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.

中文翻译：

---

像ABC一样简单

在农村学校工作的挑战会影响多层次支持系统 (MTSS) 的成功实施。尽管 MTSS 框架内的特殊教育和通识教育教师的职责已通过全国无数学区得到解决，但农村地区面临着可能影响 MTSS 成功实施的独特挑战。其中一些农村挑战包括但不限于教师准备和培训、招聘和留用、教师时间的灵活性有限以及物质和空间资源的不足。本文解决了与农村成功实施 MTSS 相关的关键问题，包括介绍农村地区可以采用的三种基于数据的策略，称为农村 AB-C：(a) 同时进行学术和行为指导，(b) 在数据机会方面发挥创造力，以及 (c) 有目的的合作。为便于实施，提供了案例研究应用程序和表格。