Welcome to Utah Multi-Tiered System of Supports (UMTSS)


UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

  1. High Quality Instruction
  2. Data-Based Decision Making
  3. Team-Based Problem Solving
  4. Equitable Education for Each Student
  5. College and Career Readiness
  6. Proactive School Climate and Structure
  7. Parent and Community Involvement
  8. Supportive Leadership


Infrastructure and Collaboration

UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.

Note: The contents of this website were developed under a grant from the United States Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the United States Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.

Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Utah MTSS 3-Tier Critical Components Definitions

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.



July 28-29
2021 Virtual System Conference


Utah Systems Conference: Cancelled


June 18-19
Utah Systems Conference: Alignment, Collaboration and Equity Within a Tiered System of Supports
Utah Valley Convention Center, Provo, Utah

June 20
State Personnel Development Grant (SPDG) Post-Conference Meeting
Utah Valley Convention Center, Provo, Utah


June 21-22
Achieving Equity and Opportunity: Access to Quality Learning Through Tiered Supports

Online Training Courses

UMTSS Canvas Course Series

The UMTSS Canvas Course Series introduces the foundational concepts and tools to help guide Local Education Agencies (LEAs) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional learning, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Getting Started

Enroll in courses by selecting the link below:

Once enrolled, courses are accessible with USBE Canvas.

Hints for Navigation
  1. Click Previous or Next buttons at the bottom of each page to navigate through the course.
  2. Avoid using the browser back button when submitting assignments and quizzes.
  3. Enable pop-ups in the web browser to visit helpful hyperlinks within the course.



Learning Management System
Utah Education Network (UEN)

Resource Library
State Personnel Development (Sig) Network

UMTSS: A Model of Support for Families with a Special Needs Kid
Utah Parent Center

UMTSS for Mathematics


Center on Multi-Tiered System of Supports
American Institutes for Research (AIR)

George Lucas Educational Foundation

Florida Center for Reading Research (FCRR)

Practice Guides: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Practice Guides: Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
Institute of Education Sciences (IES)

Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi)

National Center on Intensive Intervention (NCII)

Response to Intervention: Resources
Intervention Central

RTI Action Network: A Program of the National Center for Learning Disabilities

What Works Clearinghouse (WWC)

Evidence-Based Professional Development (EBPD)

Does it Make a Difference? Evaluating Professional Development
Association for Supervision and Curriculum Development (ASCD)

Edutopia: Teacher Development
George Lucas Educational Foundation

Evidence Based Professional Learning Cycle
State of Victoria Department of Education and Early Childhood Development (DEECD)

Let's Be Pals: An Evidence-Based Approach to Professional Development
University of Washington

National Implementation Research Network (NIRN)
University of North Carolina

Professional Learning
Response to Intervention (RTI) Action Network

Research Briefs and Clips
National Council of Teachers of Mathematics (NCTM)

State Implementation and Scaling-up Evidence-based Practices Center
University of North Carolina: Frank Porter Graham Child Development Institute

Fidelity and Outcome Assessment

NCS Pearson, Inc.

PBIS Assessment
University of Oregon

Using Student Achievement Data to Support Instructional Decision Making

Positive Behavior Support

Association for Positive Behavior Support (APBS)

Positive Behavioral Interventions and Supports (PBIS)

Reducing Behavior Problems in the Elementary School Classroom

Successful Schools, Inc.

Contact Us

Sydnee Seager
MTSS Project Manager
Phone: (801) 538-7609 | E-mail

Emily Berry
State Personnel Development Grant Program Evaluator
Phone: (801) 538-7948 | E-mail

Samantha Garcia
MTSS Specialist
Phone: (801) 538-7902 | E-mail