The purpose of this study was to examine a novel campus-based multi-tier systems of support (MTSS) framework. The framework included a standard-response protocol approach to response to intervention (RTI), integrated with a reversed process to professional learning communities, to support learning for students who were struggling to learn. Using a causal-comparative research design, a secondary analysis of quantitative data from one Title I school of approximately 500 students during the 2016-2018 school years was conducted to determine the level of impact MTSS had on reading achievement. Independent and paired samples t-tests were used to analyze iStation indicators of progress reading scores, resulting in statistically significant results. Kindergarten through 5th grade students' reading scores were significantly higher after one year of MTSS intervention than students who did not receive MTSS. One year of MTSS intervention had a statistically significant impact on both early and intermediate readers. Early readers, who began below grade level, performed significantly higher in reading achievement after just one year of MTSS as well. Intermediate readers, who began on or above grade level did not perform significantly higher in reading achievement after one year of MTSS, however. Possible long-term implications for MTSS were analyzed by comparing one year to two years of MTSS intervention. A consistently significant increase in reading scores occurred, suggesting growth that took place from one year of MTSS was enhanced by an additional year of MTSS. This novel MTSS framework could be used by campus leaders as an intervention to provide equitable learning for all students and yield statistically significant results in reading achievement in one school year. Additional research examining the impact of MTSS on Tier 1 intermediate readers receiving enrichment is recommended.