Implementing Integrated Multitiered System of Supports: A Retrospective Study

Abstract

Over the past 20 years, multitiered system of supports (MTSS) implementation has become widespread in schools across the United States, with increasing focus on integrated MTSS, to address the integrated nature of students’ academic, behavioral, social and emotional needs. Using descriptive data from 66 elementary schools across the country about their implementation of integrated MTSS, this paper describes and analyzes ways in which implementation appears to be easy or challenging. The data show that common barriers to implementation of integrated MTSS include limited or inconsistent assessment practices for students’ social, emotional and behavioral wellness; lack of implementation fidelity for instruction and intervention; inappropriate use of assessment tools or decision rules when engaging in data-based decision making; and limited incorporation of data about students’ language and cultural backgrounds. This analysis can inform policymaking related to integrated MTSS as well as future directions for research.