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RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

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Fellow Kansas Educators,

Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students!

We want to call a couple of facts to your attention.

1. Your district can choose which content area(s) to focus on. Your district may choose reading and/or math and/or behavior and social content area(s).

2. Your district can choose which levels participate. It could be PreK - 12. It could be PreK - 5. It could be 6 - 12. You get the idea.

3. Our process will integrate seamlessly with the KESA process and your school Redesign work.

The ultimate goal of Kansas MTSS and Alignment remains to assist school districts in creating, implementing, and sustaining a systemic framework for all content and all students. Please feel free to reach out to us with any questions or if you are interested in discussing our framework and training in more detail. You may email us at krystal@kansasmtss.org. We look forward to working with you as we all strive to Lead the World in the Success of EACH Student!

Sincerely,

Kansas MTSS and Alignment Team

Kansas MTSS & Alignment Recommended Documents for Navigating Next
Math Four Effective Mathematics Practices: Adaptations for All Learning Environments Webinar Link Effective Fractions Instruction and Interventions for Students with Mathematics Difficulties Webinar Building Computational Fluency Webinar Link Planning for Teaching Mathematics this Fall Math Teaching Tips Math Critical Standards Maps Tutorial Behavior & Social Emotional Learning Social Emotional & Behavioral Recommendations for Navigating Change
Kansas MTSS & Alignment Critical Standard Documents
Math Reading Kansas MTSS & Alignment Identified Reading Critical Standards Behavior & Social Emotional Learning Kansas MTSS & Alignment Identified Behavior & Social Emotional Learning Critical Standards Preschool

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Fellow Kansas Educators, Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students! We want to call a couple of facts to your attention.

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California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.
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​(Access the CA MTSS Framework HERE)
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By embracing the Whole Child approach to teaching and learning, grounded in Universal Design for Learning (UDL), and Culturally Responsive Teaching (CRT), and utilizing Implementation Science and Improvement Science for continuous improvement, the California MTSS framework lays the foundation for the statewide system of support.

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​​​ California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students.

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Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.

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Office of Learning Supports

The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

Colorado Multi-Tiered System of Supports

Colorado Multi-Tiered System of Supports (COMTSS) is a prevention-based framework using team-driven leadership and data-based problem solving to improve the outcomes of every student through family, school, and community partnerships, comprehensive assessment, and a layered continuum of supports. Implementation science and universal design for learning are employed to create one integrated system that focuses on increasing academic and behavioral outcomes to equitably support the varying needs of all students.

COMTSS Essential Components - Practice Profiles

COMTSS consists of five essential components. These components are the foundation and the underlying philosophy of the Practice Profiles. The COMTSS Practice Profiles were developed to specify exemplary strategies that regional, district and school implementation teams can use to support effective and sustainable use of the COMTSS framework as intended. These profiles guide and inform the development and/or refinement of the necessary supports and resources for the COMTSS implementation, such as professional learning, coaching, identification of fidelity measures, a state-level evaluation plan, and necessary changes in procedures and policy.

Acknowledgements

We are deeply indebted to Dr. Caryn Ward from the National Implementation Research Network/ State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center for her facilitation and guidance in this endeavor. We are grateful to Dr. Steve Goodman and Dr. Tim Lewis for their support in the development of the COMTSS practice profiles. Most importantly, we want to give credit to the Michigan Department of Education for setting the bar high and allowing us to use their Multi-Tiered System of Supports Practice Profiles as an example to create the COMTSS practice profiles.

Please click each component below to read more about its Practice Profile. These components are also available for download in PDF and Word files.

Regional or District Level

At the regional or district level, leadership teams build infrastructure that supports the implementation of the five components of COMTSS. The building of this infrastructure includes:

1. Identifying and aligning key priorities;

2. Securing funding, resources, and time to implement those priorities;

3. Developing training and coaching structures to support personnel with implementation, and

4. Gathering data to evaluate the implementation and impact of the key priorities

School Level

At the school level, building teams implement their identified priorities and build a tiered system that fits their respective context. School teams identify the fidelity and student outcomes they wish to achieve and then identify the data needed to monitor progress toward those outcomes. They also outline the practices used at each tier, as well as the systems that enable staff to both implement the identified practices and to gather the required data.

Printable Practice Profiles

District and School

Region and District

Regional, district & school practice profiles (PDF)
All profiles - Region, District and School

To download individual practice profiles, please visit each component's page.

To request copies in Microsoft Word, please email COMTSS@cde.state.co.us.

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Colorado Multi-Tiered System of Supports

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The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives
Infrastructure and Collaboration
UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.
Note: The contents of this website were developed under a grant from the U.S. Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.
Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.
Note: We are rebuilding the information in this section over the summer months, so some of the web links in this section may be broken or unavailable at the moment.
Online Training Courses

UMTSS Utah Education Network (UEN) Canvas Course Series
Getting Started
The UMTSS Canvas Course Series introduce the foundational concepts and tools to help guide district/Local Education Agencies (LEA) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional development, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Enroll in courses by selecting the link below:

New Courses (2016)
Hints for Navigation
Once enrolled, course are accessible with UEN Canvas.

Click "Previous" or "Next" buttons at the bottom of each page to navigate through the course.

Avoid using the browser back button when submitting assignments and quizzes.

Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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utah multi-tiered system of supports (umtss)

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Utah Multi-Tiered System of Supports (UMTSS)

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UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

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Wisconsin Department of Public Instruction

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Equitable Multi-Level System of Support (MLSS)

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills.

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Wisconsin's Framework for Equitable Multi-Level Systems of Supports

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Equitable Multi-Level System of Support (MLSS) For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success.

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State MTSS Definition
California
“MTSS is an integrated, comprehensive framework that focused on CCSS, core instruction, differentiated learning, student-centered learning, individualizes student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success”(para.2).

Colorado
“MTSS is defined as a prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level”(para. 1).

Florida
“The MTSS involves the systematic use of multi-source assessment data to most efficiently allocate resources to improve learning for all students through integrated academic and behavioral supports. To ensure efficient use of resources, schools begin identifying trends and patterns using school-wide and grade-level data. Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are equipped with targeted, supplemental interventions delivered individually or in small groups at increasing intensity levels. The MTSS is characterized by a continuum of integrated academic and behavior supports, reflecting the need for students to have fluid access to instruction and supports of varying intensity levels”(para.1).

Illinois
“MTSS is a framework for continuous improvement that is systemic, prevention-focused, and data-informed, providing a coherent continuum of supports responsive to meet the needs of all learners”(para 1).

Kansas
“MTSS is a set of evidence-based practices implemented across a system to meet the needs of all learners. Kansas MTSS and Alignment builds a system of prevention, early intervention, and supports to ensure that all students are learning from the instruction. Kansas MTSS and Alignment establishes a system that intentionally focuses on leadership, professional learning, and an empowering culture and content areas of reading, mathematics, behavior, and social-emotional learning”(p. 1).

Massachusetts “MTSS is a framework designed to meet the needs of all students by ensuring that schools optimize data-driven decision making, progress monitoring, and evidence-based supports and strategies with increasing intensity to sustain student growth. MTSS is not just about tiered interventions, but rather how all the systems in a school or district fit together to ensure a high-quality education for all students” (p. 3).

Michigan
“MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the individual needs and assets of the whole child. MTSS intentionally interconnects the education, health, and human service systems in support of successful learners, schools, centers, and community outcomes. The five essential components of MTSS are inter-related and complementary. The MTSS framework provides schools and districts with an efficient way to organize resources to support educators in implementing effective practices with fidelity so that all learners succeed”(para.1).

New York
“MTSS is a framework for both academic and behavioral instruction. MTSS is grounded in the belief that all students can learn, and all school professionals are responsive to the academic and behavioral needs of all students. MTSS focuses on evidence-based practices, relies on student progress data to inform instructional decisions, and ensures that each student, based on their unique needs, receives the level and type of support necessary to be successful” (para. 12).

Oregon
“MTSS is an integrated, systemic framework designed to use data-based problem solving to respond to all students' needs.  MTSS aligns school systems to efficiently use resources while focusing on improving learning outcomes for all students.  This is accomplished in an MTSS by focusing on effective core instruction (in both academics and for social/emotional) followed by evidence-based and increasingly intensive or "tiered" interventions” (p. 1).

Tennessee
“The MTSS framework encompasses RTI² in addition to Response to Instruction and Intervention for Behavior (RTI2-B) and other models of support. Working in concert, these programs complement each other and can better address the needs of the whole student. Neither academic nor non-academic concerns should be considered in isolation as the two often interact to contribute to a student's strengths and needs. The MTSS framework offers the potential to create needed systematic change by districts and schools through the alignment of initiatives, supports, and resources to address the needs of all student”(p. 4)

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Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

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Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

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Academic Progress Monitoring Tools Chart

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The effect size is a measure of the magnitude of the relationship between two variables. Specifically, on this chart, the effect size represents the magnitude of the relationship between participating in a particular intervention and an academic outcome of interest. The larger the effect size, the greater the impact that participating in the intervention had on the outcome.

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This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A220002. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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This page provides miscellaneous resources regarding high-leverage practices in Special Education.

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Comprehensive Literacy State Development Grant Resource Reposi...

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We read all incoming messages and will get to yours in the order it was received. We aim to respond to messages within one business day, but it may take up to 3 business days to respond depending on the request.

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Most of the next class of ninth graders spent half of their middle school lives in an altered educational environment. And, as a result of the pandemic, many tenth and eleventh graders will need extra support to graduate on time.

That’s why the time is now to adjust practices that work better for students and for teachers — beginning in ninth grade. Recent data from the Center for High School Success makes it clear that ninth grade students with fewer courses to manage during each term stay on track at significantly higher rates.

The “9th Grade On Track” rate captures and reflects this phenomenon. A ninth grader is considered to be on track for high school graduation after completing one quarter of the credits needed and not failing more than one class. Students are four times more likely to graduate from high school if they are on track in their freshman year. But ninth graders are also three to five times more likely to fail a course than students at any other grade level, and students across all achievement levels experience a decline in their grade point average from eighth to ninth grade.

The reasons? Students in ninth grade are less well known and supported by adults, they feel overwhelmed by the number of transitions they must make daily, and they are unable to effectively manage the increase in their course schedules once they get to high school — partly because of their underdeveloped executive functioning capacities.

At the Center for High School Success, a program of Stand for Children, we work with 155 high schools in six states. An analysis of the performance of ninth graders in our partner schools this pandemic year, when many schools adjusted their schedules, surfaced this striking but not surprising result: Schools that have changed their schedules from eight 45-minute classes per day over two semesters to four 90-minute courses per day over four quarters saw significant differences in their 9th Grade On Track rates.

Switching to a so-called 4×4 schedule allows students to earn a semester’s worth of credits per course each quarter. By reducing the number of courses per day and increasing the length of each class, students and teachers have more manageable schedules, fewer transitions, more opportunities to build authentic relationships and the ability to cover course content in greater depth.

One school in our network, Poudre High School in Fort Collins, Colorado, decided to make the switch to a 4×4 schedule this year because they were looking for ways to make remote learning more successful for students, especially the incoming ninth graders. The staff wanted to find a way to help kids focus and reduce the number of transitions. They implemented the new schedule, and they’re not going back to the old ways this fall. Kathy Mackay, the principal of Poudre High School, said this about the response she got after adopting the 4×4 schedule: “In our surveys of teachers, students and families, there were themes that came up. Like, most of our teachers really liked the block [the 90-minute classes]. I think it felt like a more manageable workload in terms of grading and things like that. The bulk of our students liked it because it was a more manageable caseload, and teachers were able to develop relationships with kids a lot quicker, so they loved it.”

The time is now to adjust practices that work better for students and for teachers — beginning in ninth grade.

We analyzed ninth grade performance data from 76 partner schools across Arizona, Colorado, Indiana, Oregon, Tennessee and Washington, and our data showed that students in 4×4 schools had 9th Grade On Track rates 11 points higher than their counterparts at non-4×4 schools. This trend was observed in both high-poverty and low-poverty schools.

It was also noteworthy that the substantial 9th Grade On Track performance difference between 4×4 and non-4×4 schools and students applied for all racial groups as well as for English language learners (66 percent to 45 percent), special education students (70 percent to 55 percent) and students who qualify for free or reduced-price lunch (75 percent to 55 percent).

Finally, we found that the performance difference applied to other indicators of success. Schools that followed a 4×4 schedule on average had a higher proportion of students with above 91 percent attendance and a higher proportion of students with a 3.0 or better grade-point average.

These outcomes are consistent with research that points to the positive impact of block scheduling on grades, improved student-teacher interactions, reduced disciplinary issues and positive teacher perceptions.

Creating a 4×4 schedule is more than a technical change. Ongoing professional development is essential, especially in how to use the longer periods effectively. In addition, modifications have to be made to accommodate students taking dual-credit courses.

Overall, the substantial benefits we saw from 4×4 scheduling across a large number of high schools, coupled with previous block scheduling research and adolescent brain development, strongly argue for more widespread 4×4 scheduling. This form of scheduling stands out as one of the most effective pandemic adaptations, and it should become part of the post-pandemic new normal. It’s an important, doable way for schools to reduce students’ cognitive loads, support their emotional well-being, give them more individualized attention and help them stay on track. We hope our recent results will guide the scheduling decisions of every school administrator across the country as they prepare for a strong return from the pandemic.

Kaaren Andrews and Habib Bangura are leaders at Stand for Children’s Center for High School Success.

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Interactive Templates - Building Your Comprehensive Assessment System