The role of school improvement planning in the implementation of MTSS in secondary schools

Bohanon, Hank; Wu, Meng-Jia; Kushki, Ali; LeVesseur, Cheyne A; Harms, Anna L.; Vera, Elizabeth; Carlson-Sanei, Jenna; Shriberg, David

doi:10.1080/1045988x.2021.1908215

Cited by 8 publications

(6 citation statements)

References 31 publications

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“…From the current study data, general education teachers do not consider themselves interventionists but instead consider themselves content specialists. To mitigate this barrier, administrators, and those in charge of designing and providing professional development should rethink how to deliver MTSS/RtI professional development (Bartholomew, & De, 2017;Bohanon et al, 2021;Fisher & Frey, 2011;Mason et al, 2019). Small group intervention instruction modeling with the teacher's students would be the best recommendation.…”

Section: Summary Resultsmentioning

confidence: 99%

“…With education researchers conflicted on a cohesive MTSS/RtI conceptual framework (Reynolds & Shaywitz, 2009), it is easy to understand how school districts, administrators, and teachers are confounded as to which approach to implement, which staff should be implementing the interventions, and what interventions they should be implementing (Burns et al, 2008). The questions are endless, and to date, the answers are few (Bohanon et al, 2021;Schiller et al, 2020). Nonetheless, state educational agencies moved ahead with their vision of an MTSS/RtI plan (Ginns et al, 2020).…”

Section: Mtss/rti As a Secondary School Frameworkmentioning

confidence: 99%

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Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

et al. 2021

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MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed that special education teachers and administrators had significantly higher MTSS/RtI beliefs and perceptions of their own academic and behavioral MTSS/RtI instructional and intervention skills. Recommendations include the need for extensive and intensive professional development, delineation of role clarity, increased fidelity of implementation, and staff accountability.

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Section: Summary Resultsmentioning

confidence: 99%

Section: Mtss/rti As a Secondary School Frameworkmentioning

confidence: 99%

Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

et al. 2021

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“…The expert reviewers also judged the scaling appropriate to measure the survey constructs (Adams & Lawrence, 2018;Forman & Crystal, 2015). We established the initial criterion-referenced validity (Kim & Shin, 2022) in a previous study (Bohanon et al, 2021). A Kendall rank-order coefficient test (W; Kendall, 1938;Puth et al, 2015) yielded a statistically significant correlation (W = 1.00, p < .025) between the scores on a statewide measure of school improvement and the TIERS.…”

Section: Fidelity Measures For Schoolwide Supportsmentioning

confidence: 99%

A Preliminary Study Connecting School Improvement and MTSS With Student Outcomes

Bohanon,

Wu,

Kushki

et al. 2023

Australas. j. spec. incl. educ.

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Schools have an increased focus on implementing schoolwide initiatives (e.g., multi-tiered systems of support; MTSS) to address risk factors related to dropping out. These interventions can involve multiple domains, including academic, behavioural, and social and emotional supports. Although researchers suggest that schoolwide interventions are effective, school staff may need help implementing various content (e.g., academic, behaviour) domains into a cohesive plan. This preliminary study focused on nine schools in the Midwestern United States that implemented schoolwide interventions as part of a statewide technical assistance approach. The research included using survey and extant data for all students to determine the connections between schoolwide interventions, school improvement, and student outcomes. Schools in this study that were higher on both school improvement and MTSS implementation had, in general, better student outcomes associated with predictors of dropping out of school. These findings indicate that school improvement and MTSS may be mutually beneficial enterprises that help school staff address factors related to dropping out.

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“…Further, MTSS is emerging as an innovative practice in School Psychology (O’Connell et al, 2017; Sopp et al, 2019) and in early childhood education (Shepley & Grisham-Brown, 2019). Likewise, the evidence base for secondary school MTSS with integrated academic, behavior and social support are emerging at present (e.g., Bohanon et al, 2021). A growing research and development movement on MTSS in the field of counseling psychology is evident as well (Sink & Ockerman, 2016).…”

Section: Why Mtss?mentioning

confidence: 99%

Issues in Statewide Scale up of a Multi-Tiered System of Support

Choi

McCart

Miller

et al. 2022

Journal of School Leadership

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Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the Department of Education funded the expansion of multi-tiered system of support (MTSS) through school and personnel improvement grants to states. This retrospective article examines the history of MTSS and California’s significant investment to scale up the practice statewide, with an eye to identifying key issues that are likely to surface in other such ambitious state efforts. We examine the infrastructure support methodology to develop local capacity to support school-level implementation with measured fidelity. We present some preliminary results from a small sample comparison study that demonstrate students’ academic achievement increased when the California MTSS efforts resulted in implementation with adequate fidelity. These findings suggest long-term replication of this initiative will mirror other student-level impact studies showing positive gains on measures of academic progress, in this case, English Language Arts and Math.

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The role of school improvement planning in the implementation of MTSS in secondary schools

Cited by 8 publications

References 31 publications

Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

A Preliminary Study Connecting School Improvement and MTSS With Student Outcomes

Issues in Statewide Scale up of a Multi-Tiered System of Support

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