Multi-Tiered System of Supports
Guide to Understanding CA MTSS
California's Multi-Tiered System of Support (CA MTSS) Framework promotes the maxim "All Means All" which ensures LEAs and schools successfully implement efforts to meet the needs of each and every student allowing all students to participate in the general education curriculum, instruction, and activities of their grade level peers. The Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP), aligned to California's Eight State Priorities, provide the infrastructure for building a statewide system of support - California's Multi-Tiered System of Support Framework is the driver for implementation.
CA SUMS grant awarded
School Climate Pilot Phase 2A
School Climate Phase 2B
CA MTSS training
CA MTSS Pathway Certification for Schools course
- Multi-Tiered System of Supports (MTSS)
- Positive Behavioral Interventions and Supports (PBIS)
- MCOE Social-Emotional Learning (SEL) Community of Practice
- Tobacco-Use Prevention Education (TUPE)
- Universal Design for Learning (UDL) Resources
A framework that aligns Response to Instruction and Intervention with the California State standards and the systems necessary to ensure academic, behavior, and social-emotional success.
What is a Multi-Tiered System of Supports?
California’s Multi-Tiered System of Supports (CA MTSS) is an integrated, comprehensive framework that aligns academic, behavioral, social emotional learning, and mental health for the benefit of all students' success. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students. The hope of MTSS is that every student will be given the support and opportunity to thrive in the most inclusive learning environment. The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.
How does Monterey County Office of Education support districts with their implementation of MTSS?
MCOE has a team of educators who can support districts with the implementation of MTSS. The team is comprised of experts in the area of MTSS, general education, special education, and school climate and culture. Through both regional work and LEA level work, this team can help lead professional development sessions that focus on tiers for academic, behavior, transformative social-emotional instruction and mental health support through administrative leadership, instructional pedagogy, family and community engagement, and policies and practices.
Positive Behavioral Interventions and Supports (PBIS) is a decision-making framework that guides selection, integration and implementation of the evidence-based behavioral practices. PBIS is a collaboration between district staff, school staff, and even community partners to design an evidence-based, three-tiered framework to integrate data, systems, and practices affecting student outcomes every day. PBIS creates schools where ALL students succeed.
PBIS emphasizes five inter-related elements: equity, systems, data, practices, and outcomes. Equity is at the center of all we do. Systems, data, and practices support our outcomes. Surrounding all is support for Staff behavior, student behavior, decision making, and social competence / academic achievement.
Positive Behavioral Interventions and Supports (PBIS) Capacity Building with Districts and Sites
This training builds local capacity within districts to provide continuing coaching support for district or site leadership to support district/school implementation efforts. PBIS teams will have ongoing access to the three-tiered framework.
Tier 1 practices and systems establish a foundation or regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports for all students, school-wide.
School-wide rules defining behavioral expectations across settings
Lesson plans for teaching expectations
Acknowledgment and correction systems
Data-based decision making
Tier 2 practices and systems support students who may need extra behavioral support to learn needed skills to access core programs at the school.
Data-based decision making problem solving, and progress monitoring
Student identification and participation criteria
Development of daily behavior cards
Processes for Implementing across settings, throughout the school day
At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes.
Re-design and improvement of learning and teaching environments
Develop and implement a function-based approach to addressing behavior and how behavior supports are used in successful PBIS implementation
School-Wide Information Systems (SWIS) - MCOE provides technical assistance and facilitated training for SWIS: Data collection and reporting system for making decisions in real time for the best student outcomes. For more information:
SWIS - Major/Minor Office Discipline Referral (ODR) data
CICO- SWIS - Check-in, Check-out point card data to monitor progress
i-SWIS - Individualized student support plans for students needing Tier 3 behavioral support.
Free for sites: Tiered Fidelity Inventory, Staff Self-Assessment Survey, School-Climate Surveys.
Center on PBIS
National Technical Assistance Center with vetted and free resources.
California State PBIS Coalition (CPC)
California state network of PBIS resources including annual PBIS State Conference, PBIS Recognition, and resources.
ISF Inventory Version 3
The Interconnected Systems Framework (ISF) is a structure and process to integrate Positive Behavioral Interventions and Supports and School Mental Health within school systems. The goal is to blend resources, training, systems, data, and practices in order to improve outcomes for all children and youth. There is an emphasis on prevention, early identification, and intervention of the social, emotional, and behavior needs of students. Family and community partner involvement is critical to this framework.
Monterey County Office of Education’s Social Emotional Learning Vision is to ensure that ALL students are equipped with the skills and competencies that help them successfully navigate and meaningfully contribute to their schools, careers, families, relationships, and their diverse communities. MCOE will establish an interconnected, sustainable tiered system of support to improve social emotional learning development and mental health in our districts and schools.
Schools, districts, states, and others can use CASEL’s Framework to:
- Foster knowledge, skills, and attitudes across five areas of social and emotional competence;
- Establish equitable learning environments and coordinate practices across four key settings that support students’ social, emotional, and academic development.
Youth Mental Health First Aid (YMHFA)
Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring people how to help an adolescent (age 12-18) who is experiencing a mental health, addictions challenge, or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations.
What YMHFA Covers:
- Common signs and symptoms of mental health challenges in this age group, including anxiety, depression, eating disorders and attention deficit hyperactivity disorder (ADHD).
- Common signs and symptoms of substance use challenges.
- How to interact with a child or adolescent in crisis.
- How to connect the youth with help.
- Expanded content on trauma, substance use, self-care and the impact of social media and bullying.
teen Mental Health First Aid (tMHFA)
teen Mental Health First Aid (tMHFA) is a training program for teens brought to the United States by the National Council for Mental Wellbeing in partnership with Born This Way Foundation. It teaches teens in grades 10-12, or ages 15-18, how to identify, understand and respond to signs of mental health and substance use challenges in their friends and peers.
What tMHFA Covers:
- Common signs and symptoms of mental health and substance use challenges.
- Common signs and symptoms of a mental health crisis, particularly suicide.
- The impact of school violence and bullying on mental health.
- How to open the conversation about mental illnesses and substance use with friends.
- How to seek the help of a responsible and trusted adult
🌈✨ Rainbow Connections ✨🌈
The Monterey County Office of Education is committed to supporting all of our students so that they may learn in a healthy, equitable and inclusive environment free from harassment, intimidation, bullying, and discrimination based on gender identity and sexual orientation.
Rainbow Connections Crisis Lines
National Suicide Prevention and Crisis Line: 988
Free and confidential support, 24-hour, 7 days a week, for people in distress, as well as for prevention and crisis resources for you or your loved ones, and best practices for professionals.
The Trevor Lifeline: 1-866-488-7386
Trained counselors are available 24-hour, 7 days a week for persons in crisis, feeling suicidal, or in need of a safe and judgment-free place to talk.
The Tobacco-Use Prevention Education (TUPE) program provides funding for programs in grades six through twelve through a competitive application process for tobacco-specific student instruction, reinforcement activities, special events, and intervention and cessation programs for students. All LEAs that are certified as having a fully implemented tobacco-free school district board policy are eligible to apply for funding. Programs are locally developed, but they are expected to align with the federal Principles of Effectiveness, the recommended California guidelines for tobacco prevention in the Health Framework for California Public Schools (PDF; 2MB). (Each county office of education is eligible to receive funding through the County Technical Assistance and Leadership Funds application to assist school districts within their county in program development, to provide staff development for school and district personnel, and to provide technical assistance as needed.)
The purpose of the TUPE program is to reduce youth tobacco use by helping young people make healthful tobacco-related decisions through tobacco-specific, research-validated educational instruction and activities that build knowledge as well as social skills and youth development assets. Collaboration with community-based tobacco control programs is an integral part of program planning. The school, parents, and the larger community must be involved in the program so that students will be aware of a cohesive effort and concern for their health and, consequently, their ability to succeed in school.
Please review additional information about the TUPE Recommended Evidence-Based Curriculum by visiting the links below:
Tobacco-Free School Districts & Grant Funding
A tobacco-free school prohibits all tobacco use anytime, anywhere by anyone on all school property, and at all school-sponsored events (California Health and Safety Code Section 104420 [n]). School property includes buildings, grounds and vehicles owned or leased by the school. School-sponsored events include sporting events, school dances and other events held on and off school property. The goal of the CDE's tobacco-free school district certification process is to protect our children's health by encouraging all school districts and county offices of education (COEs) in California to adopt a model 100 percent tobacco-free policy. CDE staff works closely with the California Department of Public Health’s California Tobacco Control Program to promote smoke-free environments and tobacco-free lifestyles throughout the state, particularly among California youth. School districts are certified by the COE in which the district resides as meeting the requirements of California Health and Safety Code. COE's are certified by the CDE’s Tobacco-Use Prevention Education Office.
The California Department of Education receives TUPE funding from state excise taxes on tobacco products, per Proposition 99 and Proposition 56, that are disseminated via grants. The amount of available funds can fluctuate, depending on the sales of tobacco products. County Offices of Education (COEs) and Local Education Agencies (LEAs) receiving TUPE funding are typically awarded in proportion to their Average Daily Attendance (ADA). TUPE funds are intended to serve students in grades 6-12, their families, and the staff at their school sites.
- CDE TUPE Webpage
- Certified Tobacco-Free School Districts and COEs(XLSX)
- Tobacco-Free Certification Form(PDF)
- Instructions for Completion of Tobacco-Free Certification Documents(DOCX)
TUPE uses a tiered social-ecological model to assess how environmental and interpersonal factors can encourage or deter tobacco use and vaping among youth. Each level of the model identifies a point of influence and a potential opportunity for intervention.
- The Individual level examines how factors such as attitudes and knowledge may increase or decrease the likelihood of tobacco use and vaping.
- The Interpersonal level examines the role of peers, family, partners, and mentors.
- The School and Community level explores how behavior is impacted by teachers and the social and physical characteristics of institutions, environmental settings, media, and advertising.
- The Policy level looks at the broader implications of laws, rules, and enforcement measures.
The Social-Ecological Model demonstrates that behavior is the result of the knowledge, values, and attitudes of individuals as well as social influences, including the people with whom they associate, the organizations to which they belong, and the communities in which they live.
Daily Lessons for Parents to Use
Learning from Home. Lessons are examples of the importance of choice for access and inclusivity.
Summary of Daily Lessons
Summary of lessons presented by Learning from Home so that parents and children can choose the topic(s) of interest.
UDL Lesson Exchange
Lessons utilizing UDL principles that have been created and shared by teachers.
6 UDL Best Practices for Online Learning.
Best Practices for Teachers to Use with Students.
Universal Design for Learning
A Teacher’s Guide
UDL at a Glance
Short 4 min video on how the UDL framework guides the design of instructional goals, assessments, methods, and materials that can be customized and adjusted to meet individual needs.
Katie Novak Consulting
Variety of resources
What is UDL?
Video summary of UDL
Lesson Planning Supports
Templates and Guiding Questions when planning UDL lessons.
UDL Guidelines Checklist
Considerations when removing barriers for students.
Extensive resources that are frequently updated that address various facets of UDL.
Compilation of resources from educators throughout the nation.
UDL in Action
Example of UDL in 5th grade classroom.
Screen Free Choice Board
Article, examples, and blank template to create choice board designed by Catlin Tucker to support student access.
Using UDL to Guide Online Instruction
Questions to consider when developing online learning that addresses UDL principles.