ABSTRACT
One of the first things educators think of when new procedures in a school are established is what types of forms and checklists will be required. Effective Multi-Tiered Systems of Support (MTSS) in secondary schools is about the format, not the forms. School teams waste much of their time chasing forms in counterproductive practices that impact effective problem-solving processes. A format to automate MTSS is described in detail. Automation of MTSS relies on systemic organization, allowing for time and space of scheduled intervention classes, data collection, and MTSS team functions and meetings, with streamlined documentation of intervention plans, logs, and graphs, which increases fidelity and decreases probability of teacher burnout as a result of insurmountable demands in the classroom to meet individual student needs. Teachers need not spend precious time creating interventions and finding spare moments to implement them, which only decreases probability of reliable documentation in response to reliable interventions. Teachers must be allowed to focus on instructional delivery resulting in improved teacher efficacy.
