ABSTRACT
There are many obstacles to effectively implement Multi-Tiered Systems of Support (MTSS) on a school campus. It is important to identify barriers to implementation and change on a school campus. Nurturing team functions and supporting team decisions are the responsibility of all stakeholders and each educator must fill a role. Challenges are examined including the school leadership. School psychologists, special education teachers, counselors, speech therapists, learning strategists and other supporters can advocate, educate, and demonstrate the benefits of MTSS as often as possible at all leadership levels. Common obstacles include: school lacks research-based interventions, staff are resistant to MTSS, interventions are not documented adequately, staff perceives MTSS as a function of special education eligibility outcome, school lacks adequate funding, school does not engage in universal benchmarking, appropriate tools are not being used for data-based decision making, staff are overwhelmed, the school psychologist does not honor teachers’ intervention implementation or documentation, parents or guardians want special education eligibility determination not interventions, behavioral supports are too complicated, high needs students are frequently absent or do not attend classes, the error of focusing on Tier 3 supports before systematically evaluating Tier 1 practices, and the principal has left the school.
