Collaboration When Implementing Instructional Interventions

An effective RtI and MTSS framework only happens when the entire faculty has a hive mindset. This is because collaboration in RtI and MTSS frameworks includes shared responsibility among all team members. The core idea in a collaboration model has been shifting from viewing student academic and behavioral challenges as solely the problem of one general education teacher (or special education teacher) to a shared responsibility among all educators involved with that student.

Grade-Level Teams/Professional Learning Communities (PLCs)

These teams (e.g., all first-grade teachers, math department) meet to regularly review universal screening data, discuss instructional strategies for Tier 1 (core instruction), identify students needing support, and monitor progress for Tier 2 and Tier 3 interventions.

Problem-Solving Teams (PST) / Intervention Teams / Student Support Teams (SST)

These are more focused and are often multidisciplinary. They meet on a regular basis to analyze data for students that continue to struggle with academics and/or behavior despite Tier 1 and Tier 2 efforts. These teams will be the ones that design, implement, and monitor intensive Tier 2 or Tier 3 interventions using research-based interventions (Tier 2) and evidence-based interventions (Tier 3). Participants for these teams usually include general education teachers, special education teachers, school psychologists, administrators, reading/math content interventionists, counselors, speech-language pathologists, and parents/guardians/caregivers. (Note: acronyms may be similar or different based on your school setting)

Leadership Teams

School or district administrators work with content or grade level team leaders to ensure the overall RtI/MTSS framework is implemented effectively and with fidelity. They should also ensure that academic and behavioral resources are allocated appropriately. Leadership teams should also ensure that staff receive all necessary initial and follow-up training. They should monitor the system and ensure that it functions smoothly, with the goal of student success.

Collaboration centers around data-driven decision making. Teams should meet to complete the following steps:

1. Analyze universal screening results to assess results of strong general education Tier 1 instruction and identify students that need more support.
2. Analyze data from progress monitoring to determine if Tier 2 and 3 interventions are working and if students need changes in intensity, duration or strategy. This is another point where decisions should be made to move students between tiers.
3. At this point, diagnostic assessment should be used to understand specific academic and/or behavioral needs of students.

Collaboration also ensures that interventions are planned and delivered effectively and with fidelity. It is also essential that there is regular, frequent, and clear communication between leadership team members, teachers, and staff. The data-driven decision-making steps happen throughout the RtI/MTSS processes. These iterative steps involve deciding:

1. What specific evidence-based intervention will be used
2. Who will deliver the intervention (e.g., classroom teacher, interventionist, specialist).
3. When and where the intervention will occur (scheduling)
4. How implementation will be ensured and monitored with fidelity
5. How teachers will share observations and data.
6. Resources for specialists are available to provide expertise and support.
7. Collaborative teams communicate decisions and plans to teachers
8. School staff communicate effectively with parents/guardians/caregivers about their student’s progress and the intervention support being provided to them.

Parent/Family Engagement

Effective RtI /MTSS models in academics and behavior include collaboration with parents/guardians/caregivers. When collaboration is effective, teams ensure parents/guardians are well-informed, participate in problem-solving discussions as needed, and receive strategies to support their child at home The “collaboration model” in RtI refers to the structured ways educators and specialists work together, using data to make instructional decisions across multiple tiers of support, with the shared goal of improving outcomes for all students. It involves specific team structures, defined roles, regular meetings, a focus on data analysis, and open communication. These collaboration models must have continuous improvement and evaluations built within to monitor its effectiveness for the goal of student success. Continuous evaluation within RtI/MTSS collaborative teams isn’t an event that happens once; it’s an ongoing, cyclical process integrated into the team’s regular work. These teams are regularly assessing different facets of the system to ensure it’s working effectively and efficiently.

Watch this video on RtI, MTSS and Collaboration

YouTube Video: “RTI Thought Leaders Network: Doug Fuchs on the Role of Collaboration in School Success” by RTIActionNetwork