About the Book
Now in a revised and expanded second edition, this established practitioner resource and text provides a framework for integrating schoolwide academic and behavioral supports to maximize outcomes for K-12 students. Best practices for developing and sustaining an integrated multi-tiered system of supports (iMTSS) are addressed, with attention to timely issues and diverse populations, including students who are English learners. Chapters cover team building, implementation science, evidence-based instruction, problem solving, assessment, and more. The book’s utility is enhanced by a chapter-length case study, reproducible/downloadable tools, and boxed reflections and how-to recommendations from experienced implementers.
New to This Edition
Increased focus on integrating academic and behavioral supports into one seamless system across tiers for students from diverse backgrounds.
Chapter on improving student engagement and attendance.
Chapter on the role of online learning within an iMTSS.
Chapters on catch-up growth and Tier 2 supplemental instruction.
Table of Contents:
1. Introduction
I. Prevention Science in Schools
2. Prevention as a Public Education Value
3. The Importance of Details
4. Risk Factors and Student Success
5. What to Teach: Standards, Skills, or Both?
II. The Importance of Collaboration and Teams
6. The Essential Role of Teams in Supporting All Students
7. The Logistics of Setting Up and Running Effective Teams
8. Effective Team Processing: Using Data and a Problem-Solving Approach
9. Beyond Academics and Behavior: Schoolwide Supports for Student Attendance and Engagement
III. Making Change Happen
10. The Science of Change
11. Exploration, Adoption, and Installation
12. Implementation
13. Innovation and Sustainability
IV. Effective Instruction within an iMTSS
14. Schedules
15. What Is Effective Instruction?
16. The Instructional Hierarchy
17. Effective Instruction for Students Who Are English Learners
18. Treatment Fidelity
19. Online Learning within an iMTSS
V. iMTSS Organizational Structure
20. Critical Mass: Why Tier 1 Core Instruction Matters
21. Universal Screening
22. Problem Solving
23. Progress Monitoring
24. Understanding Student Data
VI. Connecting an iMTSS with Other Supports
25. The Importance of Catch-Up Growth
26. Supplement, Not Supplant: Making Tier 2 Work
27. What Is Tier 3?
28. Recognition and Support for Disabilities: Section 504 Plans and Special Education
29. Education for All
30. Case Example: Building Tiered Supports
Glossary of Important iMTSS Terms
References
Index
About the Author :
Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of School Psychology at the University of Alaska Anchorage. Prior to earning her doctorate, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, multi-tiered systems of supports (MTSS), response to intervention (RTI), and scientifically based instruction methods. Dr. Brown-Chidsey is author or editor of several books. In addition, she has published articles about RTI, reading assessment and instruction, and implementation of MTSS.
Sarah Wilkinson, PhD, is Assistant Professor of Special Education at the University of Southern Maine and PBIS Coordinator for the Maine Department of Education. Prior to earning her doctorate, she taught high school history and special education for 11 years. Her research interests include positive behavioral interventions and supports (PBIS), classroom management, and intensive intervention. Dr. Wilkinson is also passionate about providing training for paraeducators and developing systems to support educator wellness and the use of evidence-based practices. She serves on the Board of Directors of the Association for Positive Behavior Support.
Review :
“The book breaks down the iMTSS framework into clear, manageable stages, from building collaborative teams to structuring instruction and using data effectively. It offers practical guidance at every step. From checklists and case examples to implementation rubrics and scheduling strategies, the book is loaded with tools that educators can use immediately. The emphasis on creating school district MTSS handbooks, for example, turns a common recommendation into a concrete, replicable practice. Whether you’re starting from scratch or fine-tuning what you already have, this book is a valuable resource for school- and district-level MTSS implementation teams. The authors challenge school districts to adopt a more integrated, responsive, and sustainable approach to student support and instruction--and give them the tools to do it.”--William Rasplica, MSEd, Executive Director of Learning Support Services (Retired), Franklin Pierce School District, Tacoma, Washington; Program Coordinator, Goodlad Institute for Educational Renewal, University of Washington Bothell
“An indispensable guide for school professionals committed to building effective, inclusive, and sustainable systems that address students’ academic and behavioral support needs. The authors blend deep theoretical grounding with practical, step-by-step strategies for implementation, making complex systems change both approachable and actionable. The second edition includes new chapters on real-world challenges that schools face in implementing schoolwide systems of support. This handbook is a comprehensive resource for educators at all levels--from new teachers to school leaders and systems-level change agents--offering both a blueprint for iMTSS implementation and a compelling vision for more proactive, equitable schools.”--Jessica R. Toste, PhD, Department of Special Education, The University of Texas at Austin
“The second edition of this handbook offers a vital, practitioner-friendly roadmap for advancing integrated academic and behavioral systems. With clear connections to prevention science and implementation fidelity, the book helps school teams operationalize iMTSS as a singular, adaptive, equity-driven framework. It emphasizes sustainable infrastructure, actionable data practices, and culturally responsive instruction. Whether you’re leading at the school, district, or state level, this book equips you to make systemic changes that are real, practical, and enduring.”--RJ Monton, MEd, Former Director of MTSS, Washington State Office of Superintendent of Public Instruction-
