A scoping review of the literature on professional learning for MTSS

Castillo, José M.; Scheel, Nicholas L.; Wolgemuth, Jennifer R.; Latimer, Joseph; Green, Stephanie M.

doi:10.1016/j.jsp.2022.03.010

Cited by 4 publications

(13 citation statements)

References 62 publications

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“…Sixth, JCF personnel will need professional development on the implementation of a literacy-based MTSS (Castillo et al, 2022). JCF ELA teachers may also require professional development on selecting evidence-based programs and practices (Kittelman et al, 2020; Nielsen-Pheiffer et al, 2023), making instructional decisions based on progress monitoring assessment data (Chaparro et al, 2022; McMaster et al, 2021), using a variety of instructional groupings (Houchins et al, 2018; Vaughn et al, 2022; Wexler et al, 2018), and teaching using a co-teaching model (Gagnon & Swank, 2021).…”

Section: Discussionmentioning

confidence: 99%

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

Houchins,

Lambert,

Henrich

et al. 2024

Behavioral Disorders

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A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 youth, we identified three distinct Classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

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Section: Discussionmentioning

confidence: 99%

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

Houchins,

Lambert,

Henrich

et al. 2024

Behavioral Disorders

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“…The evidence base for high fidelity learning collaboratives that closely follow the original IHI model is most robust and typical outcomes include: increased awareness of individual or community needs, improved connection among a diverse set of professionals with common practice goals, and gains in workforce knowledge and skill through collaborative learning (Gotham et al, 2023). The evidence base for learning communities and communities of practice is less robust, but participants have reported increased knowledge and skills, and practice change is supported (e.g., Castillo et al, 2022; Ranmuthugala et al, 2011; Shaw et al, 2022). Given the similarity between the three strategies, we use the term “learning communities” as an umbrella term that encompasses communities of practice, learning collaboratives, and learning communities.…”

Section: Learning Communitiesmentioning

confidence: 99%

Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network

Olson,

Walker,

Chwastiak

et al. 2024

Eval Health Prof

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Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in the national Mental Health Technology Transfer Center (MHTTC) network. Each MHTTC formed Learning Communities (LCs) to facilitate connections among behavioral health professionals with the goals of sharing implementation strategies, discussing best-practices, and developing problem solving techniques. Data on outcomes were collected through a combination of self-report surveys and qualitative interviews. LC participants reported strong connectedness, gains in knowledge and skills, improvements in implementation capacity, and intentions to advocate for organizational and systems-level change. Furthermore, across the case examples, we identified LC characteristics that are associated with participant perceptions of outcomes, including tailoring LC content to workforce needs, providing culturally relevant information, engaging leaders, forming connections among participants and trainers, and challenging participants’ current workplace practices. These findings are interpreted through the lens of the Interactive Systems Framework, which focuses on how TTA, such as LCs, can facilitate connections between the theoretical and empirical foundations of interventions and the practices of implementing interventions in real-world settings to advance workforce capacity.

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“…Literature on MTSS often focuses on training and coaching as PL interventions, which have been associated with improved educator learning and implementation fidelity (J. M. Castillo et al, 2018Castillo et al, , 2022Eagle et al, 2015). However, others argue for a broader approach that includes more emphasis on communities of learners who collaborate together to support the practices that comprise MTSS models (Burns et al, 2016).…”

Section: Pl Theoretical Frameworkmentioning

confidence: 99%

“…Recently, we conducted a mixed methods scoping review of studies focused on PL interventions for MTSS (J. M. Castillo et al, 2022). We found a variety of PL interventions evaluated through quantitative, qualitative, mixed-method, and single-case research designs.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

“…Our larger mixed method synthesis followed the Preferred Reporting Items for the Systematic Reviews and Meta-Analysis Protocol guidelines (J. M. Castillo et al, 2018Castillo et al, , 2022Shamseer et al, 2015). For the qualitative synthesis, we conducted a descriptive-interpretive analysis of all qualitative sources (Lucas et al, 2007;Timulak, 2014).…”

Section: Design and Timelinementioning

confidence: 99%

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A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support

Castillo,

Wolgemuth,

McKenna

et al. 2024

Teacher Education and Special Education: The Journal of the Tea

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Researchers and practitioners continue to call for professional learning (PL) for multi-tiered systems of support (MTSS) to promote implementation with fidelity. Different PL interventions and MTSS frameworks raise questions about what types of PL support educators to engage in key practices. Questions also remain regarding educators’ perspectives and experiences with PL for MTSS and factors that facilitate or hinder educators’ learning. In this paper, we report findings from a qualitative research synthesis on PL for MTSS in the United States. We found 46 studies that explored educators’ perspectives and experiences with PL. Findings illuminated educators’ positive experiences with ongoing, job-embedded PL, particularly PL communities and coaching. Studies also illustrated the importance of collaboration and trust within learning communities as well as leaders who empower and trust educators. We discuss the implications of these findings in K–12 school settings.

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A scoping review of the literature on professional learning for MTSS

Cited by 4 publications

References 62 publications

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network

A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support

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