Leading the way to thriving learners worldwide.
What is IMA?
Building educational systems that work for every learner.
The International MTSS Association (IMA) is a nonprofit, global community uniting teachers, leaders, preparation programs, researchers, and agencies to turn evidence into practice and policy. We strengthen prevention-first, evidence-based Multi-tiered Systems of Support (MTSS) and leadership capacity so every K–12 student—regardless of geography, background, or need—graduates with every door open.
Our Vision
Uniting research, practice, and policy to advance evidence-based systems and strengthen leadership worldwide—ensuring every learner thrives.
Our Purpose
The International MTSS Association exists to strengthen global capacity for delivering tiered systems of academic, behavioral, and social-emotional support through the integration of research, practice, and policy.
We bring together educators, researchers, and leaders for:
IMA gives leaders clear standards, a globally recognized “What Works” mark, and year-round access to evidence and experts—so research can be put into practice, lead to results for all learners.
Shared Standards: First MTSS Certification—one rigorous, independent bar developed and vetted by those who know best
Certification Mark: A simple, trusted emblem to spot research-vetted MTSS solutions at a glance
Always-on Evidence: Direct access to researchers, plain-language summaries, and a curated IMA Resource Hub
Result: Leaders implement MTSS more effectively and with confidence so students get the right support, at the right time, for the right reason.
Equipping Educational Leaders at all Levels
Translating Evidence into Action
We translate complex findings into plain language and practical tools educators and leaders can put into practice—prioritizing not just high-quality science, but delivery that is relevant, actionable, and tied to daily work of practitioners.
Clarify what works (what MTSS is—and isn’t): Concise evidence summaries and decision guides that cut through confusion and make the science of learning applicable
Resource Hub: A curated gateway to the most trusted education research sites, open resources, and vetted tools—built for educators and leaders to explore, inquire, and learn without the sales pitch
MTSS Leadership Academy & Toolkits: Cohorts, micro-learning, and templates that connect research to practice for leadership at all levels (school, district, state)
Supporting Professional Learning
Through collaborative partnerships, IMA builds a global network that links professional learning providers, educational leaders, and mission-aligned organizations with the researchers advancing our field. By sharing evidence-based practice and expanding access to high-quality research, resources, and cross-role collaboration, we help strengthen educational systems worldwide.
Our year-round network and premier IMA Global Summit keep teachers, leaders, higher education, researchers, and policymakers informed together—bridging training gaps across roles and focusing only on what works. It’s the place for people committed to connecting a siloed system and moving proven practices into every classroom.
Become a Member Today!
When you join the International MTSS Association (IMA), you become part of a global community of leaders, researchers, and practitioners dedicated to transforming education through sustainable, equitable systems of support.
Membership means more than access to research and resources — it’s an invitation to connect, collaborate, and contribute to a worldwide movement ensuring every student, in every setting, has access to the support they need to thrive.
Together, we bridge research and practice, build collective capacity, and shape the future of education.
“When we educate every child, we change the trajectory of communities, nations, and generations.”
— Author Unknown
Still unclear about MTSS?
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A prevention-first framework that organizes instruction and supports into tiers using universal screening, progress monitoring, multi-level prevention, and data-based decision making to improve outcomes for all students (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 2006).
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RTI and PBIS are earlier multi-tier models focused on academics and behavior, respectively. MTSS integrates these domains into one coherent system across academics, behavior, and social-emotional learning (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 2006; Sugai & Horner, 2006).
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Meta-analyses and multi-year field studies show that RTI/MTSS models improve student outcomes and system performance when teams use student-response data and implement with fidelity (Burns, Appleton, & Stehouwer, 2005; VanDerHeyden, Witt, & Gilbertson, 2007).
Practice guides further specify evidence-based routines for implementation (Gersten et al., 2009; Foorman et al., 2016).
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You’re on track when these system features are in place and used consistently:
Universal screening for all students on a set schedule with valid measures.
Evidence-based Tier 1 instruction as the protected core for every student, with routine checks that most students are meeting benchmarks.
Targeted (Tier 2) and intensive (Tier 3) interventions available and matched to need, with clear entry/exit criteria.
Progress monitoring at appropriate intervals to see if students are responding—and to adjust quickly when they’re not.
Team-based, data-driven decisions using agreed-upon decision rules during scheduled problem-solving meetings.
Fidelity of implementation verified (e.g., observation/checklists) with feedback cycles to improve practice.
(See Center on Multi-Tiered System of Supports, n.d.; National Center on Response to Intervention, 2010; Hamilton et al., 2009.)
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MTSS replaces referral-only, subjective decisions with scheduled, team reviews of data and validated practices, which reduces bias and matches support to actual student need (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 1998).
Instead of “who gets referred,” teams look at who is responding to instruction and adjust intensity accordingly—what Fuchs & Fuchs term treatment validity—so resources are allocated based on evidence, not impressions.
Key ways MTSS drives equity in decisions:
Universal screening & multiple measures for all students on a set cadence
Clear decision rules (with disaggregated data) to trigger support and prevent subjective gatekeeping
Evidence-based interventions with fidelity checks, so teams know if practices were delivered as intended
Progress monitoring & rapid adjustments based on student response, not labels or tradition
These routines make decisions transparent, replicable, and improvement-focused across classrooms and schools (Center on Multi-Tiered System of Supports, n.d.; Fuchs & Fuchs, 1998; Hamilton et al., 2009).
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1997–2004 — Foundations & policy
Early multi-tier approaches in academics (RTI) and behavior (PBIS) emphasized response to instruction (treatment validity) and progress monitoring; IDEA 2004 allowed RTI for SLD identification, accelerating data-based support (Fuchs & Fuchs, 1998; Individuals with Disabilities Education Improvement Act of 2004; Sugai & Horner, 2006).2010s–present — Integration
Systems increasingly integrate academics, behavior, and SEL into one framework with shared essentials: universal screening, strong Tier 1, targeted/intensive tiers, progress monitoring, team decisions, and fidelity (Center on Multi-Tiered System of Supports, n.d.; National Center on Response to Intervention, 2010; Hamilton et al., 2009; Gersten et al., 2009; Foorman et al., 2016).
