Critical Components of MTSS

In the Installation stage of implementation, Leadership and Implementation Teams direct and facilitate the process of developing effective core instruction for ALL learners. They simultaneously are training and supporting staff in installing all the critical features of MTSS. That means the system of screening students, is built, trained, and piloted. Teachers and related service staff develop not only an understanding of their role in an MTSS framework but have the training and job supports to carry those duties out as designed. Leadership teams are identifying data sources that allows them to know what staff need to accurately and effectively implement the critical features.

Additionally, leadership and implementation teams have to have a clear understanding of the student performance data from a curricular to a group level in order to have the requisite knowledge for selecting evidence-based practice. Leaders must also have enough knowledge of the needs that interventions should address, the critical features of interventions, instructional methods of delivery, and the anticipated outcomes compared to relevant alternatives. Selecting practices based on student data and understanding of the intervention is not the typical pattern of selection. Many leadership teams will have to intentionally alter the urge to select the practice first.

Once the practices are selected and screening data that will support assigning students to the most appropriate interventions are chosen, staff can begin to receive training. Training and coaching supports will require trainers and coaches to have intimate knowledge of the interventions and the components that are critical to their effectiveness.

Leadership and Implementation Teams must not only train staff and prepare coaching supports for the initial implementation stage, they must also create additional organizational supports that safeguard the fidelity of the practices. Such organizational supports include, but are not limited to:

  • Scheduling the requisite amount of time to deliver the interventions as designed.
  • Setting aside time for data collection and analysis.
  • Establishing protocols and predictable agendas to use when discussing and making instructional decisions.
  • Creating capacity for checking on the delivery and effectiveness of the interventions.
  • Establishing financial resources to support the number of students who need the interventions.
  • Gathering data on staff effort and fidelity to maximize the likelihood the students receive the instruction.

Resources on this page are just a start and will continue to evolve as the results of the Minnesota Response to Intervention (RtI) Implementation Survey and Community of Practice continue to identify them.

Although this resource was mentioned in Exploration, it is worth noting that opportunities for networking and resources are available on the Minnesota Multi-Tiered System of Supports (MTSS)/RtI Community of Practice (CoP) wiki that can be useful to developing supplemental interventions, resolving logistical and scheduling challenges, monitoring fidelity, and more.E-mail mde.special-ed@state.mn.us to join the COP.
 

 

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