Lessons Learned Through a Statewide Implementation of a Multi-Tiered System of Support

By Steve Goodman, IDA Perspectives Last updated 2024/05/27
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In this International Dyslexia Association Perspectives article, Steve Goodman discusses the successful implementation of a Multi-tiered System of Support (MTSS) in schools through an Integrated Behavior and Learning Support Initiative. The article presents five key lessons from scaling up MTSS, including defining MTSS clearly, using data and focusing on outcomes, strategic scaling, investing in local implementation capacity, and aligning MTSS with other key initiatives. Goodman emphasizes the ongoing nature of the implementation process and the significance of supporting educators for effective MTSS implementation and improved student success. The article offers valuable insights for education policymakers and practitioners.

Curriculum Connection

1. Curriculum Context
MTSS is a key component in supporting educators using the Ontario Language Curriculum, as it provides a proactive and systematic model to address the diverse learning needs of students in language and literacy. MTSS is a proactive, preventative model designed to provide timely support for all students to prevent literacy difficulties from developing. This article supports educators in effectively implementing a tiered language and literacy instruction approach.
Grade(s): K 1 2 3 4 5 6 7 8 9
Topic(s): MTSS

1 Comment

  1. First I appreciate the connection to behaviour and reading made in the article. I also agree that this implementation will be ongoing. There are many moving pieces, and much harder to put into place than it may sound. Bringing a whole system into alignment is no small feat!

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