Multi-Tiered Systems of Support: The What, Why, and How for School Counselors
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| Title: | Multi-Tiered Systems of Support: The What, Why, and How for School Counselors |
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| Language: | English |
| Authors: | Fallon, Lindsay M. (ORCID |
| Source: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 50 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | R324B170010 H029D40055 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Descriptors: | Multi Tiered Systems of Support, Positive Behavior Supports, School Counselors, School Counseling, Evidence Based Practice, Students with Disabilities, Special Education, Curriculum Based Assessment, Precision Teaching, Consultation Programs, Prevention, Behavioral Sciences, Direct Instruction, Innovation, Program Implementation |
| Abstract: | This chapter describes Multi-tiered Systems of Support (MTSS), with a specific focus on Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). When outlining MTSS, authors address how MTSS evolved as well as operating characteristics of the framework. MTSS is an prevention-based framework for enhancing the development and implementation of a continuum of evidence-based practices to achieve academically and behaviorally important outcomes for all students. It can be designed and implemented to promote racial equity and healing in schools and is grounded in and shaped by a number of foundational influences. These influences include (1) supporting youth with disabilities and special education; (2) curriculum-based measurement and precision teaching; (3) teacher consultation and support; (4) prevention science; (5) behavioral sciences; (6) evidence-based practices; (7) direct instruction; and (8) innovation implementation research. School counselors can use MTSS to address root causes of discipline disparities and explicitly integrate action to advance racial equity into MTSS' implementation. This chapter discusses the rationale for why this work is critically important, and how to leverage MTSS work to achieve needed change. [This is the in press version of a chapter that will be published in: "The School Counselor's Guide to MTSS. 2nd Edition," edited by E. Goodman-Scott, J. Betters-Bubon, J. Olsen, and P. Donahue, Routledge.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED627209 |
| Database: | ERIC |
| Abstract: | This chapter describes Multi-tiered Systems of Support (MTSS), with a specific focus on Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). When outlining MTSS, authors address how MTSS evolved as well as operating characteristics of the framework. MTSS is an prevention-based framework for enhancing the development and implementation of a continuum of evidence-based practices to achieve academically and behaviorally important outcomes for all students. It can be designed and implemented to promote racial equity and healing in schools and is grounded in and shaped by a number of foundational influences. These influences include (1) supporting youth with disabilities and special education; (2) curriculum-based measurement and precision teaching; (3) teacher consultation and support; (4) prevention science; (5) behavioral sciences; (6) evidence-based practices; (7) direct instruction; and (8) innovation implementation research. School counselors can use MTSS to address root causes of discipline disparities and explicitly integrate action to advance racial equity into MTSS' implementation. This chapter discusses the rationale for why this work is critically important, and how to leverage MTSS work to achieve needed change. [This is the in press version of a chapter that will be published in: "The School Counselor's Guide to MTSS. 2nd Edition," edited by E. Goodman-Scott, J. Betters-Bubon, J. Olsen, and P. Donahue, Routledge.] |
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