Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools - Article 4

Oct 15, 2026

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Multi-tiered systems of support (MTSS) provide a unified framework for addressing behavioral and academic challenges through a tiered continuum of evidence-based practices within prevention science and implementation research. Research suggests MTSS can help teachers respond effectively, yet many middle level schools have struggled with organizational and systemic barriers since the RtI movement and its shift to the MTSS paradigm. This essay proposes a middle-level implementation framework grounded in collective teacher efficacy, and it examines key behaviors for success alongside sustainability indicators.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

MTSS overview

Challenges in middle level schools

Collective teacher efficacy framework

Implementation success behaviors

MTSS sustainability hallmarks

Current Issues in Middle Level Education | Volume 24 Issue 2 | Article 4 | | --- | --- | | 2019
Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools
Sonja M. Hollingsworth Dr.
Colorado State University, [shollingsworth@psdschools.org](shollingsworth@psdschools.org)
Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)
Part of the Curriculum and Instruction Commons, Educational Leadership Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Secondary Education and Teaching Commons | | Recommended Citation Hollingsworth, Sonja M. Dr. (2019) "Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools," Current Issues in Middle Level Education: Vol. 24 : Iss. 2 , Article 4. DOI: 10.20429/cimle.2019.240204 Available at: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/4](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/4) [This description is brought to you for free and open access by the Journals at Digital Commons@Georgia](This description is brought to you for free and open access by the Journals at Digital Commons@Georgia)[ ](This description is brought to you for free and open access by the Journals at Digital Commons@Georgia)[Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized](Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized)[ ](Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized)[administrator of Digital Commons@Georgia Southern. For more information](administrator of Digital Commons@Georgia Southern. For more information), please contact [digitalcommons@georgiasouthern.edu](digitalcommons@georgiasouthern.edu). Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools Cover Page Footnote Dr. Hollingsworth wishes to express thanks to her talented colleagues at Webber Middle School who have willingly provided generative space for the exploration of new practices around student support. This description is available in Current Issues in Middle Level Education: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/4](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/4) Multi-tiered system of supports as collective work: A (re)structuring option for middle schools Sonja M. Hollingsworth Colorado State University Abstract Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, & Everett, 2017) . Extensive literature indicates that MTSS programs can be effective in helping teachers address academic and behavioral challenges. However, from the onset of the RtI movement and through its transition into the MTSS paradigm, many middle level schools have faced significant organizational and systemic challenges which hamstring their ability to utilize MTSS programming with fidelity. This essay proposes an alternative framework for the implementation of MTSS programming at the middle level predicated in the theoretical construct of collective teacher efficacy. After reviewing the tenets of collective efficacy, a provision for framework of MTSS implementation is offered followed by discussion of both behaviors inherent to successful implementation and hallmarks of MTSS programming sustainability. Keywords: MTSS, collective teacher efficacy, intervention, middle level Published by Digital Commons@Georgia Southern, 2019 33 There he sat again. Alone – in the hallway. His piercing blue eyes, dimpled s

FAQs

What does MTSS aim to address in schools?

MTSS targets behavioral and academic challenges using a tiered continuum of evidence-based practices, positioned within prevention science and implementation research.

Why do many middle level schools struggle to use MTSS with fidelity?

Organizational and systemic challenges—beginning with the RtI movement and continuing through the shift to the MTSS paradigm—hamstring schools’ ability to implement MTSS consistently.

What implementation approach does the essay propose for MTSS in middle schools?

The essay proposes an MTSS implementation framework grounded in the theoretical construct of collective teacher efficacy, including discussion of successful implementation behaviors and sustainability hallmarks.

Oct 15, 2026

Upload by nayy☆