EXPLORING – Awareness and First Steps
- School is committed with funding and time
- Leadership is committed and participating
Level B (all of Level A and)
- RTI/MTSS Team is in place and scheduled to hold regular meetings
- Curriculum inventory of programs and materials is currently available in building and has been analyzed and vertically aligned
- Research-based core and evidence-based interventions available and some used
- School may or may not have received basic RTI/MTSS training
- Students have been identified as benchmark, strategic, or intensive through a universal screener administered three times annually (elementary)
Motivational Speaker, Introductory Workshop, Delivery of Essential Components
IMPLEMENTING - Deeper Understanding
Level A Initial Implementation
- Benchmark data collection system in place
- RTI/MTSS team and grade levels analyze school data regularly
- Diagnostic testing is occurring at every grade level
- Parents, community, and school board members have been given information about the RTI/MTSS process
- School has decided on instructional expectations (fidelity to the core and supplemental intervention programs)
- A continuum of interventions or school-wide intervention plan has been created
- School-wide consensus building activities are ongoing
Level B Systematic Targeted Implementation (all of Level A and…)
- Progress monitoring is driving instructional practices
- Problem-solving team meetings (for student and system ) are established and scheduled meetings occur regularly throughout the school year
- School developing procedures for data distribution, system assessment, and fidelity support
- Grade-level teams are regularly scheduled and work with data and leadership teams
- An action plan (next steps) is created and being addressed
- Staff consensus and support for RTI/MTSS Implementation is 75 percent or more
- Instructional walk-throughs are being utilized
Practice, Institutes, Professional-learning groups, trainings, Webinars, On-line threaded discussions, consulting, instructional coaching, personnel, team planning and problem solving
SUSTAINING - Fidelity of Implementation and a Culture of Commitment to ongoing School Improvement
- Action plans are created and monitored
- Consensus and support for RTI/MTSS School Improvement 80 percent or more
- A system is in place to support new staff members
- Evaluation procedures assess systemic RTI/MTSS
- All eight components are fully implemented, documentation and evidence clear
- Refining existing programs through a program review process
- RTI/MTSS process is written into the School Handbook, SPED program narratives, Five-Year Plan, School Policies and Procedures
- Protocols/Pathways are fully developed (periodically revised) and clearly communicated for teams and grade-level meetings and full staff, data collection and analysis, instructional delivery, fidelity checks, problem-solving procedures, walk-throughs, etc.
- On-site evidence exists supporting all of these practices
Trainings that target capacity building: consultation, direct observations, self-reflection and self-assessment, teacher interviews, training the trainer/coaching.
Multi-Tier System of Supports
MTSS means: A comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data. (As defined in the Learn Act 2009)
Response to Intervention (RTI) is the practice of providing high-quality, evidence-based instruction to all students while using ongoing assessments to monitor student progress to make data-based instructional decisions through collaborative team processes. This MTSS/RTI Framework for Implementation manual provides an overview of the MTSS/RTI framework for Montana schools who are implementing MTSS/RTI.
It is the philosophy of the Montana Office of Public Instruction (OPI) that an MTSS/RTI structure within a school should be developed according to local autonomous decisions based upon local culture, resources, and needs. The RTI framework described on this web site provides a basic composition of essential, non-negotiable components. There are many elements around those basic components that should be decided locally in order for the process to be effective in any particular community. Full implementation and sustainability of RTI requires strong building leadership, ongoing assessments, data-based decision-making, ongoing professional development, the use of evidence-based curriculum and instruction, fidelity of implementation and collaborative relationships among school educators, staff, parents, and community.
The Montana Office of Public Instruction is committed to providing optimal learning conditions that support academic achievement for all students. When implemented with fidelity an RTI framework has the potential for meeting this commitment through the implementation of a multi-tiered system of support based on scientific evidence. The process also emphasizes the importance of: local school principals as instructional leaders, the use of data to guide instruction, appropriate intervention and practice, parent involvement, and other research-based practices.
Due to Montana’s diversity in student populations, varied resources, geographic areas, and rural, urban and suburban populations, it is expected that no two school districts or even school buildings will implement RTI in precisely the same way. With that in mind, this framework has been designed for schools and districts choosing to implement RTI. The successful implementation of RTI requires a deep commitment by district administrators, educators and staff. The Montana Office of Public Instruction is dedicated to improving the academic and social behavioral success of all students.
“All educators for all children.”
Descriptions of the various levels at which schools may be implementing RTI are listed above. Materials included under the Implementing levels are the materials used in the state RTI Project trainings. Additional resources may be found at: