When I sit down with school leaders in New Jersey to talk about implementing MTSS, I try to frame it as an opportunity to set the tone, create clarity, and build momentum—not as a test you can pass or fail. The early days are where we lay the groundwork for a sustainable, collaborative system that supports every student. 

I’ve seen districts go from tentative first steps to confident, coordinated MTSS teams, and it all starts with a few intentional moves in those first 30 days. Here are some of the key things I coach districts to focus on.

Choose a Manageable Phase One Group

Whether a district starts with a specific grade level, content area, or student population (like multilingual learners), I always stress: keep it manageable. Implementing MTSS is a three to five year process. It is not all going to happen in one year. The first year is about laying the strong foundation and the phase one group provides the space to do just that. 

One district launched with just tier 3 supports for elementary grades to ensure learning gaps could be addressed as early as possible, before they become larger once they reach middle school. Another started with behavioral supports because security threats were the biggest concern. By keeping the scope focused, the implementation felt more manageable and staff did not feel a burden of “something else added to their plates.”

Take Stock of Your Supports (Without Overcomplicating It)

One of the first conversations we have is about what interventions already exist. In this stage, I’m not asking anyone to produce a massive spreadsheet or perfect catalog—it’s more about gathering what we know. 

For example, in one district, I simply asked, “What do you already do when a student is struggling academically or behaviorally?” That sparked an internal conversation on where support staff are pulling resources from and the need for a documented process. From there, we decide how to organize those intervention sets in the system and which strategies should be assigned to students. As the end of the year, a meaningful dialogue was able to be had about what strategies were successful and what resources should become official. The beauty of starting informally is that you can refine as you go without feeling like you have to get it “perfect” from day one.

Bring Staff Along for the Ride

When introducing MTSS to staff, I’ve found it’s best to start by showing them how they can see the supports their students are receiving. This gives teachers a sense of the “bigger picture” without overwhelming them with new responsibilities. 

I also highlight that some teachers, particularly interventionists, specialists, or support staff, may be directly entering progress monitoring data. In one middle school I worked with teachers to coach them on data analysis. This empowered them to see the supports their students are getting outside of the classroom and determine ways to differentiate their curriculum inside of the classroom rooted in the data. 

As you expand MTSS in future years, teachers will have buy-in because they’ve been interactive with the platform already by looking at the supports their students are getting and some may be inputting progress monitoring depending on the support role they have in addition to being a teacher.

Review Data Quickly After Screening

Once the universal screener is complete, I recommend analyzing results within a week. That way, supports can be implemented before too much instructional time passes. 

One district I work with uses the end-of-year assessment as a baseline, then updates their universal screener results as soon as their beginning-of-the-year assessment data is available. This allows them to make quick adjustments to student groups and supports—keeping the system agile and responsive instead of static. 

In the first 30 days, progress monitoring may be just starting. Data collection should be consistent and shed further light on the scores seen in the universal screener. These data points could be assignments or assessments already assigned or additional activities done by support staff.

Keep the NJ Context in Mind

Here in New Jersey, the K–3 Literacy Mandate is now part of the conversation. It requires a universal screener, progress monitoring, professional development, and specific benchmark assessment domains. I treat it as one piece of the puzzle, especially for younger grades, because if we address literacy gaps early, we can reduce the number of students needing more intensive Tier 3 or I&RS interventions later on.

Don’t Overlook Behavior and SEL

Some districts begin with academics and add behavior or SEL later. Others lead with behavior because it’s their biggest pain point. For those tracking behavior in the OnCourse Student Information System, the Early Warning System can help flag patterns early so strategies can be assigned before small issues become big ones. 

Bottom line: The first 30 days are about clarity, communication, and quick wins. Start simple, get people involved, and let the system prove itself in small ways. From there, you can build and I’ve seen firsthand how those small, steady steps turn MTSS into a powerful engine for student success. Looking for a more in-depth guide to implementing MTSS? Download our MTSS Implementation Guide here.