Multi-Tier System of Supports
MTSS means: A comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data. (As defined in the Learn Act 2009)
Response to Intervention (RTI) is the practice of providing high-quality, evidence-based instruction to all students while using ongoing assessments to monitor student progress to make data-based instructional decisions through collaborative team processes. This MTSS/RTI Framework for Implementation manual provides an overview of the MTSS/RTI framework for Montana schools who are implementing MTSS/RTI.
It is the philosophy of the Montana Office of Public Instruction (OPI) that an MTSS/RTI structure within a school should be developed according to local autonomous decisions based upon local culture, resources, and needs. The RTI framework described on this web site provides a basic composition of essential, non-negotiable components. There are many elements around those basic components that should be decided locally in order for the process to be effective in any particular community. Full implementation and sustainability of RTI requires strong building leadership, ongoing assessments, data-based decision-making, ongoing professional development, the use of evidence-based curriculum and instruction, fidelity of implementation and collaborative relationships among school educators, staff, parents, and community.
The Montana Office of Public Instruction is committed to providing optimal learning conditions that support academic achievement for all students. When implemented with fidelity an RTI framework has the potential for meeting this commitment through the implementation of a multi-tiered system of support based on scientific evidence. The process also emphasizes the importance of: local school principals as instructional leaders, the use of data to guide instruction, appropriate intervention and practice, parent involvement, and other research-based practices.
Due to Montana’s diversity in student populations, varied resources, geographic areas, and rural, urban and suburban populations, it is expected that no two school districts or even school buildings will implement RTI in precisely the same way. With that in mind, this framework has been designed for schools and districts choosing to implement RTI. The successful implementation of RTI requires a deep commitment by district administrators, educators and staff. The Montana Office of Public Instruction is dedicated to improving the academic and social behavioral success of all students.
“All educators for all children.”
Descriptions of the various levels at which schools may be implementing RTI are listed above. Materials included under the Implementing levels are the materials used in the state RTI Project trainings. Additional resources may be found at: