{'fraction_non_alphanumeric': 0.02894736842105263, 'fraction_numerical': 0.0, 'mean_word_length': 5.711764705882353, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Easy as A-B-C: Data-Based Guidelines for Implementing a Multitiered System of Supports Into Rural Schools

The challenges of working within rural schools can impact successful implementation of a multitiered system of supports (MTSS). Although special education and general education teachers’ responsibilities within a MTSS framework have been addressed through a myriad of school districts across the nation, rural districts face unique challenges that can impact successful MTSS implementation. Some of these rural challenges include, but are not limited to, teacher preparation and training, recruitment and retention, limited flexibility of teacher time, and inadequate access to material and space resources. This article addresses critical issues related to successful rural implementation of a MTSS, including the presentation of three data-based strategies rural districts can employ, referred to as the rural A-B-C’s: (a) approach academic and behavior instruction simultaneously, (b) be creative with data opportunities, and (c) collaborate with purpose. Case study application and tables are provided for ease of implementation.