The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One model promoted by the California Department of Education and embraced by many districts around the state for serving all students well is a multi-tiered system of supports (MTSS). Given the varying conditions districts face during this time, and the range of student needs now and when schools reopen, a model of effective MTSS implementation might be particularly relevant and valuable as educators assess where students are and differentiate instruction to meet student needs based on those data. In this brief, the authors share one district's approach to implementing MTSS, which combines an inclusive core instructional program based on the principles of Universal Design for Learning, regular monitoring of academic and behavioral indicators, and tailored differentiated support for all students. Sanger Unified School District (USD) has refined its approach to MTSS over many years, building on existing successful practices to create an increasingly comprehensive and coherent system. This approach has produced improved outcomes with fewer inappropriate special education referrals, more targeted services, and increased system efficiency.