Introduction: Reflection for School-Support Staff During Summer
For school-support professionals (e.g., school counselors, school psychologists), summer break offers a pause from the demands of the school year and provides an opportunity for these professionals to reflect on the successes and challenges they encountered. During this time, professionals may want to make plans to support their students in the next school year and consider big-picture questions, including structure and process changes and practices. These considerations could involve incorporating, maintaining, and/or augmenting their school’s use of Multi-Tiered System of Supports (MTSS).
School professionals could consider some key reflection points to help them generate new ideas for implementing MTSS, regardless of which phase their school may be in regarding the MTSS process.
Phase 1: Forming the MTSS Structure
At this stage, schools identify their purpose in implementing MTSS, assemble a team, define roles, and set their school’s vision. This groundwork can shape how effective the utilization of this system will be.
Reflection questions:
- Do we have the right people on our MTSS team, including representation from general education, special education, and administration?
- Have we clearly defined our schoolwide goals for MTSS (e.g., improve behavior outcomes, reduce referrals)?
- What professional development or training might our team members need to deepen their understanding of MTSS?
Phase 2: Rolling Out the MTSS System and Defining Expectations
After the system has been built, the plan should be shared with the rest of the staff, roles and expectations should be defined, and implementing universal interventions should begin.
Reflection Questions:
- How did we introduce MTSS to our staff? What parts of this communication felt helpful or not helpful?
- Did we create opportunities for staff to ask questions, provide feedback, and seek consultation?
- Were expectations clear regarding staff roles in Tier 1 supports?
- How well did we build enthusiasm and commitment among staff, and where do we need to engage in additional work?
Phase 3: Beginning MTSS Strategy Implementation
As professionals begin to use the systems, MTSS teams need to monitor how well interventions, screening processes, and data systems are working. During this stage, professionals may encounter many challenges, so reflecting on the following questions can be helpful.
Reflection Questions:
- Are our universal screeners and data systems functioning smoothly and generating useful insights?
- Have Tier 1 supports been consistently implemented across classrooms?
- Are the processes for referral, documentation, and progress monitoring clearly defined?
- Were there any parts of the new process that generated confusion or resistance?
Phase 4: Fully Implementing MTSS and Sustaining the System
During this phase, your school is well into the MTSS implementation, so evaluating outcomes and ensuring sustainability are vital.
Reflection Questions:
- Are students consistently receiving the supports they need across all tiers?
- Do we have a system in place for regularly reviewing MTSS data and adjusting interventions?
- Are staff receiving the coaching and feedback they need?
- What success stories can we share, and how can we disseminate these (deidentified) stories with staff and stakeholders?
Conclusion: Continuing MTSS Growth Through Reflection
As you consider these questions, remember that initiating and maintaining a system-level change takes time, collaboration, and patience. MTSS is not a one-size-fits-all framework, and you may need to troubleshoot in order to implement and sustain your use of MTSS. With proper implementation, MTSS is a framework that can evolve with your school’s needs; help you refine intervention processes; and, ideally, streamline your job.
If you’re looking for tools or training to support your planning, you can find the full Stage-Based Implementation Checklist here or locate the full repository of MTSS trainings here.