Consultants for the Madison Schools (PDF):

The leadership has established a director of MTSS with the C&I department, which is critical from both functional and symbolic purposes.

District leadership has a strong Strategic Framework in place to support the MTSS process with the present focus on reading, with subsequent focus on writing and numeracy.

The data suggests with the attenuation of the special education population (i.e., from 17.8% to 14% in the last 3 years), early intervening processes are having a positive effect.

Despite inconsistencies in the process, schools are starting to use similar methodologies to screen (e.g., AimsWeb® & MAP), core materials (e.g., Mondo®) and interventions for students (Voyagers, Rewards, Language!)