Roles of Different Professionals Within a Multitiered System of Supports Framework

Abstract

Abstract School-based prevention and intervention research has influenced models to guide academic and behavior support services in schools. The multitiered system of supports (MTSS) framework and its related response to intervention (RTI) and positive behavior supports (PBS) models are particularly relevant to understanding the changing landscape in delivering academic and behavioral support to students, teachers, and families in American schools today. The expansion of MTSS across American schools has also created opportunities for school social workers and other related service professionals to become social-emotional learning (SEL) leaders in their buildings, and to begin to use the tools of MTSS to create more equitable and trauma-informed school communities. This chapter details some of what the authors know about MTSS, what different educator roles look like within MTSS, and how effective teamwork between MTSS team members is essential to build MTSS frameworks that work to make schools more trauma informed and equitable for all students.