Delving Into the Details: Implementing Multitiered K-3 Reading Supports in High-Priority Schools

Abstract

Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to describe a K-3 reading initiative where school teams serving high percentages of students at risk for reading difficulties "delved into the details" to work to overcome the complexities inherent in implementing multitiered reading supports in high priority schools.

Evaluating the Effects of Supplemental Reading Intervention Within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design

“…However, we also recognize the difficulties and challenges associated with implementing MTSS in schools under real-world conditions (Arden, Gandhi, Zumeta Edmonds, & Danielson 2017; Coyne et al, 2016). Although the level of implementation of Tier-2 intervention in our study was consistent with recommendations from researchers (L.…”

“…In our experience, schools and teachers understand the importance of the assessment and instructional practices associated with implementing MTSS frameworks, in this case Tier-2 intervention, but may underestimate the systems and infrastructure necessary to ensure the sustained implementation of these practices with consistency and quality (Coyne et al, 2016). For Tier-2 intervention to reliably improve the reading outcomes of students with and at risk for reading disabilities within MTSS frameworks, schools need to invest in building the capacity to implement MTSS practices and systems with a high level of fidelity and intensity.…”

“…Although schools received additional resources, these supports allowed schools to implement intervention at levels consistent with recommendations from researchers (L. S. Fuchs et al, 2017) and practice guides (Gersten et al, 2009). The goal of the initiative was to provide schools with significant external resources initially and then remove supports gradually as schools built internal capacity to implement and sustain MTSS practices and systems (Coyne et al, 2016). However, a significant challenge for schools implementing MTSS frameworks is leveraging existing personnel and resources to ensure that students receive intervention at high levels of fidelity and intensity.…”

“…Examining the differences between Baker et al (2015) and Balu et al (2015) suggests possibilities that may be related to the different findings across the two studies. For example, it may be that Tier-2 interventions need to be implemented with a high degree of intensity to impact or accelerate reading outcomes and that this level of intensity goes beyond what is typically found in most schools implementing MTSS practices (Coyne, Oldham, Leonard, Burns, & Gage, 2016; L. S. Fuchs, Fuchs, & Malone, 2017).…”

Critical Incidents in the Scale-Up of State Multitiered Systems of Supports

“…School psychologists, counselors, and other specialists may find themselves with a critical role in MTSS through integrated mental health services (Kilgus, Reinke, & Jimerson, 2015), social emotional learning (Lane, Oakes, & Menzies, 2014), or trauma-informed care (Cavanaugh, 2016). The use of the term MTSS in reference to an integrated service delivery system by recognized leaders in PBIS (Horner et al, 2017; Sugai & Horner, 2009) and RTI (Coyne, Oldham, Leonard, Burns, & Gage, 2016; Greenwood, Kratochwill, & Clements, 2008) is further evidence of growing support for the integration of academic, social, and other supports through MTSS.…”