Implementation of MTSS: Old or New

Old or New, What’s More Effective?

In this week’s Discussion you build on your Discussion from last week. You reflect on leadership strategies and components needed to promote successful implementation of an MTSS. You will also analyze various models of MTSS in several states to identify any possible components that may be missing in the model that your state has implemented. Pay attention to any gaps in practice as you analyze various models and evaluate the implementation of an MTSS.

To prepare

Review the module Learning Resources of the different states. Consider the different components identified for each state. Be sure to analyze the terms, as they may differ for each state.
Research your state’s implementation of MTSS and the components used. Reflect on the differences of the components and any gaps in practice as it relates to MTSS you recognize throughout your research.
A brief overview of your state’s implementation of MTSS. Then, explain components of MTSS in two other states that you believe should be implemented in your state. Provide a rationale for your components, explaining the gaps in practice in your current state and school, data supporting that gap, and how you envision these components supporting students in your state, district, and school.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.

Chapter 10, “ Exploration, Adoption, and Installation” (pp. 95–106)
Chapter 11, “Implementation” (107–114)

Chaparro , E. A., Helton, S., & Sadler, C. (2016). Oregon’s effective behavioral and instructional support systems initiative: Implementation from district- and state-level perspectives. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 267–286). New York, NY: Guilford Press.

Kincaid, D., & Batsche, G. (2016). Florida’s multi-tiered support system for academics and behavior. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 287–304). New York, NY: Guilford Press.

Russell, C., & Harms, A. (2016). Michigan’s integrated behavior and learning support initiative: A statewide system of support for MTSS. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 305–324). New York, NY: Guilford Press.

Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 7(1), 49–60.

Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177.

Witzel, B., & Clarke, B. (2015). Focus on inclusive education: Benefits of using a multi-tiered system of supports to improve inclusive practice: Bradley Witzel, Editor. Childhood Education, 91(3), 215-219.

Document: State-Level Multi-tiered Systems of Support Implementation Template (Word Document)

Document: Kansas Multi-Tier System of Support (PDF)

Kansas has a MTSS Innovation Matrix designed to describe the principles and practices within an MTSS. It shares essential system components across all domains.

Required Media

Kukic, S. [RTIActionNetwork]. (2013, August 9). NCLD’s school transformation model: Helping ALL students succeed. Retrieved from

Sample Solution