Broader. Bolder. Better.

Nebraska’s Multi-tiered System of Support empowers schools to support and prepare all students for success by systematically delivering a range of high-quality instruction tailored to meet their needs.

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2022 NeMTSS Summit

The Nebraska Department of Education’s 2022 Nebraska MTSS Summit will feature engaging presentations and interactive breakout sessions around the theme of “Creating Coherence.”

SEBL Coffee Connect with multicolored coffee cups

SEBL Coffee Connect

SEBL Coffee Connect, is a new virtual event series that aims to build collaboration and community among educators and others implementing social, emotional and behavioral learning in Nebraska schools.


2021 NeMTSS Summit

The Nebraska Department of Education’s 2021 Nebraska MTSS Summit, “Essentials for Renewal and Acceleration,” featured sessions to help students and teachers face the many uncertainties of returning to in-person classrooms.


Welcome to NeMTSS

Nebraska Multi-Tiered System of Support

MTSS is an educational framework for continuous improvement, problem-solving and decision-making. It promotes an integrated system, connecting general and special education, along with all teaching and learning components, into a high-quality, standards-based instruction and intervention framework that can be adapted to meet students’ academic, social-emotional and behavior needs — from preschool to graduation.

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MTSS Process

Preparing all Nebraskans for Learning, Earning & Living


Practices and decision-making are data-driven and backed by research


Structured problem-solving model and layered continuum of supports


Integration of academic, behavioral and social-emotional core instruction and supports


Strategies enhance schools’ prevention and continuous improvement efforts


Nebraska’s MTSS system gives schools powerful tools and knowledge to provide effective instruction for all students using a collaborative, comprehensive and preventive problem-solving approach.

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Essential Elements of NeMTSS

NeMTSS is based on the idea that all students require early and powerful academic and behavioral core instruction with the potential for high-quality interventions of increasing intensity. Nebraska stakeholders have identified the following elements that are essential to implement and sustain a successful MTSS framework.

NeMTSS Essential Element 1

Shared Leadership

This must be a joint problem-solving effort. All stakeholders, including districts, schools, classroom and individual students, must work together to foster a culture of collaboration and shared leadership.

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Communication, Collaboration & Partnerships

There must be school-wide awareness and knowledge of the framework and its purpose. Strong communication and partnership with families and communities contributes to students’ success and should be strategically tied to specific school and family needs.

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Evidence-Based Practices: Curriculum, Instruction, Intervention & Assessment

All curriculum, instruction, intervention and assessment practices must be evidence-based. Thoughtful use of practices and strategies backed by meaningful research helps improve student outcomes while bridging the research-to-practice gap.

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Building Capacity & Infrastructure for Implementation

A solid foundation of knowledge, resources and organizational structures must be in place. Strong leadership, professional development and coaching help sustain the framework and boost educators’ capacity to meet performance expectations and student learning needs.

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Layered Continuum of Supports

All students must have access to a full continuum of supports for academic, social-emotional, and behavioral growth. In addition to core curriculum and instruction, the framework helps identify students who will benefit from increasingly intensive supports.

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Data-Based Problem-Solving & Decision-Making

Data and research must guide decision-making at all support levels. Teams examine data using a consistent decision-making and problem-solving process to build, implement, evaluate and refine the framework and guide instructional and intervention decisions.

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