Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schools implementing MTSS demonstrate strong leadership, high-quality core curriculum, instruction, and assessment, an empowering culture with increased teacher collaboration, data use, ongoing professional development, and alignment of school improvement initiatives. → Reedy 2015

Evidence¶

Reedy 2015¶

Reedy, K., & Lacireno-Paquet, N. (2015). Evaluation Brief: Implementation and Outcomes of Kansas Multi-Tier System of Supports: 2011–2014. San Francisco: WestEd. http://www.kansasmtss.org/pdf/ex_eval/2015_KS_MTSS_Eval_Report.pdf

q2 · i? · design · r3

Finding drawn from the multi-year mixed-methods evaluation — annual surveys of more than 500 schools per year, two-day site visits to six schools with observations and interviews, Wichita case study visits, and Core Team interviews. The authors state consistent implementation of these practices results in a smoothly run system achieving intended outcomes.

"they are dem on strating strong leadership at the school and district level, high-quality core curriculum, instruction, and assessment practices, an empowering culture with increased teacher collaboration, data use, ongo ing professional development, and the alignment and integration of school improvement initiatives"

Discussion¶

Related Claims¶

• Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics — 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
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related
• High-performing CHSRI schools shared four practices for guiding and sustaining instructional improvement: defining leadership responsibilities, creatively distributing them, institutionalizing routines, and focusing team work on school-wide goals — related
• Improving schools secured external resources aligned with a development agenda and employed them strategically, and cultivated strong distributive leadership with a make-or-break principal role — related
• Strong leadership is central to rapid school improvement, per the article's summary of research — related