Designing and Implementing a Multi-Tiered System of Supports

RtI and MTSS Institute

The Multi-Tiered Systems of Support (MTSS) course will support administrators and key school leadership to implement MTSS as a coordinated K-12 system of academic and behavior support interventions which are designed to facilitate early and appropriately intensive research-based interventions for students at risk.

Beginning with key yet compact background knowledge that differentiates MTSS from RTI, including 10 of the most important lessons learned in decades of school-based implementation, the MTSS course systematically details:

  • Key roles of school leaders, including principals and teachers;
  • Which school-based teams perform which roles and functions;
  • Comprehensive and proactive design of coordinated reading/language arts and mathematics research-based interventions across tiers of increasing intensity, including strategies to increase intensity;
  • How to use scientifically-sound and efficient reading/language arts and mathematics assessments for benchmarking K-6 students to promote adequate yearly progress and support universal screening, and once per year universal and/or individual screening for middle and high school students;
  • How to use scientifically-sound and efficient reading/language arts and mathematics assessments more frequently for appropriately intensive progress monitoring of students by tiered service;
  • Special education decision-making including eligibility determination for students with specific learning disabilities (SLD), and creating better, more scientifically sound IEP goals that lend themselves to progress monitoring, and annual and 3-year re-evaluations; and,
  • How to ensure success by providing strategies for evaluating fidelity of MTSS implementation.

The MTSS course includes selected key readings, polling to assess beliefs about current implementation status, and tools to evaluate fidelity of implementation.

Levels: PreK–12

Length: Three days, consecutive or separate, depending on the situation

Audience: District and site leadership teams, including special education leadership