Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schools that established formal processes for monitoring fidelity of implementation seemed to achieve stronger or higher levels of implementation. → Kristin Reedy 2015 q2 i? Full-implementation schools are more likely than lower-stage schools to have participated in formal training, describe MTSS as district-led, operate leadership teams and PLCs, share vision and common language, and use screening and progress-monitoring data for instructional decisions. → Kristin Reedy 2015 (2)

Evidence¶

Kristin Reedy 2015¶

Kristin Reedy, Ed.D., and Natalie Lacireno-Paquet, Ph.D. (2015). Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report—2014. WestEd. https://eric.ed.gov/?id=ED559729

q2 · i? · associational · r1

Case study and survey data from the evaluation; fidelity was determined through school self-report on the annual survey and evaluator observation during site visits to case study schools. The finding is hedged with "seemed to" in the source.

"schools that established formal processes for monitoring fidelity of implementation seemed to achieve stronger or higher levels of implementation"

Kristin Reedy 2015 (2)¶

Kristin Reedy, Ed.D., and Natalie Lacireno-Paquet, Ph.D. (2015). Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report—2014. WestEd. https://eric.ed.gov/?id=ED559729

q2 · i? · associational · r2

Analysis of 2014 school survey data comparing schools at the full implementation stage with lower stages, presented in Appendix C charts and consistent across 2013 and 2014 data; the quoted item is one of the listed differentiating characteristics.

"Have shared vision and common language across staff about MTSS."

Discussion¶

Related Claims¶

• Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives — related
• Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up — related
• Kansas schools moved from exploration to initial implementation of MTSS between 2012 and 2014, while full implementation stayed near 8% — related
• Nearly half of Kansas public schools and two-thirds of districts have participated in formal MTSS training — related
• Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time — related
• KSDE established a statewide infrastructure — Core Team, facilitators, symposium, and website — that respondents rate as effectively supporting MTSS — related
• Schools implementing MTSS with higher fidelity show less absenteeism — related