Federal Funding for MTSS

Federal funding for your Multi-Tiered System of Support (MTSS) can be complicated. Districts face limited resources and relatively inflexible traditional federal funding streams. But, it is worth revisiting available funding mechanisms and considering new funding approaches to implement MTSS and MTSS Software. 

Title programs and IDEA provide the most consistent and sustained sources of funds for MTSS.

Title I, Part A

One of the largest sources of federal funding for K-12 education, Title I Part A is intended to provide low-income schools with supplemental funding that would not otherwise be used by state or local funds if Title I funds were not available. Title I funds can be distributed for Targeted Assistance or School-Wide programs.

• While the Targeted Assistance program has the most funding restrictions, the School-Wide Program offers greater flexibility to implement comprehensive improvement strategies.
• Schools identified as needing School-wide assistance can use Title I Part A funds to support any reasonable activity - including an RTI or MTSS platform like Branching Minds - as long as it is consistent with the school’s comprehensive needs assessment.
• Targeted Assistance schools, for example, may use Title I funds for professional development for evidence-based interventions used by general education teachers with eligible students; however, they may not be used for universal screening assessments to determine which students are in need of those interventions.

Set-Aside Funds: Many districts set aside a small percentage of their Title I allocation for discretionary expenses, which can include district-level administration of Title I programs, professional development, and student mental health and wellness programs in support of improved learning outcomes.

Title II, Part A: Preparing, Training, and Recruiting High-Quality Teachers and Principals

These funds are designed to improve teacher and leader quality and effectiveness and, in turn, increase student achievement through high-quality, evidence-based professional development. Improving system-level infrastructure is a critical first step to enhancing best practices across any school district’s RTI/MTSS practice.  

Title III: English Language Learners

While Title III funds may not be used exclusively to support RTI or MTSS, they can be used to provide English Language Learners additional support through a RTI or MTSS model.

Title IV, Part A: Student Support and Academic Enhancement Grants (SSAEC)

SSAEC Funds are allocated to states and LEA’s using the same formula as Title I funding. The purpose of these funds is to: 

• Provide all students with access to a well-rounded education;

• Improve school conditions for student learning; and

• Improve the use of technology in order to improve the academic achievement and digital literacy of all students.

Districts must use at least 20% of these funds on efforts to improve student mental and behavioral health, school climate, or school safety. These efforts could include SEL universal screening, at-risk behavior screening, monitoring absenteeism, and programs that foster healthy relationships and increase academic and career success. Improving school climate is a key aspect of effective MTSS work. 

Title V, Part B

Subpart 1: Small, Rural School Achievement Program (SRSA)
Subpart 2: Rural and Low-Income School Program (RLIS)

These two Title V programs provide a supplemental allocation to rural school districts according to population and poverty metrics. The Small, Rural School Achievement (SRSA) program provides funds to rural school districts that serve small numbers of students, and the Rural and Low-Income Schools (RLIS) program provides funds to rural LEAs that serve high concentrations of poor students, regardless of the district’s size. Very rural districts wishing to invest in an MTSS practice can look to Title V and apply Title I, II, III, and/or IV spending eligibility for funding activities.

IDEA, Part B: Coordinated Early Intervening Services (CEIS)

The Individuals with Disabilities Education (IDEA) Act of 2004 - which provides funding for school districts for students in special education - allows school districts to use no more than 15% of IDEA funds for students who are not identified as needing special education or related services, but who need additional academic or behavioral support to succeed in general education.

This provision permits school districts to use IDEA not just exclusively for students with disabilities but also to apply an RTI model for students receiving Tier 2 and Tier 3 support.

Evidence requirements under the Every Student Succeeds Act (ESSA) ensure that states, districts, and schools use federal funds on high-quality programs with evidence of effectiveness and improved student outcomes. Branching Minds is proud that its Multi-Tiered System of Supports (MTSS) platform has met the Every Student Succeeds Act (ESSA) Level II Standards of Evidence. In addition, the Branching Minds library contains hundreds of interventions and strategies aligned to ESSA evidence levels.   

Federal and state competitive grants are an excellent secondary place to look:

SAMHSA

The Federal Substance Abuse and Mental Health Services Administration (SAMSHA) oversees several grants used by school districts, state education agencies, or state health departments to support substance misuse prevention and mental health promotion in schools and communities. Because addressing mental health often requires a collaborative approach, SAMHSA grants can support a broad network of services and infrastructure. With increased focus by schools on behavioral health and at-risk students, securing grants such as Project AWARE for behavior and SEL universal screening such as the DESSA and SRSS-IE can be a standalone or supplemental funding strategy.

Federal Safety & School Climate Grants

A positive school climate characterizes a school that effectively attends to its students' academic, social, emotional, behavioral, and mental health needs. Creating safe and healthy school environments is vital to student learning. Through a variety of federal agencies, such as the Department of Justice, the Department of Health and Human Services, and the Department of Education, state education agencies and school districts may obtain competitive grants for SEL, behavior, attendance data, and intervention in support of student engagement and a positive school climate.  

State Competitive Grants

State education agencies often administer federal grants such as the Stronger Connections Grant, a Title IV Part A program, or the School Improvement Grants, a Title I Part A program. Local school districts may also sponsor grants for priority state initiatives. Look to your state for grants that cover MTSS, SEL, mental health, behavior health, or school climate for options to fund your MTSS practice or to braid with a federal Title fund to support a comprehensive approach to MTSS.

Private Grant Sources can be a good source of funds for building-level or non-public school MTSS practices.

Largely considered options for short-term or one-time spending, there are thousands of private or corporate foundations with funding priorities for education programs, including public schools. We recommend starting your search with organizations in your geographic area or local businesses, both of whom have a vested interest in your success and are aligned with your success. Contact the organization for eligibility, application requirements, and success tips, or contact us for help.

Branching Minds Strengthens MTSS 

Branching Minds is an MTSS software platform and full partner in helping schools make their MTSS vision a reality. Our platform and professional development bring together the best in educational research and technology to help educators:

• Identify which students need help, what kind of help, and why
• Find the best evidence-based supports for students
• Create and track intervention plans for academic, behavior, and social-emotional needs
• Collaborate to solve problems at the district, school, group, or individual student level
• Monitor behavior incidents and student progress over time

*This summary is provided for general educational purposes and the authors cannot guarantee the availability of any of the above to a specific local education agency or other educational institution.