Response to Intervention and Multi-Tiered Systems of Support in Maine Schools - Portraits of Promising Practices

Oct 15, 2026

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Policy and practice report examining Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) in Maine schools, highlighting promising implementation approaches across district levels. It reviews federal regulations and Maine statutes, defines RtI/MTSS concepts, and outlines study purpose, research questions, methodology, and sampling. Findings present detailed portraits of MTSS programs in high schools, middle schools, and elementary schools, describing program structures and observed results to inform policymakers and educators.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Policymaker Summary

Introduction

Background

Federal Regulations

State Statutes

RtI and MTSS

Description of Study

Purpose

Research Study Questions

Methodology

Sample

Findings Part I: Portraits of MTSS Programs

High Schools

Middle Schools

Elementary Schools

Response to Intervention and Multi-Tiered Systems of Support in Maine Schools: Portraits of Promising Practices Kathryn Hawes, Ph.D. Amy Johnson, Ph.D. Angela Atkinson Duina, Ph.D. Maine Education Policy Research Institute University of Southern Maine April 2020 Center for Education Policy, Applied Research, and Evaluation Published by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine. CEPARE provides assistance to school districts, agencies, organizations, and university faculty by conducting research, evaluation, and policy studies. In addition, CEPARE co-directs the Maine Education Policy Research Institute (MEPRI), an institute jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature. Statements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred. The University of Southern Maine does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran's status and shall comply with Section 504, Title IX, and the A.D.A in employment, education, and in all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. This study was funded by the Maine State Legislature, and the University of Maine System. Copyright © 2020, Center for Education Policy, Applied Research, & Evaluation. Response to Intervention and Multi-Tiered Systems of Support in Maine Schools: Portraits of Promising Practices Table of Contents Policymaker Summary ........................................................................................................................................ i Introduction.............................................................................................................................................................. 1 Background ............................................................................................................................................................... 2 Federal Regulations ............................................................................................................................................................. 3 State Statutes .......................................................................................................................................................................... 3 RtI and MTSS...........................................................................................................................................................................4 Description of Study............................................................................................................................................. 4 Purpose .....................................................................................................................................................................................4 Research Study Questions................................................................................................................................................. 5 Methodology ........................................................................................................................................................................... 5 Sample ....................................................................................................................................................................................... 6 Findings Part I: Portr

FAQs

What are RtI and MTSS in the context of this report?

The report explains RtI and MTSS as frameworks for delivering supports and interventions across tiers, aligning practice with regulatory and policy expectations.

Which legal and policy sources does the report review?

It reviews federal regulations and Maine state statutes related to student support and intervention systems.

How are the study findings organized?

Findings are presented as portraits of MTSS programs, grouped by high schools, middle schools, and elementary schools, including named site descriptions such as High School A/B and Middle School A/B/C.

Oct 15, 2026

Uploaded by Mia