The Core Characteristics of an Effective Multi-Tiered System of Supports (MTSS):
What You Need to Assess to Ensure Your Fall Success (Part III)
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Dear Colleagues,
Introduction
Even the most successful school in the country has a large percentage of students demonstrating academic or social, emotional, or behavioral challenges.
I’m not viewing the glass as “half-empty.” I’m just saying that we need to figure out how to facilitate all students’ success.
To do this, districts or schools can look at the individual pieces of their educational puzzle (something we are doing in this five-part Blog Series—this being Part III). Or, they can also look at their multi-tiered system of supports (MTSS) to see if they have a sound game plan.
When I am working with a district, school, or educational setting in the broad area of multi-tiered systems of support (MTSS), I eventually weave three questions into the conversation:
- Question 1. Do you know that every public school in the country receiving federal funds (i.e., virtually all of them) is required to have a multi-tiered system of supports?
- Question 2. Do you know the federal definition of a “multi-tiered system of supports”?
- Question 3. Do you know that you are not required to adopt the federal (or state) department of education MTSS framework (the latter unless required by law)?
For the districts or schools that shockingly have no formal operational MTSS system, I typically receive an immediate look of panic.
For those who have an MTSS system, but do not know the correct answers to the questions above, the same panic-stricken response eventually sets in.
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So. . . as long as I am giving a “pop” quiz, here are the answers.
Question 1. Yes, districts and schools are required to have a multi-tiered system.
Question 2. The definition is: “A comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision-making” [(the Elementary and Secondary Education Act (ESEA, 2015)].
Question 3. Throughout the ESEA legislation, the term “multi-tiered system of supports” is only written in lower case terms, and the capital letter “MTSS” acronym never appears.
Thus, between Question 2 and Question 3, the ESEA legislation requires school districts to create an MTSS system that meets their specific student needs, but does not require them to use the (upper case) MTSS frameworks “recommended” by the U.S. Department of Education, any of its tax-funded National Technical Assistance Centers, or any State Department of Education (unless specified by law or binding regulation).
The Importance of Completing a Summer MTSS Evaluation
For years, educators have tried to proactively support all students—especially those who are academically struggling or presenting with social, emotional, behavioral, and/or mental health challenges. Moving beyond a “wait-to-fail” strategy, schools need to implement systematic and consistent Multi-Tiered Systems of Supports (MTSS) at the prevention and early intervention (Tier I), strategic and targeted (Tier II), and intensive and multi-faceted (Tier III) service, support, and intervention levels.
But what really makes an MTSS system effective?
It’s more than having a computer-assisted program to sit students in front of. . . or a few “more intensive” interventions.
It’s a fundamental shift in how a district and its schools operationalize MTSS.
- How they are staffed and trained,
- How they teach core academic and social-emotional skills,
- How they assess struggling or challenging students, and
- How they implement interventions across general and special education teachers, and other intervention support staff.
This Blog breaks down the key characteristics of a comprehensive and effective MTSS system. These are organized into three key areas:
- Organizational Structures
- Staffing & Skills
- Assessment & Intervention
But this Blog also continues the theme of this five-part Blog Series (this being Part III) that has emphasized the importance—for districts and schools—of using the summer months to complete needs and status analyses in the five crucial areas of school improvement:
- Quality Instruction
- Discipline and Classroom Management
- Multi-tiered Services and Supports
- Staff Cohesion and Collaboration
- School Climate and Student Engagement
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In Part I of this Series, we addressed Quality Instruction:
Preparing for Excellence This Coming School Year: Strategic Summer Planning to Transform Classroom Instruction (Part I)
Here, we outlined seven research-proven core characteristics of effective classroom teachers, seven research-to-practice characteristics of effective teaching teams, and seven characteristics of effective instructional/intervention support systems and staff. Functional needs assessment questions in all three of these areas were provided, and district and school leaders were encouraged to use these questions to determine their respective status and needs for the coming school year.
All of these areas are essential to a well-run MTSS system—with the first two characteristics (effective general education teaching teams and teachers) especially important at Tier I, and the third characteristic (effective instructional/intervention support systems and staff) especially important at Tiers II and III.
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In Part II of this Series, we addressed Discipline and Classroom Management:
School Discipline, Classroom Management, and Student Self-Management: The Summer Preparations Needed for Excellence This Fall (Part II)
There, we outlined the goals and outcomes of an effective school discipline, classroom management, and student self-management system, outlining and describing the five essential, interdependent, evidence-based, and field-proven components: Positive School Climate, Explicit Prosocial Behavioral Expectations, Student Motivation and Accountability, Consistency and Fidelity, and Addressing Special Situations through Multi-Tiered Supports.
We then discussed eight skill areas that classroom teachers should demonstrate to facilitate students’ classroom engagement and behavioral self-management, and then seven skill areas that related services and support staff should demonstrate to support a school’s effective school discipline system. Many of these latter skill areas related directly to Tier II and III services and supports, and over 20 specific social, emotional, or behavioral interventions were listed.
Once again, functional needs assessment questions were provided to guide district and school leaders through their respective needs and status analyses.
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Using Parts I and II as a foundation, this Blog—once again—will focus and expand more intently on the (a) Organizational Structures, (b) Staff and Skills, and (c) Assessment and Intervention characteristics of a district or school’s MTSS system.
The descriptions and questions below can be used to complete needs and status assessments in these areas, resulting in the development and beginning implementation of a dedicated strategic Action Plan. . . targeting the beginning of the new school year and beyond.
The Organizational Characteristics of an Effective MTSS System
Characteristic 1. System-Wide Principles and Practices. A truly effective MTSS isn’t something added on to a district or school’s organizational thinking. It is woven consciously and explicitly into the fabric of their educational philosophy and strategic planning. This begins with a deeply held set of beliefs that drives all staff members’ shared commitment and responsibility for all students’ academic and social, emotional, and behavioral success.
A strong MTSS system, then, requires a commitment to systemic change, not just individual (teacher or other staff) heroics. Research consistently demonstrates that successful MTSS implementations are characterized by strong administrative support, embedded strategic planning and resources, cross-staff professional development and implementation, and a clear understanding of the district’s principles, policies, procedures, and practices at all levels of the organization.
Below are the core MTSS principles and practices that should guide a district and its schools, and that School Leaders at both levels can use to determine current areas of agreement or those that need further discussion and improvement.
NOTE that an effective MTSS system integrates general, compensatory, and special education instruction, services, supports, and interventions. Thus, these principles and practices are shared across the multi-tiered continuum—they are not just for staff working with students who have more strategic or intensive needs.
The principles and practices are:
- Students succeed academically and behaviorally because of the characteristics, actions, and activities within the Instructional Environment (that is, a classroom’s teacher-instructional, curriculum and support, and student and peer characteristics).
- All students receive scientifically- and/or research-based instruction to the greatest extent possible in general education settings using general education curricula.
- Instruction focuses on both academic achievement and mastery, and social, emotional, and behavioral self-management and competence. Instruction is differentiated to maximize students’ speed and degree of mastery.
- Student success is facilitated most within positive, safe, and supportive school settings and classroom environments.
- Students’ academic and behavioral progress is continually monitored in the classroom using authentic and other assessments to determine skill mastery, independence, and application.
- Assessments of student progress are reliable and valid, and they evaluate the functional and meaningful outcomes and proficiencies that relate to curricular, district, and state academic expectations.
- Teachers and others use classroom performance and progress monitoring data as the basis for all instructional decisions.
- When individual students are not making appropriate academic or behavioral progress, the presence of effective classroom instruction and classroom management is evaluated first before considering more intensive instruction or intervention.
- Teachers and others use a data-based functional assessment process when students are not responding to effective instruction or classroom management to determine whether (a) adapted classroom instruction (e.g., skill remediation, instructional accommodations and/or curricular modification), or (b) more targeted or specific classroom-based intervention is needed.
- When students do not respond to classroom-based instructional or intervention approaches, teachers and others use more intensive, multi-factored, multi-disciplinary data-based functional assessments to determine the need for more strategic or intensive services, supports, strategies, and/or programs. These assessments determine why the student challenge is occurring, and the outcomes are directly linked to the instruction or intervention needed.
- Collegial consultation is provided in the setting(s) where the situation or problem is occurring whenever possible.
- All instructional or intervention services are delivered, to the greatest degree possible, in general education settings or in the settings where the situations or problems are occurring in.
- Instruction/Intervention plans should be written prior to implementation, and they should include the methods and steps, resources and training, timelines and outcomes, and formative and summative evaluations needed for implementation integrity and success.
- Evaluations should be formative and summative and address both short- and long-term intervention goals and outcomes.
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Characteristic 2. Collaborative Leadership. At the core, a sound and effective MTSS system is built on collaborative leadership. This means that district administrators, school principals, teacher leaders, specialized instructional support personnel (school psychologists, counselors, speech language pathologists, social workers), and families are active participants in the design, implementation, and monitoring of the system.
Decision-making here isn’t top-down. It is data-driven and made by teams at different levels: the district, building, grade, and individual student team levels. Moreover, this collaborative approach isn’t just about having representation; it is about creating a culture where diverse perspectives are valued and integrated into the need assessment, decision-making, implementation, and evaluation processes. While establishing a cross-disciplinary district-level leadership team is often the first step, this must be followed at the building level through the school’s Leadership and MTSS teams. Here, collaboration is needed by staff representing the administration, general and special education teachers, related services professionals, and other support services.
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Characteristic 3. Time. Another crucial organizational element is dedicated time. Teams need regular, scheduled time to discuss student cases, analyze data, plan and implement interventions, and monitor student progress. This time should not be scheduled on a case-by-case basis. Instead, it needs to be protected and built into each school’s master schedule, and different staff members’ roles and responsibilities.
Meeting times present a significant challenge for some schools because, when first organized, they often require a deliberate restructuring of schedules and activities. But once locked into a master schedule, a regular and consistent MTSS meeting time schedule can usually be maintained from year to year. To accomplish the challenge, some schools utilize block scheduling, designated common planning times for teachers, ensuring that ancillary staff are available to free up specific (usually, general education) staff for case study meetings, using after school contracted time, or through designated release or professional development days.
Critically, students being discussed by a school’s MTSS team are typically those presenting the greatest challenges and learning gaps in their respective classrooms—challenges that are already expending time, focus, resources, and teacher attention. Existentially, without this dedicated time and effort, the MTSS process becomes a set of well-intentioned, but ultimately unsustainable practices. Functionally, without this dedicated time, the right interventions are less likely to be identified and implemented, and the “challenge” time will only continue or increase.
Metaphorically, when we are admitted to a hospital for a significant illness, we expect the medical and support staff to invest the time to address our problem and our care. We do not expect our Medical Team to meet “after hospital hours” when some critical members are absent because of child care, personal appointments, or other reasons. The Team meets during hospital hours, and these meetings are explicit parts of the role and responsibility of the staff.
So, too, students needing early, more strategic, or more intensive “MTSS attention” should have “their Team” meeting “during school hours” when all of the critical staff are present, focused, and dedicated to their individual presenting concerns, needs, and treatment.
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Characteristic 4. Consistent, System-Wide Procedures. Every district needs a set of consistent, system-wide procedures that are written (or presented on-line) in, for example, an “MTSS Operations Handbook.” While their core procedures are common, most districts publish an Elementary and a separate Secondary Handbook, respectively, to acknowledge the organizational and student-developmental differences at those levels. In addition, some individual schools may further adapt selected MTSS approaches to fit their specific student demographics, situations, or contexts but, once again, these do not significantly stray from the district’s core procedures.
These foundational procedures include, for example:
- The members on a school’s MTSS Team
- Standardized protocols for identifying students in need of support
- Data-based problem-solving and root cause analysis processes
- How to connect assessment results and services, supports, and/or interventions
- Progress monitoring and formative and summative evaluation approaches
- Documentation and student record maintenance expectations
These procedures are not meant to be burdensome or to stifle creativity. They are meant—especially given student (and staff) mobility across schools from year-to-year—to facilitate consistency across staff, schools, and the entire system relative to essential parts of the MTSS process.
These procedures—especially as outlined in the district’s different (if present) MTSS Handbook—are non-negotiable. They are how the district “does” its “MTSS business,” and the procedures are an essential part of the new staff training for all incoming staff.
These procedures also reinforce the district’s transparency—relative to MTSS processes—with parents and the community.
Finally, the procedures guide the district relative to its system-wide student data management, and the outcomes that it needs to track to determine the efficacy of the MTSS system and its desired student, staff, and school outcomes.
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Summary. Eight Questions to Evaluate a School’s Current MTSS Organizational Status
Given the discussion above, here are eight questions that School Leaders can use now (this Summer) to evaluate their current status in this area so that they can maintain current strengths and close specific gaps for the coming school year.
- Is there a clearly articulated MTSS vision—with specific principles and practices—that are shared by all stakeholders (e.g., administrators, teachers, support staff, families)?
Consider: Are the vision, principles, and practices written in an MTSS Handbook, communicated regularly, and reflected in school/district goals? A lack of vision often results in inconsistent implementation and a sense of "MTSS fatigue."
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- Are there established, functioning MTSS teams at the school and/or district level dedicated to MTSS implementation and oversight?
Think: Do team members have defined roles and responsibilities, and do they represent key related services and other groups? Are they empowered to implement the MTSS system, make decisions, and identify, secure, and use needed resources?
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- Are there dedicated, protected times, within the school day, for regularly scheduled team or other meetings to discuss student cases, analyze data, plan and implement interventions, and monitor student progress?
Reflect: Does this time allow for meaningful collaboration and problem-solving, or is it merely a check-the-box activity? Are the meetings efficiently run with a clear agenda and actionable outcomes?
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- Is there a clear, documented process in an MTSS Handbook outlining how students are identified for support, how they are assessed, how assessment results are linked to services, supports, and interventions, and how progress is monitored?
Ask: Is this process easily understood by all staff and families? Are the criteria for interventions and tier placement objective and data-driven?
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- Are resources (financial, personnel, materials) equitably allocated to support MTSS implementation across all schools in the district?
Consider: Are schools with greater needs receiving adequate support to implement MTSS effectively? Is funding dedicated to professional development, assessment tools, and intervention materials?
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- How are decisions about the MTSS process and its specific elements, and about students and their specific needs and interventions, made; and to what extent are these decisions data-driven and shared?
Ask: Are data truly the primary driver of decision-making, or are decisions based on anecdotal evidence or personal preference?
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- Is the MTSS implementation process transparent and readily accessible to all stakeholders?
Reflect: Can staff and families easily access information about the MTSS framework, procedures, and student progress?
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- How are new staff, families, and community agencies informed about and involved in the MTSS process?
Think: Are families actively involved in problem-solving and intervention planning? Are they provided with regular updates on their child’s progress?
The Staff and Staffing Characteristics Needed for an Effective MTSS System
Parts I and II of this Blog Series addressed the characteristics that individual and groups of teachers and related services professionals need to be successful—in general and as part of an MTSS system. Given this, we will maintain a systems perspective here relative to evaluating the staff and staffing characteristics of a district or school’s MTSS system.
The Consultation Referral Audit. At the end of every year, every school in a district should analyze all of the past year’s academic, behavioral, and other individual student referrals to its building-level MTSS team. We call this a “Consultation Referral Audit.” Each individual school then pools its data and results with the other schools in the district that are serving the same grade levels, resulting in combined, district-wide elementary, middle, and high school MTSS analyses.
The goal of this process is to categorize and analyze each school’s MTSS individual student referrals by (a) the time of the year; (b) the grade levels and specific referring teachers in the school; (c) the specific, initial academic and/or social, emotional, behavioral presenting concern(s); (d) the assessments that needed to be completed, and by whom; (e) the services, supports, and/or interventions developed and implemented; and (f) the intervention outcomes. Typically, all of this information already exists as every MTSS school team completes—in real time during the entire school year—an electronic Consultation Referral spreadsheet whenever it accepts and processes a referral.
As noted above, once completed and pooled, the data from every individual school, for all of the schools at the elementary versus middle school versus high school levels in the district, and for the district as a whole can be analyzed by looking at, for example:
- The rank ordering of the most-common referral problems (including when they were referred during the year, and from what grade levels);
- The highest referring grade level(s) and teachers (including characteristics like the experience and previous training of the teachers involved);
- The number of unusual or highly complex referrals (relative to their referral problem, assessment, and/or intervention services);
- The assessment and intervention staff needed to process the collective referrals (cross-referenced, for example, by referral problem, time of the year, and specific concern); and
- The referral problems that the school was most and least prepared to address.
All of this information and the different analyses can be used by district and school leaders to determine, for example:
- The staffing and resources needed to address current and predicted student MTSS needs for the coming year;
- Immediate and long-term professional development and coaching needed by specific staff, schools, school levels, and the district as a whole to address existing needs and to prevent some student needs from re-occurring;
- What Tier II or III strategies and interventions are most-often used and at what grade levels—so training can occur with the general education teachers at those grade levels, preparing them to reinforce the strategies when they are working with the students involved;
- What out-sourced consultant or intervention specialist contracts are needed to address specific student challenges that district personnel cannot meet; and
- What additional parent and community communication or outreach is needed.
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The Consultation Staff Resource Directory. Even the best-designed MTSS system will falter without skilled and capable staff. The goal isn't to require every teacher, related services professional, or administrator to be an expert in everything. Rather, it is to build district and school teams with complementary skills, and to provide ongoing professional development and coaching to enhance capacity (all as determined, for example, by the Consultation Referral Audit above).
At the same time, many individual schools do not know the MTSS-related skills and talents of their existing staff, nor do they know the skills and talents of colleagues in other schools across the district.
For example, if a student with Tourette Syndrome moves into a specific school, and there are no core or related services staff who know anything about this condition, it would be important to know that another school in the district has three different professionals with instructional, assessment, and intervention expertise in this area. With this knowledge, a cross-school consultation can be arranged where the experienced staff work for a time on the case with the inexperienced staff—at their school and with this student.
This results in (a) the inexperienced staff receiving immediate access to expert assistance and coaching that enhances their expertise with Tourette Syndrome students; and (b) the student with Tourette Syndrome receiving high-quality services and supports—based on the consult.
In order for schools to know what MTSS skills and talents they have within their school and across their district, we strongly recommend that districts and schools compile and maintain a virtual “Consultation Staff Resource Directory” of every staff person’s knowledge and skills— in different academic and social, emotional, and behavioral areas across the three tiers.
This Directory, as with the Tourette Syndrome example above, can be used to identify experienced “consultation experts” in specific instructional, assessment, and intervention areas—both within individual schools or across the district as a whole—for individual or groups of students who have been referred into the MTSS system.
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Summary. Eight Questions to Evaluate a School’s Current MTSS Staff and Staffing Status
Given the discussion above and in the previous two Blogs, here are eight questions that School Leaders can use now (this Summer) to evaluate their current status in this area so that they can maintain current strengths and close specific gaps for the coming school year.
- Do all staff involved in the MTSS process receive ongoing professional development focused on functional assessment and root cause analysis, evidence-based interventions, and collaborative teaming?
Consider: Is this professional development aligned with the school’s specific needs? Is it ongoing and sustained, or a one-time event?
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- Do staff members demonstrate proficiency in interpreting and using data to inform instructional decisions?
Ask: Can staff members accurately analyze data from universal screeners and progress monitoring tools? Can they translate data into actionable insights?
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- Do general education teachers possess the skills to effectively differentiate instruction and implement small-group early interventions?
Reflect: Are these teachers comfortable adapting their instruction to meet the diverse needs of learners? Are they trained in specific early intervention classroom protocols?
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- Is there adequate access to specialized instructional/related services support personnel (school psychologists, counselors, etc.) to support MTSS implementation?
Think: Are these specialists adequately staffed and allocated to support the MTSS process? Do they have sufficient time for consultation and collaboration?
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- Are staff members actively collaborating and sharing expertise as part of the MTSS process?
Ask: Are there opportunities for collaborative planning, problem-solving, and data review? Is there a culture of shared responsibility for student success?
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- Are professional development opportunities tailored to the specific needs of the school/district and job-embedded in nature?
Consider: Is the professional development relevant to the challenges faced by staff in their daily work? Does it provide opportunities for practice and feedback?
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- Is there a system for identifying and addressing staff skill gaps related to MTSS implementation?
Reflect: How are staff needs assessed? Are individual professional development plans developed to address these needs?
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- Are staff members equipped with the necessary tools and resources to effectively implement MTSS practices?
Think: Do staff members have access to data management systems, assessment tools, intervention materials, and other resources needed to support MTSS implementation?
The Assessment and Intervention Characteristics of an Effective MTSS System
Once again, Parts I and II of this Blog Series addressed the MTSS assessment and intervention characteristics needed by students who are academically struggling and/or presenting with social, emotional, behavioral, or mental health challenges. Thus, we will maintain a systems perspective here relative to evaluating a district or school’s current, end-of-the-school-year MTSS system.
Embedded in the MTSS principles and practices discussed earlier in this Blog, is the importance of integrating the assessment and intervention activities of general and special education teachers with their related services colleagues.
We discussed how to do this in a detailed Blog post less than a year ago.
Breaking Down the Wall Between General and Special Education Teachers in Our Schools: How Organizational Missteps Create Classroom Barriers
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In that Blog, we discussed five “columns” that are holding up “the wall” that exists between general and special education systems, staff, and services in most districts and schools:
- Organizational Barriers
- Supervision and Accountability Barriers
- Professional Development and Consultation/Relationship Barriers
- Instructional Skill and Collaboration/Teaming Barriers
- Persistence and Success Barriers
While Educational Leaders would be well-served to include evaluations of these barriers in their end-of-the-school-year Summer needs assessment and audit, let’s just focus on those directly related to MTSS assessment and intervention—and, as above, the critical importance of ensuring that these activities are shared and integrated.
Context #1: The Majority of Students with Disabilities are Taught in General Education Classrooms
The majority of SWDs spend 80% or more of their time in general education classrooms. Said another way, they are general education students.
In the Fall of 2022 (the most recently published data), among all school-age students served under the Individuals with Disabilities Education Act (IDEA), the percentage of Students with Disabilities (SWDs) who were in regular schools spent the following amounts of time in general education classes:
- 67% of students receiving services on an IEP spent 80% or more of their time in general education classes.
- 16% of students receiving services on an IEP spent 40% to 79% of their time in general education classes.
- 13% of students receiving services on an IEP spent less than 40% of their time in general education classes.
The implication here is that general education, special education, and related services staff already share many students being educated across the MTSS continuum.
The “Summer audit question” is:
“To what degree are their activities planned, coordinated, consistent, shared, and strategic?”
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Context #2: A Successful Multi-Tiered System Runs on a Shared and Consistent “Problem-Solving-Consultation-Intervention” Approach to Service Delivery
Answering the Question above, this second context emphasizes the service delivery approach that increases all schools’ probability of multi-tiered system of supports success.
In contrast to a “wait for students to fail, then refer, test, and place them (in Tier II interventions, or in special education, for example),” the most effective MTSS school-wide approach is to:
- Identify struggling students as early as possible (by general education teachers using classroom data);
- Collect and analyze the relevant information and data to specify and clarify the problem, and identify its root causes; and
- Link the problem analysis results with evidence-based services, supports, or interventions that are implemented. . . in the general education classroom by general education teachers. . . with the consultative support (once again) of special education teachers, intervention specialists, and related services professionals (as needed).
When districts and schools use this approach as the core of their multi-tiered services, general and special education assessment and intervention processes integrate, enhancing the effectiveness of the MTSS system.
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Context #3. Integrating Professional Development and Consultation Relationships
Many districts and schools inadvertently create professional development, consultation, and relationship barriers that potentially undermine MTSS effectiveness.
Below are some of the characteristics of effectiveness to evaluate in this area.
- Do all relevant professional development and in-service programs or presentations provide knowledge and skills related to general education, struggling learners, and the students with disabilities who are being taught in general education classrooms?
For example, training in the science of reading should include—for all staff—instructional approaches for (as above) struggling learners as well as students with disabilities (including dyslexia).
In-services on classroom management should include strategies for addressing the needs of students with disabilities who, once again, are largely educated in their general education classrooms.
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- Do the multidisciplinary members of a school’s MTSS Team have the responsibility of overseeing the building’s 504 process, as well as the implementation and evaluation (at least on a quarterly basis) of the 504 Plans for all involved students and teachers?
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- Do special education teachers and related services professionals in a school maintain a dedicated amount of time each week for general education classroom-based consultation?
Said differently, schools should not under-staff these professions nor “force” these professionals to be fully loaded with direct service responsibilities. That is, special education teachers should not be spending their entire days in special education direct instruction, and school psychologists should not be spending their entire days doing special education eligibility or re-evaluation assessments.
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Summary. Eight Questions to Evaluate a School’s Current MTSS Assessment and Intervention Process
Given the discussion above and in the previous two Blogs, here are eight questions that School Leaders can use now (this Summer) to evaluate their current status in this area so that they can maintain current strengths and close specific gaps for the coming school year.
- Are universal screening assessments administered to all students at least three times per year?
Consider: Are the assessments administered at appropriate times of the year to identify students in need of support? Are the results used to inform instructional planning?
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- Are the universal screening tools reliable and valid for the population being assessed?
Ask: Have the tools been validated for use with the school’s student population (e.g., culturally and linguistically diverse students)? Are the results accurate and meaningful?
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- Is there a clear protocol for progress monitoring students receiving Tier 2 and Tier 3 interventions?
Reflect: What tools are used for progress monitoring? How frequently are data collected and reviewed? What criteria are used to determine if an intervention is effective?
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- Are classroom or tiered interventions selected based on evidence-based practices and aligned with student needs?
Think: Are the interventions supported by research? Are they appropriate for the student’s age, grade level, and specific learning needs?
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- Is intervention fidelity monitored to ensure interventions are implemented as designed?
Ask: Are observations conducted to ensure interventions are being delivered correctly? Are intervention materials being used as intended?
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- Are data review meetings held regularly to assess student progress and make data-based decisions about intervention adjustments?
Consider: Are the meetings efficient and focused? Are data presented in a clear and concise manner? Are decisions based on data rather than opinions?
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- Is there a clear process for determining when a student needs a referral for a more comprehensive evaluation (e.g., special education)?
Reflect: What criteria are used to determine when a referral is necessary? Is the referral process clear and well-understood by staff and families?
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- Are assessment and intervention resources accessible and equitably distributed across all schools in the district?
Think: Are all schools equipped with the tools and materials needed to implement MTSS effectively? Are resources allocated equitably based on student needs?
A Call to Action: Strategic Implementation for School Leaders
Our parting Call to Action, once again, asserts that the summer months offer districts, schools, and other educational settings a unique and invaluable opportunity for reflective analysis, strategic planning, and skill development.
All of the discussions above provide educational leaders with research-proven characteristics to help you evaluate the strengths, weaknesses, gaps, and needed changes in your current MTSS system. . . to best prepare for the coming new school year, and the students who will return with multi-faceted, multi-tier needs.
After completing your current status and needs assessments, the next critical challenge for administrators and other school leaders involves translating the findings into strategic system, school, and/or professional development actions that produce measurable MTSS improvements and results.
The time to begin is now. . . even if it is one small step toward the broader improvement that you desire.
Summary
This is Part III of our five-part Blog Series emphasizing the importance—for districts and schools—of using the summer months to complete needs and status analyses in the five crucial areas of school improvement:
- Quality Instruction
- Discipline and Classroom Management
- Multi-tiered Services and Supports
- Staff Cohesion and Collaboration
- School Climate and Student Engagement
Focusing on multi-tiered systems of supports, this Blog breaks down the key characteristics of a comprehensive and effective MTSS system. The discussion was organized in three key areas:
- Organizational Structures
- Staffing & Skills
- Assessment & Intervention
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But what really makes an MTSS system effective?
It’s more than having a computer-assisted program to sit students in front of. . . or a few “more intensive” interventions.
It’s a fundamental shift in how a district and its schools operationalize MTSS.
- How they are staffed and trained,
- How they teach core academic and social-emotional skills,
- How they assess struggling or challenging students, and
- How they implement interventions across general and special education teachers, and other intervention support staff.
To these ends, this Blog first discussed the organizational characteristics of an effective MTSS system: System-Wide Principles and Practices, Collaborative Leadership, Time, and Consistent, System-Wide Procedures. It then provided eight questions so that Educational Leaders (a) can evaluate their setting’s current MTSS organizational status, and (b) develop and implement Action Plans to maintain current strengths and close specific gaps for the coming school year.
Next, the Blog detailed the staff and staffing characteristics needed for an effective MTSS system. Moving past the staff focused MTSS discussions in Parts I and II of this Series, the Blog focused on a more systems perspective. This was done by describing the staff and staffing implications of the Consultation Referral Audit and the Consultation Staff Resource Directory, respectively. This section then identified eight questions to evaluate a school’s current MTSS status in this area.
The Blog concluded by addressing the assessment and intervention characteristics of effective MTSS systems—once again, building on the relevant discussions in Parts I and II of this Blog Series. Here, we noted that the critical importance of ensuring that general education, special education, and related services staff share and integrate their assessment and intervention activities across the multi-tiered continuum.
This was done by discussing three contexts:
- Context #1: The Majority of Students with Disabilities are Taught in General Education Classrooms
- Context #2: A Successful Multi-Tiered System Runs on a Shared and Consistent “Problem-Solving-Consultation-Intervention” Approach to Service Delivery
- Context #3. Integrating Professional Development and Consultation Relationships
Once again, this section was summarized using eight questions to help evaluate a school’s current MTSS assessment and intervention processes.
_ _ _ _ _
As a “final” summary, we present the items in a Project ACHIEVE-adapted version of the Self-Assessment of MTSSS Implementation (SAM) developed originally by the Florida MTSS Project.
The SAM organizes its 37 items in five domains—providing a good summary of everything discussed in this Blog.
MTSS Domain 1: Leadership (Items 1-5)
1. The principal is actively involved in MTSS processes and is on the MTSS Team
2. A MTSS Team is established
3. The MTSS Team actively engages in ongoing professional development
4. An annual plan for MTSS implementation is developed
5. The School Leadership Team is actively facilitating MTSS implementation
_ _ _ _ _
MTSS Domain 2: Building the Capacity/Infrastructure for Implementation Domain (Items 6-16)
6. The critical elements of the school’s MTSS process are defined and understood by staff
7. Professional development and coaching provided to staff
8. The MTSS Team facilitates PD on data-based problem-solving
9. The MTSS Team facilitates PD on multi-tiered instruction and intervention
10. Consultation/coaching is used to support MTSS implementation
11. Schedules provide adequate time for training and consultation/coaching
12. Schedules provide adequate time to administer assessments
13. Schedules provide adequate time for multiple tiers of instruction/ interventions
14. Schedules provide adequate time for data-based problem-solving at different school levels
15. Processes, procedures, and decision-rules are established for data-based problem-solving
16. Resources to support MTSS implementation are identified and allocated
17. Staff support the MTSS process, and provide input on how to improve it
18. Staff are provided data on MTSS fidelity and student outcomes
_ _ _ _ _
MTSS Domain 3: Data-Based Problem-Solving Domain (Items 19-25)
19. Data-based problem solving for student outcomes occurs across content areas, grade levels, and tiers
20. Across tiers, data are used to identify “gaps” between expected and current outcomes
21. Data are used to identify reasons why students are not meeting expectations
22. Intervention plans are based on verified reasons why students are not meeting expectations
23. Student progress specific to academic or behavior goals and interventions are monitored
24. Data are used to address performance across diverse groups of students
25. Resources for implementation of the school’s MTSS process are addressed by the MTSS Team using a data-based problem-solving process
_ _ _ _ _
MTSS Domain 4: Three Tiered Instructional /Intervention Model Domain (Items 26-31)
26. Tier 1 academic practices clearly identify learning standards
27. Tier 1 behavior practices identify school-wide expectations
28. Tier 2 academic practices include common student needs, are linked to Tier 1
29. Tier 2 behavior practices include common student needs, are linked to Tier 1
30. Tier 3 academic practices are based on students’ needs, aligned with Tier 1 and Tier 2
31. Tier 3 behavior practices are based on students’ needs, aligned with Tier 1 and Tier 2
_ _ _ _ _
MTSS Domain 5: Data-Evaluations Domain (Items 32-37)
32. Staff understand and have access to data sources
33. Policies and procedures for decision-making are established
34. Effective data tools are used appropriately and independently by staff
35. Data sources are used to evaluate the fidelity and impact of the MTSS process in the school
36. Available resources are allocated effectively to support the MTSS process in the school
37. Data sources are monitored for consistency and accuracy
_ _ _ _ _
In the end, MTSS is a journey, not a destination. Continuous improvement and refinement are essential. This Blog message provides a starting point for evaluation and reflection. . . this Summer. . . in order to prepare for an improved Fall.
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These Podcasts address such topics as: (a) Changing our Thinking in School Improvement; (b) How to Choose Effective School-Wide Programs and Practices; (c) Students’ Engagement, Behavioral Interactions, and Mental Health; and (d) Improving Multi-Tiered and Special Education Services.
Davey and Angela have also created a Podcast Archive for all of our 2024 Blogs (Volume 2; see below), and the most important 2023 Blogs (Volume 1; see also below).
They will continue to add a new Podcast each time a new Project ACHIEVE Blog is published.
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I hope to hear from you soon.
Best,
Howie
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