Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

“…School psychologists are positioned to support ongoing coaching due to their content expertise in multitiered frameworks, systems change, and professional development principles (e.g., Dowdy et al, 2015;Eagle, Dowd-Eagle, Snyder, & Holtzman, 2014;Maras, Thompson, Lewis, Thornburg, & Hawks, 2015;Nantais et al, 2014;National Association of School Psychologists, 2010). School psychologists also possess skills in collaborative consultation with educators and in data-based decision making (National Association of School Psychologists, 2010) that are critical elements of coaching (Denton & Hasbrouck, 2009;Erchul, 2015;Schultz et al, 2015) and of RTI (Batsche et al, 2005;Fletcher & Vaughn, 2009).…”

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

“…Space remains a premium, and administrators can systematically support MTSS by providing adequate locations for professional development, dedicated areas for student support, technologically sufficient areas for team meetings and MTSS activities like data entry and checkin/check-out. Principals possess knowledge of technical and adaptive leadership techniques and may utilize their social and professional influence around these resources to achieve meaningful change (Eagle, et al, 2015).…”

“…Policy mandates have served as a catalyst for educational reform, resulting in the emergence of school-wide frameworks like Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS). According to Eagle, Dowd-Eagle, Snyder, & Holtzman (2015), "given the strong alignment of key features of RtI and PBIS, increasing attention has been placed on the need for an integrated model that braids initiatives for academic, behavioral, and social-emotional needs into a single Multi-Tiered System of Support (MTSS)" (p. 161). Thus, MTSS has become the modern, multi-faceted reform effort predicated in theoretical and practical considerations designed to elicit a preventative, decision-making, problem-solving, evidence-based framework which addresses the interconnectedness of academic and behavioral difficulties (Nelson, Benner, Lane, & Smith, 2004).…”

Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans

“…In addition to assessment, intervention is critical to addressing behavioral concerns in the classroom. As previously described, comprehensive class‐wide behavioral intervention should include consideration of empirical recommendations for instructional practice, as research has linked achievement and social behavior (Algozzine, Wang, & Violette, ; Marchant & Anderson, ) in addition to the use of data to support decision‐making (Eagle, Dowd‐Eagle, Snyder, & Holtzman, ). Implementation of a comprehensive class‐wide intervention should be consistent and complete (i.e., with high levels of implementation fidelity) (Sanetti & Kratochwill, ).…”