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Measuring Implementation of Multi-Tiered Systems of Support (MTSS): Development and Validation of the Integrated MTSS Fidelity Rubric (IMFR)

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Title: Measuring Implementation of Multi-Tiered Systems of Support (MTSS): Development and Validation of the Integrated MTSS Fidelity Rubric (IMFR)
Language: English
Authors: Allison Gruner Gandhi (ORCID 0000-0001-7944-498X), Erica Lembke (ORCID 0000-0001-8096-3330), Jennifer Pierce, Heather Smith, Andrew Swanlund, Julia Casasanto-Ferro, Caitlyn E. Majeika (ORCID 0000-0002-8917-655X), Timothy C. Riley-Tillman
Source: Assessment for Effective Intervention. 2026 51(2):96-112.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324N190007
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Multi Tiered Systems of Support, Scoring Rubrics, Elementary School Students, Test Construction, Test Validity, Measures (Individuals), Psychometrics, Content Validity, Generalizability Theory, Test Reliability, Usability, Program Implementation, Progress Monitoring, Intervention, Benchmarking
DOI: 10.1177/15345084251407952
ISSN: 1534-5084
1938-7458
Abstract: The Integrated MTSS Fidelity Rubric (IMFR) is a 14-item measure of elementary school implementation of integrated multi-tiered systems of support (I-MTSS). With I-MTSS, schools strategically use assessment to guide intervention that addresses the integrated nature of students' academic, social, emotional, and behavioral needs. The goal for this study was to develop and validate the IMFR as a measurement tool that is useful and relevant for school practitioners and researchers who deliver and study intervention for students in elementary schools. The IMFR was validated through 3 years of iterative administration, psychometric testing, and refinement, using a nationwide U.S. sample that ranged from 65 to 87 elementary schools across 13-20 districts in a given administration year. Analyses examined content validity, substantive validity, structural validity, and generalizability. In addition, the study examined usability through focus groups with participating school teams. Overall, we conclude that the IMFR is a reliable and valid measure of I-MTSS implementation and is useful to school and district practitioners.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1496429
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Measuring Implementation of Multi-Tiered Systems of Support (MTSS): Development and Validation of the Integrated MTSS Fidelity Rubric (IMFR)
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  Data: <searchLink fieldCode="AR" term="%22Allison+Gruner+Gandhi%22">Allison Gruner Gandhi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7944-498X">0000-0001-7944-498X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Lembke%22">Erica Lembke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8096-3330">0000-0001-8096-3330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Pierce%22">Jennifer Pierce</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Smith%22">Heather Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+Swanlund%22">Andrew Swanlund</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Casasanto-Ferro%22">Julia Casasanto-Ferro</searchLink><br /><searchLink fieldCode="AR" term="%22Caitlyn+E%2E+Majeika%22">Caitlyn E. Majeika</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8917-655X">0000-0002-8917-655X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+C%2E+Riley-Tillman%22">Timothy C. Riley-Tillman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2026 51(2):96-112.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 17
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  Data: 2026
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Validity%22">Content Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Generalizability+Theory%22">Generalizability Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink>
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  Data: 10.1177/15345084251407952
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  Data: 1534-5084<br />1938-7458
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  Label: Abstract
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  Data: The Integrated MTSS Fidelity Rubric (IMFR) is a 14-item measure of elementary school implementation of integrated multi-tiered systems of support (I-MTSS). With I-MTSS, schools strategically use assessment to guide intervention that addresses the integrated nature of students' academic, social, emotional, and behavioral needs. The goal for this study was to develop and validate the IMFR as a measurement tool that is useful and relevant for school practitioners and researchers who deliver and study intervention for students in elementary schools. The IMFR was validated through 3 years of iterative administration, psychometric testing, and refinement, using a nationwide U.S. sample that ranged from 65 to 87 elementary schools across 13-20 districts in a given administration year. Analyses examined content validity, substantive validity, structural validity, and generalizability. In addition, the study examined usability through focus groups with participating school teams. Overall, we conclude that the IMFR is a reliable and valid measure of I-MTSS implementation and is useful to school and district practitioners.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1496429
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        Value: 10.1177/15345084251407952
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      – Text: English
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        PageCount: 17
        StartPage: 96
    Subjects:
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Test Construction
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      – SubjectFull: Generalizability Theory
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