Multi-Tiered Systems of Support (MTSS)

Effective, Sustainable MTSS/RtII Implementation: District/School Implementation Toolkit

  • May 15th, 2011
  • |
  • Rate This Page:

Fidelity of RtII implementation is associated with accurate identification of student needs, efficient and effective delivery of assistance, and careful resource allocation based upon data and long-term prevention efforts. Knowing the answers about which solutions will work is half the battle, and then it becomes a matter of getting those solutions to be implemented well.

The following lessons have been learned from PA’s Elementary School Pilot Project and other statewide implementation efforts:

  1. There is a need for active involvement and support at both the building and district levels. Site level support should concentrate on building knowledge, skills and framework components in context. District and building level administration may work together to learn new leadership routines and strategically build capacity within the system.
  2. RtII is an investment that is tied to systems change theory and bridging science with practice. For RtII systems to be effective, there are parameters for its effectiveness, including critical framework components. So, while there are various ways that effective RtII systems can be assembled, decisions regarding implementation of critical components must be based upon what has been shown to work and then monitored for effectiveness over time.
  3. Once front line implementers know the characteristics associated with quality implementation, interdisciplinary stakeholders (e.g. administration, general education, special education, interventionists, support personnel, etc.) must agree on a plan for implementation that addresses the “what, when, where and who” details, as well as key outcomes that are expected as a function of RtII implementation and how those outcomes will be monitored consistently. Elementary and secondary self-assessment tools have been developed for this purpose. It is also strongly recommended that districts and schools seek implementation assistance through local intermediate unit and PaTTAN RtII consultants.
  4. In order to accomplish excellent and effective RtII implementation, schools may track outcome variables relative to efficacy (is RtII improving student learning?), equity (is RtII assisting those students who are most vulnerable?) and efficiency (is RtII improving student learning steadily and in a cost-effective manner?). Each of these variables may be monitored closely and adjusted to ensure fidelity driven, sustainable implementation.
  5. Finally, the need for systems level progress-monitoring (measuring the effects of many small changes) is tied to a common vision of improved outcomes for all students. It cannot be done alone, it will not be accomplished over night, and requires a small army that is committed over the long haul to collaborative, continuous and exploratory professional learning.

Implementation Tools:

Related Resources:

Rate This Page:
 

Consultants

  • Jennifer Collins
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
  • Dawn Durham
    Reading, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Wendy Farone
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
  • Marianne Dudek
    Reading, Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
  • Sielke Caparelli
    Behavior, Leadership, Multi-Tiered Systems of Support (MTSS/RtII)
  • Tara Russo
    Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Michael Minor
    Autism, Behavior, Multi-Tiered Systems of Support (MTSS/RtII)
  • Jeanie Hertzler
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
View All Consultants »