I-MTSS
What IS an Integrated MTSS?
The vision
An Integrated Multi-Tiered System of Support (I-MTSS) is a comprehensive and equitable prevention framework for improving the outcomes of all students, including students with or at-risk for disabilities, through integrated academic, social emotional and behavioural support (I-MTSS Research Network 2022). Multi- Tiered System of Supports includes both Positive Behaviour Interventions and Supports (PBIS) and Response to Intervention (RTI). It includes all students. It acknowledges that all young people will require social/ emotional and academic support during their education journey (See figure 1) (White, 2023). Some will require more than others. MTSS therefore is an overarching term for transformational school reform that fully integrates academic, behavioural, social, and emotional interventions (Sailor et al., 2021)
Lack of vision has led to confusion of an Integrated MTSS at several points. Australian schools long standing relationship with RTI and Positive Behaviour for Learning (PBL) has led to barriers in the evolution of conceptual understandings of MTSS beyond a framework for the identification and allocation of supports for students with behaviour or disability. Driving this confusion has been the umbrella metaphor applied to MTSS. MTSS has been described as an umbrella term for any programs that promote systematic identification and tiered allocation of supports within a data-based decision-making framework (Sailor, et. al. 2021; Pullen et. al. 2018). Confusion lies in schools embedding School Wide Positive Behaviour Supports (Barker, et. al. 2022) or Response to Intervention frameworks (Fuchs, et. al. 2026) frameworks for academic supports independently of each other. An I-MTSS is not domain specific. Instead, it is a general proactive problem-solving model for the allocation of services and support. It entails the synchronising of multiple supports and services across multiple domains (I-MTSS Research Network, 2024).
The consensus from US state-based implementation frameworks documenting an integrated MTSS details a framework containing five distinct components (I-MTSS Network, 2023):
1. The Integrated Continuum of Supports (Tiers) is designed to address both academic (e.g., literacy, numeracy and curriculum engagement) and behavioural (e.g., social, emotional and behavioural development) domains through a systematic approach grounded in research evidence and school and system data. An I-MTSS framework shifts focus from a single domain. Instead, schools and systems have processes for selecting evidence-based practices within each domain and integrate these practices across domains
This integrated approach acknowledges the interconnected nature of students’ academic and social emotional needs, where behaviour influences engagement in learning and quality teaching influences behaviour. Similar to traditional RTI frameworks school and system staff place supports and services along a three-tiered continuum.
- Tier 1 clearly documents for all system and school staff universal accepted supports across all academic, behavioural and social emotional domains (e.g. trauma informed practice, attendance, learning, behaviour and mental health). Through a comprehensive screening and progress monitoring system, those identified at risk within one or more domains are provided with Tier 2 supports.
- Tier 2 affords targeted interventions, such as small group sessions that are in addition to Tier 1 instruction. For students who have not responded to early intervention at tier 2 or have presented with significant risk (e.g. traumatic experience, complex behaviour need etc.).
- Tier 3 involves deeper assessment and the development of an individualised more intensive intervention plan in collaboration with parents and allied health partners.
The Integrated Continuum of Research-Informed Practices acknowledges that all students will require some support along their schooling journey. It ensures that all students receive appropriate supports at the points in time when they are required. It also promotes an interdisciplinary and cross teams’ approach whereby schools and systems work in partnership with parents and allied health practitioners towards shared goals.
2. Data-based decision making. Within an I-MTSS, data-based decision making acknowledges the multi-faceted profile of student data beyond individual domains. It features the coordination and synthesises of multiple data sets across multiple domains simultaneously. Schools and systems are required to develop systems that will facilitate the monitoring of all data streams, including academic attendance, wellbeing and behavioural data. This multifaceted approach involves several key processes: (1) using data to guide the selection of evidence-based practices, ensuring the fidelity of implementation of intervention, monitoring student progress and identifying need within specific cohorts (e.g. Aboriginal and Torres Strait Islander Students). In accordance with regular analysis, schools and systems will select and adjust their implementation approaches to leverage the benefits for students at each tier and identify those who require further support. Data management systems must be fit for purpose to manage the volume and velocity of student generated data. This entails regular communication by systems administrators with the users of these data management systems. Further, users must be provided with tools to enable schools to simultaneously analyse multiple data streams across domains (e.g. data visualisation tools), thereby informing decisions related to screening, progress monitoring and evaluating the fidelity of interventions within and across all implementation tiers.
3. Integrated teams, interdisciplinary collaboration and system supports across each tier are essential to enhance the effectiveness of implementation and decision-making processes. Integrated teams leverage professional knowledge and expertise at a system level (system leaders and specialists), school level (school staff, counsellors and leaders) and community level (families, students, community representatives). A school MTSS team might include classroom teachers, special education staff, wellbeing leaders, Year or House Leaders and counsellors. These may be informed by parent representatives, student representatives, community representatives (e.g. Aboriginal and Torres Strait Islander community leaders) and allied health providers. Team members are selected to ensure engagement across both academic and wellbeing teams. The integrated interdisciplinary teams approach help break down traditional silos that separate academic and behavioural support systems.
4. Professional learning to deepen understanding of the I-MTSS. Professional learning is essential in guiding school staff through the change process to effectively implement an I-MTSS. Systems must facilitate continual professional learning that goes beyond one off events. Systems and schools may develop Communities of Practice or provide MTSS coaching to support school staff and leaders. Professional learning entails alignment of a shared vision among system staff and schools. To establish a shared vision, systems and schools undertake an environmental scan against a self-assessment rubric to determine areas where professional learning is most needed. Professional learning is dynamic and is relevant to each member of the system and school community. System leaders and school executive team invests in relevant, engaging, sustained, and integrated professional development, which includes explicit training on implementing specific evidence-based approaches. Professional learning is data driven to ensure it is meeting the needs of the system. A master plan exists whereby activities are monitored and adjusted based on data related to implementation fidelity.
5. Continuous improvement cycle. The importance of sustained implementation and progression through to a continual improvement cycle in I-MTSS cannot be overstated. Aligning I-MTSS with schools’ annual improvement goals and performance metrics ensures that these supports are at the foundation of the schools learning and wellbeing framework. To sustained implementation, system and schools must focus on embedding I-MTSS into the culture of the system. At a system level this will entail developing and revising policies to embed I-MTSS. Policies must reflect the shared vision across the system and align with procedures and guidelines that enable implementation and continual improvement. A periodic review cycle of initiatives, committees, and new priorities help ensure that all efforts are aligned with the shared outcomes. These reviews are open and transparent facilitating the identification and resolution of implementation challenges. Implementation may require structural change essential for enhancing, sustaining, and scaling I-MTSS implementation. Systems may need to invest in more advances data management systems and visualisation tools to enable the efficient collection and analysis of data, which is vital for monitoring progress and making informed decisions.