In the heart of rural Montana, a group of dedicated school districts is working to overcome significant literacy challenges. According to the U.S. Department of Education,¹ over 64 percent of students in Montana are not proficient readers, a figure that rises to 78 percent among students from economically disadvantaged backgrounds. Recognizing the urgent need for improvement, several Montana school districts are working with REL Northwest to address effective, data-driven decisionmaking. The shared goal is to improve student literacy achievement by boosting the implementation of evidence-based literacy teaching practices by using a Multi-Tiered System of Support in Reading (MTSS-R) and engaging in Plan–Do–Study–Act cycles.

Growing a partnership

REL Northwest first partnered with Laurel School District, a small rural district eager to make a difference. In the first year, Laurel's staff engaged in professional learning (the resources from which are linked and explored throughout this blog) to deepen their understanding of evidence-based practices within an MTSS-R framework. Their success quickly caught the attention of neighboring districts, and the partnership expanded to include Hardin, Lockwood, and Whitehall school districts. Each district brought its own unique challenges and goals, but they were united by a shared commitment to improving literacy achievement. During year two, REL Northwest facilitated Plan–Do–Study–Act cycles and provided the districts with the necessary tools, resources, and opportunities to collaborate. REL Northwest supported districts to identify and implement changes that impact literacy instruction and will lead to improved student achievement.

Hardin Public Schools: Data-driven transformation

Hardin Public Schools wants to improve student learning by refining its literacy data systems and analysis protocols. Through two Plan–Do–Study–Act cycles, the district established consistent collaboration time for data teams and implemented a standardized data protocol, laying the foundation for a culture of data-driven decisionmaking. The district leveraged resources like the MTSS-R Self-Reflection Worksheet and Data-Driven Dialogue Protocol, which provided a structured approach to inquiry and goal-setting. These discussions helped staff uncover root causes and facilitate effective solutions. Devon Flamm, Hardin's Curriculum Director, noted, "Using the resources was an effective use of time! Time is precious, and having fidelity to the resources kept us participating in a collective way that allowed us to learn together. It helped to keep the group outcome-based and actually supported the team in moving forward toward a goal." The district's dedication to implementing structured, evidence-based literacy practices is the first step in meeting students' learning needs. By focusing on the data, Hardin is prepared to make instructional changes.

Laurel Public Schools: Revising special education pre-referrals

After a focus on literacy outcomes during their first cycle of work with REL Northwest, Laurel Public Schools is shifting its attention to its special education pre-referral process. Initially, the district lacked consistent data collection and application across all schools, which could lead to under- or over-identification of students at different sites. Through two Plan–Do–Study–Act cycles, Laurel successfully revised its pre-referral system, introducing a new pre-referral process with updated forms and data collection requirements. Charla Wetsch, Director of Curriculum and Instruction, emphasized the value of this structured approach: "The Plan–Do–Study–Act cycle action plan is a great tool for district leaders to stay focused on the details and data collection needed to effectively monitor change." This initiative improved the accuracy of special education referrals and informed professional development and future practices.

Whitehall School District: Aligning instruction

At Whitehall Middle and High School, the focus of the Plan–Do–Study–Act cycle was on developing vertical alignment in English language arts (ELA) instructional and assessment practices for grades 6–12. The partnership with REL Northwest provided a framework for addressing both immediate challenges and long-term goals, with tools like the MTSS-R self-reflection and data dialogue protocol playing a central role. As Whitehall 6–12 school principal Jason J. Slater explained, "We plan to reflect on what did and did not work, identify why, and determine what adjustments can be made. From an administrative perspective, we will look at how these tools can be incorporated into sustained practice." Whitehall's continued focus on improving ELA instruction and assessment is leading to improvements in its common standards-based, formative assessments.

Lockwood School District: Monitoring implementation

Lockwood School District is monitoring the implementation of a newly adopted evidence-based ELA curriculum. Using the Plan–Do–Study–Act cycle, Lockwood High School staff developed a classroom observation tool and observed teachers implementing the curriculum. Staff gathered data from observations and engaged in the Data-Driven Dialogue Protocol. The learning from this improvement cycle informed professional learning and provided insights into how best to implement the curriculum with fidelity, with the goal of leading to improved teaching and learning outcomes.

Consider change

In Montana, Plan–Do–Study–Act cycles and improvement efforts are making a tangible impact at every level of the education system: classrooms, schools, and districts. The journey to improve literacy outcomes for all students is ongoing, requiring continuous action and collaboration at every level. Thanks to the successful partnerships in Montana, REL Northwest developed materials to support other districts and schools in their MTSS-R process. These resources are freely available and offer comprehensive support for any school or district committed to making a difference.

Plan–Do–Study–Act cycles

One of the key processes driving these improvements is Plan–Do–Study–Act Protocol for MTSS-R, a continuous improvement approach that guides districts through three critical questions:

1. What problem are we trying to solve?
2. What change might we introduce and why?
3. How will we know that a change is actually an improvement?

By engaging in these four-step cycles, the districts have been able to refine their practices, test new approaches, and make data-driven decisions that lead to meaningful outcomes.

For more information about our work with Montana, please visit the REL Northwest partnership page to see current projects, completed projects, and the logic model.

To access the resources used by Montana school districts, please visit the Continuous Improvement for a Multi-Tiered System of Support in Reading resource page.

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