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Key System Feature Resources

The key system features of an integrated equitable multi-level system of supports serve as entry points for schools and districts to begin, continue and sustain implementation efforts. Below are definitions and resources for each feature.


Educational equity means that every student has access to the resources and educational rigor they need at the right moment in their education, across race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income.

High Quality Instruction

Curricula, teaching practices, and learning environments are standards-based, evidence-based, engaging, differentiated, culturally responsive, and data-driven.

Strategic Use of Data

Ongoing, reflective and collaborative analysis of implementation and outcomes data in a problem-solving process to inform improvement and achieve equity.


A systematic process of learners, families, educators and the community working together to ensure the academic, behavioral, social, and emotional success of every learner.

Family and Community Engagement

Families and communities are active partners and key collaborators in achieving the goal of success for every learner.

Strong Universal Level of Support

Instruction, assessment and collaborative systems and practices are accessible, effective and reflective of every learner.

Systemic Implementation

Programs, practices, roles, and expertise aligned and coordinated into an interdependent whole to ensure every learner benefits equitably from access, opportunity, and support across the school and district.

Strong Shared Leadership

Representative teams with responsibility to lead and oversee implementation of an equitable multi-level system of supports at the school and district levels.

Positive Culture

A collective sense of purpose and commitment to ensure the well-being, sense of belonging, safety and success of every learner.

Evidence Based Practices

Use of programs, practices, and procedures with the best available evidence balanced with the fit to the school’s and district’s population and values.


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