Evaluation of Outcomes is the use of procedures to monitor and evaluate outcomes, including identified short- and long-term goals and the impact of multi-tiered system of supports (MTSS) for all students and subgroups of students. Teams also evaluate the efficiency and effectiveness of MTSS implementation for continuous improvement. This tip sheet outlines tips and questions to guide schools use of evaluation.
Resources are the necessary materials and personnel to support implementation of a multi-tiered system of supports (MTSS), which includes funding, programs, and staffing allocations. This tip sheet shares guiding questions and tips for implementation.
This resource is part of the MTSS infrastructure and Support Mechanisms Series.
A strong and comprehensive Tier 1 is an essential part of an effective multi-tiered system of supports (MTSS). Core instruction includes the use of differentiation to meet the needs of all learners. This resources lists strategies and considerations that can be adjusted across instruction, curriculum, and the environment to meet the needs of a wide range of learners, prevent and/or address deficits that may require more intensive intervention, and sustain health Tier 1 programming.
MTSS teams refer to the leadership team or teams that guide and support the implementation of MTSS. MTSS teams should be representative of all key stakeholders, including regular education, special education, administration, and family and community input. MTSS teams also have structures and clear processes in place to guide decision making, and the teams have protected time set aside to meet on a regular basis.
School Infrastructure and Support Mechanisms include the knowledge, resources, and organizational structures necessary to operationalize and implement all of the components of MTSS in a unified system to meet the identified implementation and outcome. This collection of resources summarizes the infrastructure and support mechanisms outlined in Section 5 of the MTSS Fidelity of Implementation Rubric as necessary for successful MTSS implementation.
Innovation configurations (ICs) are designed to evaluate current teacher preparation and professional development (PD) by determining the extent to which EBPs are taught, observed, and applied within teacher preparation and PD programs. This IC can serve as a foundation for strengthening existing preparation programs so that educators exit with the ability to use various forms of assessment to make data-based educational and instructional decisions within an MTSS.
What impact has school closure and disruption to instruction had on student learning? What data can be used to help plan instruction that will meet all student’s needs and support decision-making for system-wide changes? Educators, district leaders and State Education Agencies (SEAs) are asking these question as they prepare to re-open schools after closure due to COVID-19.
This series of guides describes the setup and use of the EWIMS process based on data-driven decision-making research. The aim of this guide is to support school and district efforts to systematically identify students who are showing signs of being offtrack in school (an early indicator of risk for achieving key educational milestones like on-time graduation), match these students with appropriate interventions, and monitor students’ progress within those interventions. A guide is available to support district level implementation as well as Middle and High School Implementation.
The brief by Regional Education Laboratory (REL) Midwest shares the results of a randomized controlled trial – the most rigorous study design – to examine the impact of EWIMS on students and schools.