Minnesota MTSS/RtI Community of Practice (CoP) is a voluntary network of Minnesota leaders and practitioners working together to build Multi-tiered Systems of Support (MTSS) frameworks at local, district, regional, and state levels. This CoP addresses the complexities and challenges of implementing and sustaining MTSS for reading and math from elementary through high school. E-mail your request to join the COP to email@example.com.
Additional resources that the CoP found helpful during this process are described below:
Building Administrator Practice Profile for Implementing MTSS (http://miblsi.cenmi.org/LinkClick.aspx?fileticket=J_R15FZoTy4%3d&tabid=2136). Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) developed a 13-page outline of the critical features of Multi-tiered Systems of Support (MTSS) that illustrates ideal understanding of MTSS as well as harmful variations of understanding. This document can be used as a personal professional development aid, an educational tool for staff and as guide for installing the critical components of MTSS.
Essential Components of RTI - A Closer Look at Response to Intervention (http://www.rti4success.org/resourcetype/essential-components-rti-closer-look-response-intervention). The National Center on Response to Intervention (NCRTI) has developed a 14-page PDF that provides a definition of Response to Intervention (RtI), reviews essential RtI components, and responds to frequently asked questions, as well as a two-page “placemat” that summarizes this information. These resources provide educators with guidance for RtI implementation that reflects research and evidence-based practices and supports the implementation of a comprehensive RtI framework.
RtI Implementer Series Training Modules (http://www.rti4success.org/implementer-series).The National Center on Response to Intervention has created three modules that highlight the critical features of screening, progress monitoring, and multi-level prevention systems. Each contains a training facilitator’s guide, PowerPoint presentations with slides and speaker’s notes, handouts and other training materials, videos, and a manual. These modules will help educators effectively implement the essential components of a research-based framework for RtI.
Data-Based Individualization: A Framework for Intensive Intervention (http://www.intensiveintervention.org/resource/data-based-individualization-framework-intensive-intervention). This 20-page PDF document by the National Center on Intensive Intervention introduces and describes the data-based individualization (DBI) process, a framework for addressing the needs of students who require intensive intervention in academics and/or behavior. This document provides a high-level overview of data-based decision making with generalizations to behavior as well as academic achievement.
RtI Action Network (www.rtinetwork.org) contains many helpful resources, including background information, implementation guides, and webinars on the features of Multi-tiered Systems of Support. This site from the National Center for Learning Disabilities is helpful to districts and schools at any stage in their implementation process.
Content Literacy Continuum Instructional Change Model and Implementation Project (http://www.ecsu.k12.mn.us/programsservices/k12professionalDevelopment/literacySIM.html) is a pilot project from the Metropolitan Educational Cooperative Service Unit (Metro ECSU), funded by Minnesota Department of Education, to fully implement the Content Literacy Continuum®. This program helps secondary schools develop and sustain a coordinated approach to improve literacy for all students school-wide. This school improvement process is led by a professional trainer and coach who work with administrators, teachers, and staff to develop and implement a standards-based plan to improve literacy and content area learning tied to student performance on state assessments. Strategic Instruction Model (SIM) strategies and routines and other research-based interventions are keys to ensuring mastery of critical core content.
Response to Intervention Blueprints: District-Level Edition (http://www.nasdse.org/Portals/0/DISTRICT.pdf) and Response to Intervention: School-Level Edition (http://www.nasdse.org/Portals/0/SCHOOL.pdf) are two documents authored by the National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education (CASE). They provide a framework to implement Response to Intervention (RtI) at the district and school levels. They include detailed plans for implementation and assessment. Each describes specific steps for action and includes resources and lessons from the field.
The Kansas Multi-Tier System of Supports: Building Leadership Team System Implementation Guide (http://www.kansasmtss.org/all/Implementation/BLT%20System%20Implementation%20Guide.pdf). This guide helps leadership teams implement the Multi-tier System of Supports, which encourages children’s academic and behavioral success while providing leaders with processes and tools to collect data and evaluate progress. It includes an overall model for implementation as well as checklists for action and review.
Building RtI Capacity (http://buildingrti.utexas.org/tools-and-resources) is a website maintained by the Meadows Center for Preventing Educational Risk that provides a compendium of resources for districts and schools interested in implementing Response to Intervention (RtI) and concerned with building the capacity of educators to reduce the education risk factors that negatively influence student achievement. These resources include background information on RtI; RtI in elementary education; RtI in secondary education; assessment, and others.
Core Intervention Components: Identifying and Operationalizing What Makes Programs Work (http://aspe.hhs.gov/hsp/13/KeyIssuesforChildrenYouth/CoreIntervention/rb_CoreIntervention.pdf). This brief focuses on the importance of identifying, operationalizing, and implementing the “core components” of evidence-based and evidence-informed interventions that likely are critical to producing positive outcomes. It offers a definition of “core components,” discusses challenges and processes related to identifying and validating them, highlights rationales for the importance of operationalizing core components, and explores implications for selecting, funding, implementing, scaling up, and evaluating programs.