OVERVIEW OF MTSS-B:  Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. MTSS-B provides an operational framework for achieving these outcomes. More importantly, MTSS-B is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

In general, MTSS-B emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

             These four elements are guided by six important principles:

§ Develop a continuum of scientifically based behavior and academic interventions and supports

§ Use data to make decisions and solve problems

§ Arrange the environment to prevent the development and occurrence of problem behavior

§ Teach and encourage pro-social skills and behaviors

§ Implement evidence-based behavioral practices with fidelity and accountability

§ Screen universally and monitor student performance & progress continuously

MTSS-B schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A Three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).