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.

• 1. IntroductionI. Prevention Science in Schools2. Prevention as a Public Education Value3. The Importance of Details4. Risk Factors and Student Success5. What to Teach: Standards, Skills, or Both?II. The Importance of Collaboration and Teams6. The Essential Role of Teams in Supporting All Students7. The Logistics of Setting Up and Running Effective Teams8. Effective Team Processing: Using Data and a Problem-Solving Approach9. Beyond Academics and Behavior: Schoolwide Supports for Student Attendance and EngagementIII. Making Change Happen10. The Science of Change11. Exploration, Adoption, and Installation12. Implementation13. Innovation and SustainabilityIV. Effective Instruction within an iMTSS14. Schedules15. What Is Effective Instruction?16. The Instructional Hierarchy17. Effective Instruction for Students Who Are English Learners18. Treatment Fidelity19. Online Learning within an iMTSSV. iMTSS Organizational Structure20. Critical Mass: Why Tier 1 Core Instruction Matters21. Universal Screening22. Problem Solving23. Progress Monitoring24. Understanding Student DataVI. Connecting an iMTSS with Other Supports25. The Importance of Catch-Up Growth26. Supplement, Not Supplant: Making Tier 2 Work27. What Is Tier 3?28. Recognition and Support for Disabilities: Section 504 Plans and Special Education29. Education for All30. Case Example: Building Tiered SupportsGlossary of Important iMTSS TermsReferencesIndex

“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-

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.

• 1. IntroductionI. Prevention Science in Schools2. Prevention as a Public Education Value3. The Importance of Details4. Risk Factors and Student Success5. What to Teach: Standards, Skills, or Both?II. The Importance of Collaboration and Teams6. The Essential Role of Teams in Supporting All Students7. The Logistics of Setting Up and Running Effective Teams8. Effective Team Processing: Using Data and a Problem-Solving Approach9. Beyond Academics and Behavior: Schoolwide Supports for Student Attendance and EngagementIII. Making Change Happen10. The Science of Change11. Exploration, Adoption, and Installation12. Implementation13. Innovation and SustainabilityIV. Effective Instruction within an iMTSS14. Schedules15. What Is Effective Instruction?16. The Instructional Hierarchy17. Effective Instruction for Students Who Are English Learners18. Treatment Fidelity19. Online Learning within an iMTSSV. iMTSS Organizational Structure20. Critical Mass: Why Tier 1 Core Instruction Matters21. Universal Screening22. Problem Solving23. Progress Monitoring24. Understanding Student DataVI. Connecting an iMTSS with Other Supports25. The Importance of Catch-Up Growth26. Supplement, Not Supplant: Making Tier 2 Work27. What Is Tier 3?28. Recognition and Support for Disabilities: Section 504 Plans and Special Education29. Education for All30. Case Example: Building Tiered SupportsGlossary of Important iMTSS TermsReferencesIndex

“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-

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.

• 1. IntroductionI. Prevention Science in Schools2. Prevention as a Public Education Value3. The Importance of Details4. Risk Factors and Student Success5. What to Teach: Standards, Skills, or Both?II. The Importance of Collaboration and Teams6. The Essential Role of Teams in Supporting All Students7. The Logistics of Setting Up and Running Effective Teams8. Effective Team Processing: Using Data and a Problem-Solving Approach9. Beyond Academics and Behavior: Schoolwide Supports for Student Attendance and EngagementIII. Making Change Happen10. The Science of Change11. Exploration, Adoption, and Installation12. Implementation13. Innovation and SustainabilityIV. Effective Instruction within an iMTSS14. Schedules15. What Is Effective Instruction?16. The Instructional Hierarchy17. Effective Instruction for Students Who Are English Learners18. Treatment Fidelity19. Online Learning within an iMTSSV. iMTSS Organizational Structure20. Critical Mass: Why Tier 1 Core Instruction Matters21. Universal Screening22. Problem Solving23. Progress Monitoring24. Understanding Student DataVI. Connecting an iMTSS with Other Supports25. The Importance of Catch-Up Growth26. Supplement, Not Supplant: Making Tier 2 Work27. What Is Tier 3?28. Recognition and Support for Disabilities: Section 504 Plans and Special Education29. Education for All30. Case Example: Building Tiered SupportsGlossary of Important iMTSS TermsReferencesIndex

“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-