4 MTSS Components

While MTSS implementation varies based on each school’s local context, there are some common practices that underlie the framework. They include: Collaboration for success; impactful assessment, targeted intensification; and effective and equitable universal supports. First, let’s explore each of these components.

Then, we’ll talk about the tricky part!

Collaboration for Success

When I work alone, I get more accomplished and it’s so quick! Working collaboratively takes more effort and more time than assigning something to one person and letting them do it all (or, let’s be honest - just doing it myself). Unfortunately, working alone also results in lack of ownership and buy-in. I have visited more than one district that has been implementing MTSS for decades where only a handful of people were actually doing anything remotely resembling MTSS practices. No matter how all-in they were, a couple things were happening. First, their outcomes and practices weren’t benefiting all students. Their reach was only to those they worked directly with. Also, it wasn’t scalable or sustainable. If that handful of people won the lottery, MTSS would vanish, with only a stray binder or book remaining! For practices to become part of a school’s culture, all educators need to be engaged in their development and implementation. And, in addition to that, to get the maximum benefit from an MTSS framework, the expertise and experience of all educators needs to be leveraged.

Impactful Assessment 

MTSS frameworks rely on data to inform system improvement efforts. Specifically, universal screening data, diagnostic data, and progress monitoring data. All three of these data types can be considered formative in nature, and most schools rely on fancy software to allow educators to efficiently collect and use these data. This impactful assessment supports multiple efforts: 

• Educators use data to decide what to teach, and when to intensify instruction to target specific skill needs.

• Leaders consider how to allocate resources to meet the needs of their school with the same data. For instance, if less growth is being seen at one grade level, maybe an instructional coach is assigned to work with the grade level team on implementing an evidence-based routine. 

The other (sometimes forgotten) part of impactful assessment is having a way to analyze assessment data in a timely manner. It can be daunting to figure out how to organize and share data. Luckily, there are some slick tools that do that for us now, and if you’re serious about system-level data use, it is smart to invest time and money in one of those tools.

Targeted Intensification

The sexy part of MTSS is no doubt targeted intensification, usually referred to as intervention. Evidence-based interventions are used, in addition to universal instruction, to target specific skill needs so students become proficient. I prefer to use the less exciting word “intensification,” as opposed to intervention, because in today’s schools we’re finding it hard to provide the intensity needed to see the growth we expect. Many schools are supporting so many students through intervention that the interventions themselves aren’t providing the level of intensity necessary to close learning gaps (a topic for another day).

Effective & Equitable Universal Supports

I saved the best for last! The resources and practices we provide to all students are those found within our tier 1. This tier contains the most resources within our systems, so arguably, the most time devoted to MTSS work should be at this tier (really - I’d like someone to argue with me about this - I love a good debate). These supports provided for all students ensure they receive a guaranteed equitable and effective instructional experience, regardless of their grade level or educators they work with. If you find you have more students who need intervention than you have intervention resources to support, it’s your sign to give some extra attention to tier 1. 

The Tricky Part

As promised, let’s talk about the tricky part. In truth, whether you have 3, 4, or even 9 MTSS components, the same thing is likely to become an issue. We tend to focus on building an MTSS infrastructure by focusing on 1 or 2 things. Often, it’s new interventions. Sometimes it’s getting universal screening in place. Those specific action items are essential, AND, they aren’t enough. To see real systemic change that you’ve been promised in the books, seminars, and sales presentations you attend, you need to focus on all 4 of these components. You can CITE that! Do you see what I did there? 

Potential Next Step

Leaders

If you are responsible for allocating resources in terms of the schedule, professional learning time, and vision and focus, ensure that your MTSS plans support all 4 critical components. When all aren’t in place, not only will you not see the results you expect, your teams will be overwhelmed, frustrated, and disheartened. 

All Educators

Reflect on your current MTSS implementation and which of these components seems most neglected. Advocate to learn more as a team about how to support your educators and students through a more effective MTSS implementation.

Want to Learn More

This is really 40 topics in one post, so coming up with a brief reading list is tough! I’m going to suggest one great big book here, that’s chock full of the summary of evidence with clear practice guidelines that might inspire ideas for you.

• Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support

  • Jimerson, Burns, & VanderHeyden (editors), 2016

As always, if you’re interested in learning more, or have specific questions, message me. To keep up with new System Savvy articles and resources, join our MTSS Squad!