDL is grounded in three core principles:
- Multiple Means of Representation—Provide information in different ways
- Multiple Means of Action and Expression—Allow varied ways for students to show learning
- Multiple Means of Engagement—Offer choice, relevance, and motivation
UDL benefits all students—just like ramps intended for wheelchairs help people with baby carriages or shopping carts, walkers, bicyclists, and more.
Here is a UDL lesson plan template.
UDL and MTSS: Why the Integration Matters
UDL strengthens MTSS by:
- Reducing barriers in Tier 1 instruction
- Increasing access before intervention is needed
- Supporting equitable outcomes
- Providing the strongest evidence-based recommendation within MTSS frameworks
Rather than retrofitting instruction, UDL ensures access from the start.
University of Florida MTSS Module: UDL in Action
Reimagining Teaching: Key Priorities
1. Welcome Students and Families
- Build relationships and belonging
- Foster SEL and consistent communication
2. Monitor Student Understanding
- Use real-time data
- Offer multiple ways for students to demonstrate learning
- Collaborate with specialists
3. Review and Adjust Curriculum and Pacing
- Maintain high expectations
- Anticipate barriers
- Embed UDL and just-in-time supports
Final Reflections on MTSS and UDL
MTSS is more than a framework—it is a commitment to equity, prevention, and shared responsibility. When combined with UDL, MTSS ensures that instruction is accessible, responsive, and inclusive from the start.
Effective implementation necessitates collaboration, reflection, and continuous improvement, resulting in a system that guarantees no student falls behind.
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Related Resources
Guided Reading: Purpose, Practice, and Grade-Level Expectations
This page was last updated on January 2, 2026.