Implementing MTSS: Case Studies
Successful implementation of a multi-tiered system of support (MTSS) framework is a dynamic opportunity for speech-language pathologists (SLPs) to leverage their specialized expertise and to recognize the following realities about MTSS.
Note: These statements are not listed in order of importance.
A. The MTSS framework is not prescriptive—there is no single “right way,” to apply it. MTSS can take many forms.
B. MTSS is not “all-or-nothing”—SLPs can incorporate it in ways that are meaningful for their setting and workload.
C. MTSS requires SLPs to be visible and impactful within schools.
D. MTSS requires ongoing collaboration among SLPs, teachers, and school administration.
E. SLPs can advocate for their role by communicating their expertise and demonstrating how they contribute to student outcomes.
F. The MTSS framework is a valid and defensible approach to collecting eligibility data.
G. SLPs can use data collection tools to track student response to short-term intervention.
H. MTSS can reduce over-reliance on standardized assessments, supporting more equitable and holistic evaluation of student needs.
I. It is important to set MTSS goals that are both realistic and ambitious.
K. Existing research, resources, and online communities of SLP practitioners are available to support implementation.
Case Studies
In each case study below, we present the current context and challenges followed by the lettered reality or realities that the SLP in the case study considers in order to make meaningful changes in practice moving forward (e.g., Reality A, Reality J)..
Case Study #1 — Ryan
Ryan is a school-based SLP at multiple schools within a district.
Context and Challenges
- Ryan uses small-group, pull-out sessions as his main mode of service delivery.
- Ryan wants to implement MTSS but is concerned about the time required — and the impact on his workload.
Realities Applicable to This Case Study
Ryan reflected on several realities from the lettered list above to forge a new MTSS path forward.
Reality A: The MTSS framework is not prescriptive.
- Ryan recognizes that collaboration with teachers is core to MTSS.
- Ryan does this in a way that fits his schedule and situation.
- Ryan provides presentations on professional development days.
Reality C: MTSS requires SLPs to be visible and impactful in schools.
- Ryan wants his co-workers to understand his role, but he doesn’t have time to meet with all of them.
- Ryan plans to meet with each principal and participate in professional learning community meetings.
Reality F: The MTSS framework is a valid and defensible approach to collecting eligibility data.
- Ryan is experiencing an increase in referrals.
- Based on the nature of the referrals, he believes that most of these students will be best served by short-term intervention rather than full-scale evaluation.
Reality I: It is important to set MTSS goals that are both realistic and ambitious.
- Ryan is very enthusiastic about MTSS.
- He plans to start small and ramp up over time.
- Ryan coordinates with teachers to collaborate on future lessons.
Reality J: Existing research, resources, and online communities of SLP practitioners are available to support implementation.
- Recognizing that it is important to identify and share resources, Ryan follows his plan to move forward with MTSS — and turns to trusted resources.
- Ryan reads vetted, evidence-based articles and books
- He seeks reliable data collection tools that well-regarded programs have successfully used.
Case Study #2: Shelby
Shelby is a school-based SLP who works with students in preschool through second grade.
Context and Challenges
- Shelby delivers services to students individually or in small groups.
- She collaborates with and supports teachers.
- She wants to get more involved in MTSS but doesn’t want to work within the classroom.
Realities Applicable to This Case Study
Shelby reflected on several realities from the lettered list above to forge a new MTSS path forward.
Reality A: The MTSS framework is not prescriptive.
- Shelby realizes that MTSS does not require her to work in the classroom.
- Shelby is excited about continuing to foster relationships with teachers and to help students who are “falling through the cracks.”
Reality C: MTSS requires SLPs to be visible and impactful in schools.
- Shelby plans to meet with the administration to see how she and they can work together to support students.
- She specifically wants to discuss how her expertise can help to
- support the administration’s new literacy interventions and
- build meaningful bonds and relationships with all staff members.
Reality F: The MTSS framework is a valid and defensible approach to collecting eligibility data.
- Shelby is experiencing an increase in referrals.
- She plans to provide short-term interventions and collect data on students’ responses.
Reality I: It is important to set MTSS goals that are both realistic and ambitious.
- Shelby knows she can’t do everything, so she sets these goals for the year:
- Get involved with literacy interventions.
- Collect data on short-term interventions.
Reality J: Existing research, resources, and online communities of SLP practitioners are available to support implementation.
- Even though Shelby is excited about MTSS, she has some questions that remain unanswered.
- She knows that it’s important to identify and share resources, so she makes plans to
- read research studies and
- find data collection resources related to literacy
These case studies are modified versions of those found in the article “Overcoming the Research–Practice Gap: Key Considerations for Speech-Language Pathologists Related to Multitiered Systems of Support” (Sylvan, 2023).
