Abstract
AbstractThis case study focuses on the role of school psychologists during the transition to and implementation of multi‐tiered systems of support (MTSS) in a small, rural school district. It provides guidance to other school psychologists in similar rural districts on how to support a system‐level change from the individual building level to the entire district level. The case study highlights the ways that the school psychologists' roles have changed due to the MTSS process as well as challenges that the district overcame. Further, it showcases that school psychologists can be valuable team members and can successfully advocate for change. It concludes with a summary of specific core components that have been essential in effectively implementing the frameworks at the school district level. Last, recommendations are provided to other practitioners regarding anticipated changes to MTSS given the extended school closure occurring due to the global pandemic.
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