Multi-Tiered Systems of Support (MTSS-RtII)

PA Transition from RtII to a Multi-tiered System of Supports (MTSS)

RtII logo

Pennsylvania’s Multi-Tiered System of Supports (MTSS) is defined as a comprehensive system of supports that in the commonwealth includes standards-aligned, culturally responsive and high quality core instruction, universal screening, data-based decision-making, tiered services and supports, family engagement, central/building level leadership, RtII/SLD determination and professional learning. Simply put, PA-MTSS represents a broad set of evidence-based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem-solving process. PA-MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continuous academic and behavioral success.

Multi-Tiered Systems of Support (MTSS-RtII)
  • Nov29

    MTSS Bootcamp: What Do Teams Takeaway?

    Participants share how the MTSS Bootcamps have given them a better understanding of how to identify the strengths and needs in their own buildings, tools with which they can implement the framework, and renewed focus and energy as they network with other teams.

  • Nov03

    Attendance: It’s Important to Be in Class

    Thia article discusses the effect of chronic absenteeism on the success and completion of a student’s schooling. It also looks at ways to track absences and remedy the issue. Resources for schools, families, and youth are suggested.

  • Aug01

    2016-17 Multi-Tiered System of Supports (MTSS) Math Cohort Series

    MTSS Cohorts seek to aid struggling math students by assuring their multi-tiered system of supports include a focus on mathematics.

  • May31

    MTSS Boot Camp: What Do Teams Do?

    Boot Camp “foci” include revisiting the conceptual underpinnings of MTSS and establishing coherence among the academic standards, MTSS, and PA’s Educator Effectiveness System.

  • Apr25

    An Early Warning System (EWS): Identifying Students Early So They Can Succeed

    PDE offers a free, voluntary tool to help districts identify students at risk of dropping out.

  • Mar28

    Sad News Regarding the Passing of Dr. Shapiro

    Dr. Edward Shapiro passed away on March 23, 2016. Information on his work is shown here:

  • Mar15

    Toward a Multi-Tiered System of Supports for Writing: Tier 2 Practices

    Many educators want to know what Tier 2 writing practices might look like in the classroom? Similar to many tiered services and supports applied to content areas such as reading and mathematics, the objective is the same for writing – to intensify macro and micro level writing instruction through application of direct, systematic and explicit teaching practices.

  • Mar01

    Writing to Read - Reading to Write: The Reciprocal Relationship between Reading and Writing

    The interdependence of reading and writing in developing a fully literate student has been strongly established in research (Hayes & Flower, 1980). The need to provide more attention to developing both reading and writing skills is evident in the results from the 2011 National Assessment of Writing assessment which revealed that only 24% of both 8th and 12th grade students performed proficiently.

  • Feb05

    Update: 2015-16 Multi-Tiered System of Supports (MTSS) Math Cohort Series

    PaTTAN has been facilitating professional learning and application of curricular, instructional/intervention, and assessment practices within the area of mathematics across and within Tiers 1, 2, and 3 with select elementary and middle school MTSS math learning sites.

  • Nov20

    PaTTAN Bootcamps - A Success!

    Over the last year and a half, the Multi-Tiered Systems of Support (MTSS) initiative has offered MTSS Bootcamps at the three PaTTAN offices to support the adoption and implementation of a MTSS framework. The conceptual and practical underpinnings of comprehensive school improvement are revisited and further explained in this training. Interdisciplinary school teams are encouraged to register and network with other schools and review their own process and procedures, implementation priorities, and collective skill and will across the three tiers.


  • Jennifer Collins
    Reading, School Psychology, Multi-Tiered Systems of Support (MTSS/RtII)
  • Dona Alvino
    Autism, Behavior, Leadership, Intensive Interagency, Multi-Tiered Systems of Support (MTSS/RtII)
  • Andrea Ellis
    Behavior, Mathematics, Family Engagement, Multi-Tiered Systems of Support (MTSS/RtII)
  • Sielke Caparelli
    Behavior, Leadership, Secondary Transition, Multi-Tiered Systems of Support (MTSS/RtII), Procedural Safeguards
  • Michael Minor
    Autism, Behavior, Secondary Transition, School Psychology, Multi-Tiered Systems of Support (MTSS/RtII)
  • Tara Russo
    Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Dawn Durham
    Reading, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Marianne Dudek
    Reading, Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
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