Steps Forward: MTSS for Early Reading

In this episode of Steps Forward, I speak with Dr. Michelle Duda and Deborah Lynam. Dr. Michelle Duda, founder and president of Implementation Scientists LLC, is a globally recognized expert in implementation science and MTSS. With over 20 years of experience and a track record of driving systemic change in schools and organizations, she’s known for turning research into practice with proven, sustainable results. Dr. Duda has led national and international initiatives, making her a trusted authority in the field. Deborah Lynam is a doctoral student in Childhood Studies at Rutgers University-Camden and a graduate assistant for the NJ Tiered System of Supports for Early Reading initiative. With over a decade of experience in the non-profit sector, she focuses on literacy, learning disabilities, and education policy. Deborah serves on the Family Engagement Advisory Board for the National Center on Improving Literacy. She has been appointed to various advisory roles, including the US Department of Education’s Regional Advisory Committee. She is a certified Orton-Gillingham teacher, founding member of Decoding Dyslexia - New Jersey, and board member of the International Multisensory Structured Language Education Council and The Reading Reading League-New Jersey. 

Join us as we explore the critical role of Tier 1 core instruction in advancing early literacy instruction. We explore the importance of defining effective practices within a Multi-Tiered System of Supports (MTSS) for early reading. We delve into the challenges of implementing evidence-based literacy programs at scale, including the need for comprehensive system-level change and how implementation science can guide schools in sustaining these practices. We discuss the role of implementation teams, improvement cycles, and the importance of building resilient systems that can adapt to changes in staff and resources. Join us for an insightful discussion on leveraging implementation science to enhance literacy outcomes in schools.

Resources:

• New Jersey Tiered System of Supports for Early Reading https://www.njtss-earlyreading.org/
• Active Implementation Frameworks at a Glance: A reference or reminder of the 5 Active Implementation Frameworks that can be applied to any organization and any system level (e.g., local, district, state/provincial).
• Implementation Science 101: A Brief Overview: Provides a foundational understanding of implementation science, explaining how it supports the adoption of evidence-based practices in education, including the necessary systems, teams, and processes for achieving sustainable outcomes.

In this episode of Steps Forward, I speak with Jaime Doldan, Supervisor of Curriculum and Instruction at the Township of Franklin Public School District. Join us as we explore the journey of school-based leadership and the importance of assessments within an MTSS framework for early reading. Jaime delves into the assessments used by her district before implementing MTSS, highlighting the challenges faced without precise data. Learn how their leadership team was formed to enhance assessment practices, select reliable screening tools, and address both technical and adaptive challenges.

In this episode of Steps Forward, I speak with Dr. Adam Lekwa, Assistant Professor at Rutgers University, about the role of assessments within an MTSS framework for early reading. Dr. Lekwa discusses the different types of early reading assessments used in grades K-3, emphasizing the importance of universal screening. He explains the purpose of these assessments, the significance of predictive validity and reliability, and the consequences of using ineffective screeners. Dr. Lekwa also offers practical advice on how districts can analyze and improve their assessment practices to better support early reading outcomes. Join us as we explore the essential components of effective MTSS implementation for educational equity and student success.

Resources:

• Tool: NJTSS-ER Universal Screening Quality Evaluation Worksheet (www.njtss-earlyreading.org; https://docs.google.com/document/d/1zU3ztQQ9D2KuvKzabHG_HOQ8OYoShVMvEvzzmNGOuDY/copy)
• Information on Screening: Academic Screening Tools Chart (https://intensiveintervention.org/resource/academic-screening-tools-chart)

In this episode, Janice McDowell, Instructional Coach and Intervention Coordinator at Wayside Elementary School in the Township of Ocean School District discusses the critical role of instructional coaching in the implementation of a Multi-Tiered System of Supports for early reading, how instructional coaches support the integration of universal screening, and the important shifts in practice their district made to strengthen tier 1 core instruction to meet the majority of student’s early reading needs.

Key Takeaways:

• MTSS for early reading is a collective effort where instructional coaches play an integral role in building competencies in data-based decision-making and early reading instruction.
• Successful instructional coaching is strategic and systematic.
• Analyzing tier 1 programs and implementation is a critical first step in strengthening tier 1 preventative instruction.
• MTSS for early reading is a coordinated effort where educators can “do hard things” for the benefit of the students.

• MTSS for early reading is a significant systems change initiative that substantially changes practices and processes.
• Teachers need opportunities to build competencies and confidence in MTSS implementation.
• Instructional coaching is a key mechanism for providing high-quality professional development to build MTSS for early reading competencies.
• The Data-Driven Instruction Coaching Model (DDICM) is a specific instructional coaching model well aligned to MTSS for early reading.
• Collective transparency and commitment are critical for MTSS and the implementation of successful instructional coaching.

• Slide deck: Professional Development and Coaching in Education
• Article: A Multidisciplinary Framework of Instructional Coaching
• Article: Workstyle attributes and their relations to instructional coaching behaviours

• Leadership teams with a shared vision and understanding of MTSS are critical for successful implementation
• Universal screening data changes the way districts address early reading, moving from a reactive to a proactive approach
• MTSS for early reading starts with strengthening tier 1 instruction 
• MTSS for early reading is a coordinated effort where students are seen as “our students,” not “my students”

• MTSS is an antidote to the traditional "wait to fail" model
• MTSS starts with ensuring tier 1 instruction is sufficiently meeting the needs of students
• Local leadership teams are the foundational driver of implementation success
• Data are used to center the student in instructional planning in all tiers of instruction

• AIR Center on Multi-Tiered System of Supports https://mtss4success.org/
• AIR National Center on Intensive Intervention https://www.air.org/centers/national-center-intensive-intervention 
• USDOE Institute of Education Sciences Practice Guides https://ies.ed.gov/ncee/wwc/PracticeGuides
• New Jersey Tiered System of Supports for Early Reading  https://www.njtss-earlyreading.org/

Welcome to "Steps Forward," the podcast where we explore the transformative power of a Multi-Tiered System of Supports (MTSS) for early reading and Implementation Science. Hosted by Gina Mazzariello, an experienced literacy coach, reading specialist, and consultant, this show delves into how school districts can engage in systemic change to support our youngest readers. Tune in for insightful discussions with experts, sharing practical strategies and evidence-based practices for effective MTSS implementation in early reading. Join us as we take a step forward toward educational equity and student success in every episode!