Image is from the University of Florida.

MTSS and UDL Learning Reflection

I completed the MTSS and UDL online modules through the University of Florida. This reflection summarizes what I learned from those modules, as well as information from the Massachusetts Department of Elementary and Secondary Education, along with how we implement MTSS at my school.

What Is MTSS?

The National Center on Intensive Intervention defines 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 allows for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for poor learning outcomes.

MTSS is data-driven, fluid, and designed to support all learners, regardless of disability status. It integrates Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) into one comprehensive approach.

Key Components of MTSS

Critical components of MTSS include:

High-quality, evidence-based core instruction using Universal Design for Learning (UDL). Learn more about UDL below.
Universal screening to identify students at risk
Data-based decision-making and continuous progress monitoring
A continuum of tiered interventions (Tier 1, Tier 2, Tier 3)
Integrated academic, behavioral, and social-emotional supports
Collaboration among staff, families, and communities
Systemic, sustainable change and professional development

MTSS eliminates the “wait to fail” model by providing early, structured interventions.

MTSS at My School

We implement the MTSS framework through many initiatives:

Universal Screening: We administer DIBELS 8 three times yearly (K–5) to monitor foundational reading skills.
Data Meetings: Our Student-Teacher Assistance Team meets weekly to review data and adjust interventions.
Family Engagement: Teachers hold community “Meet and Greets” at local housing complexes, give away books, and help families obtain library cards.
Mentor Program: Students with social-emotional challenges are assigned a staff mentor who checks in daily.
Community Support: We provide clothing, food (“Blessings in a Backpack”), holiday assistance and conduct follow-ups for chronic absenteeism.
Translation & Tech Access: We offer virtual parent conferences and translators to increase engagement.

Our entire staff shares responsibility for all students—general and special education teachers, specialists, and administrators collaborate using data and evidence-based practices.

Tiered Support System

MTSS involves three levels of support:

Tier 1 – Universal/Core Instruction

Delivered to all students
Evidence-based curriculum with differentiation and UDL strategies – learn more about UDL below.
Positive behavior is explicitly taught and reinforced (e.g., through Calm Classroom)
Students are monitored for risk indicators (absenteeism, grades, behavior)
About 80% of students are expected to succeed with Tier 1 alone

Tier 2 – Targeted Group Interventions

For students identified as at risk via screening or classroom performance
Small-group, targeted interventions (e.g., reading support groups for 8–10 weeks)
May include behavioral supports (e.g., check-in/check-out, self-monitoring)
Parents are involved, and progress is frequently reviewed
Students can move back to Tier 1 if successful or continue to Tier 3 if needed

Tier 3 – Intensive, Individualized Interventions

Reserved for students needing very intensive, often 1:1 support
Designed for about 5% of students
Interventions are customized and monitored closely
May lead to referral for special education if insufficient progress is made
Crisis situations (e.g., trauma, abuse, suicidal ideation) lead to immediate Tier 3 placement

Meeting Behavioral and Social-Emotional Needs

MTSS supports behavioral as well as academic success:

We teach and review expectations regularly
Implement formal/informal positive reinforcement systems
Supervise actively and fairly apply a continuum of consequences
Our school has a full-time adjustment counselor and push-in supports

We believe misbehavior often signals unmet needs, so our focus is proactive and compassionate.

Final MTSS Reflections

MTSS is not just a framework—it is a commitment to equity, early intervention, and shared responsibility for student success. Through collaborative, data-driven practices and support systems that include families and communities, schools can ensure that no student falls through the cracks.

Recap: How MTSS Differs from RtI

MTSS is not the same as RtI—it’s broader. MTSS is an umbrella framework that includes Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS). It integrates academic, behavioral, social, and emotional supports for all learners from PreK–12.

Key Differences:

Broader Scope: MTSS addresses more than just academics—it supports the whole child across multiple domains.
Multiple Levels of Support: MTSS serves all students—from struggling to advanced—through a tiered approach.
Systemic Alignment: MTSS aligns policies, practices, and resources at the classroom, school, and district levels.
Support for Educators: MTSS supports not only students but also the teachers and staff delivering instruction.
Focus on Prevention: Unlike RtI, which often reacts to learning struggles, MTSS emphasizes early identification and prevention.
Built on Collaboration: MTSS promotes a collaborative culture between general and special education, school leaders, and support staff.
Sustained School Improvement: MTSS is designed for continuous improvement and long-term, sustainable change.
UDL Integration: MTSS explicitly incorporates Universal Design for Learning (UDL)—learn more below—to ensure differentiated and accessible instruction for all.
Professional Development: MTSS promotes system-wide professional learning to build consistency across classrooms and schools.

In short, MTSS is a comprehensive, integrated, and preventative framework that ensures every student and educator receives the support they need to succeed.

This is how one school implemented and communicated MTSS: MTSS-St-Johns-School0001. Here is a PERFECT example of MTSS taken from the University of Florida MTSS Module:

Reimagining Teaching: Key Priorities and UDL Integration

1. Welcome Students and Families to the Classroom

Build strong relationships and foster a sense of belonging.

Key Strategies:

Engage students in relationship-building activities.
Promote social-emotional skill development.
Develop a consistent parent communication plan.
Seek regular student and family feedback to build trust and partnership.

2. Establish Systems to Monitor Student Understanding

Use real-time, relevant data to inform instruction and interventions.

Key Strategies:

Offer alternative ways for English learners to demonstrate comprehension.
Collaborate with special education, ESL, and instructional specialists.
Use assessment data to adjust instruction and target student needs.

3. Review and Adjust Curriculum and Pacing

Ensure instruction is rigorous, grade-level appropriate, and accessible to all learners.

Key Strategies:

Anticipate and plan for learning barriers.
Maintain high expectations for every student.
Provide differentiated and “just-in-time” interventions.
Integrate Universal Design for Learning (UDL) principles to support all learners.

Universal Design for Learning (UDL)

UDL is a framework that supports inclusive, flexible teaching to meet the needs of all learners, not just those with disabilities. It helps educators design a curriculum that accommodates differences in how students learn, process information, and stay engaged.

UDL is based on three core principles:

Multiple means of representation—Provide content delivery in different ways.
Multiple Means of Action and Expression—Allow students to show what they know in varied ways.
Multiple Means of Engagement—Offer choices and motivation to increase student involvement.

CAST’s UDL Guidelines are a valuable framework for differentiating instruction and ensuring all learners can succeed.

Just as wheelchair ramps help not only people in wheelchairs but also parents with strollers or delivery workers, UDL practices benefit all students by making learning more accessible.

Reflective Planning Questions:

What are my learning goals?
What barriers might students face?
How can I design instruction that reaches everyone?

To learn more, visit Inclusive Classrooms | Mrs. Judy Araujo.

udl_lesson_plan_template_-_revised

UDL Myths—UDL is not differentiation but a more proactive way to plan instruction for the varying needs of learners.
Mass Literacy – Massachusetts Department of Elementary and Secondary Education. The following charts came from foundational skills (1):

UDL

Standards of Effective Practice During Foundational Skills Instruction

UDL

mts and udl

This is the only recommendation in the guide with STRONG evidence:

mtss and udl

edited on 07/12/2025