Measuring Implementation of Multi-Tiered Systems of Support (MTSS): Development and Validation of the Integrated MTSS Fidelity Rubric (IMFR)

IntroductionIn Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R).MethodsA total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R.Results and discussionThe results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.

This study investigated the comprehensive implementation of the Multi-Tiered System of Support (MTSS) within a school district, focusing on the engagement and collaboration of educators in refining and executing MTSS strategies. The problem investigated was the effectiveness of MTSS implementation and collaboration among educators. This action research study aimed to investigate and improve the MTSS implementation process. Participants and data collected in Cycle 1 consisted of transcripts, survey responses, and meeting artifacts. Findings from Cycle 1 revealed critical areas needing attention, which informed the action steps in Cycle 2. These steps included MTSS focus group meetings, professional development planning, material delivery to teachers, and subsequent focus group and PLC meetings. Action steps, including MTSS focus group meetings, professional development planning, and material delivery to teachers, were designed, implemented, and evaluated in Cycle 2 to address the identified areas of need. Key outcomes included the validation and refinement of MTSS criteria, effective collaboration among stakeholders, and the identification of best practices for future initiatives. Findings included the validation and refinement of MTSS criteria, effective collaboration among stakeholders, and the identification of best practices. The study concluded that sustained engagement and a collaborative approach are essential for the successful implementation and continuous improvement of MTSS practices. Implications for the district included enhanced teacher preparedness, improved student support systems, and the establishment of a robust MTSS framework. Implications for the organization included enhanced teacher preparedness, improved student support systems, and a robust MTSS framework.--Author's abstract

While there is overwhelming support from clinical texts, journal articles, and our national organization for the implementation of multi-tiered system of supports (MTSS) in school-based speech and language practice, the reality is that many speech-language pathologists (SLPs) may be unfamiliar with how to fully engage with this framework. In this clinical focus article, we identify potential misconceptions related to MTSS and explore the degree to which these misconceptions may be prevalent and the driving factors that influence SLPs. We also discuss what next steps the field can take to support accurate beliefs about MTSS and refudiate potential misconceptions in order to best position SLPs to successfully participate in an MTSS framework. Twelve potential misconceptions related to MTSS and SLPs were identified by the authors of this clinical focus article. Nineteen school-based SLPs who worked in public schools in the United States participated in a 75-min focus group where they were asked to rate the degree to which they agreed or disagreed with the identified misconceptions and explain their reactions. Focus groups ranged in size from three to four SLPs. The focus groups produced both quantitative and qualitative data about SLPs' perspectives related to MTSS and provided insights into which misconceptions may be prevalent or influential in how SLPs frame, approach, and reflect on MTSS. Although roles and responsibilities of school-based SLPs support engagement with MTSS, there is growing concern regarding the gap between research, policy, and practice related to MTSS implementation. Identifying and addressing potential misconceptions SLPs hold related to MTSS will bolster efforts to support SLP involvement in MTSS, resulting in high-quality services and supports matched to strengths and needs of all students.

The use of the Internet and modern technologies provide various benefits in daily life and are almost impossible to avoid. Many forms of social behavior have “moved” into the virtual world. In the same time, potential dangers and risks for children and young people and also adults got their online dimension. During the 2016 NZJZ SDŽ conducted quantitative study to identify patterns of behavior on the Internet with a particular focus on Internet security, participation in cyberbullying, Internet addiction and parental controls when using the Internet. The study involved elementary school students (N=286) and high school students (N=539) making a representative sample for the Split-Dalmatia County. The online survey questionnaire was applied. The aim of this manuscript is to present a part of the results of the mentioned research with focus on the use of security settings on social networks of children and young people. Almost an equal proportion of elementary and high school students know how to use additional security settings on social networks (elementary school 85,7% and high school 85%). When asked if they use additional security settings on social networks, high school students use security settings more often than elementary school students (elementary school 69,2% and high school 74%). Furthermore, 22,4% of elementary school students and 25,6% of high school students have a publicly available profile on social networks. This habit is more commonly reported by boys (boys 28,8% and girls 16,3% in elementary schools and boys 36,2% and girls 9,7% in high schools).

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

Multi-tiered systems of support (MTSS) are effective in addressing challenges in schools through a tiered system of support and diagnostics. A broad field of research has developed over the past 50 years. This systematic literature review aims to provide an overview of MTSS quality, outcomes, and characteristics in elementary education research. The review includes international studies and focuses on MTSS approaches that integrate behavior modification. After searching several databases, 40 studies published between 2004 and 2020 met the criteria for closer examination. The review presents study characteristics and theoretical references of different MTSS, including location, time, sample, study design, outcome measures, groups involved, interventions, and effects. In summary, MTSS have been found to be effective in elementary schools internationally, particularly for behavior change. Future studies should investigate the interactions between interventions within the school setting and involve teachers, school staff, and stakeholders in MTSS development to improve the system's coherence and effectiveness. It's important to note that MTSS have a political dimension that affects implementation and sustainability and can impact society by improving school experiences and reducing negative behaviors.

We live in a world where preschool and even kindergarten are optional years in schooling, only perpetuating the problem of incoming kindergartener students systemically lacking foundational skills necessary to successfully begin their academic careers. Access to quality preschool is an equity problem that needs to be discussed and researched. Preparing a student to enter kindergarten with the appropriate foundational academic skills does not just set them up for kindergarten success, but also for success in future grade levels. Therefore, a co-design team focused a problem of practice at an elementary school to provide the kindergarten teacher with additional support by using a team-based approach in planning and implementing the Multi-Tiered System of Supports (MTSS) Framework with fidelity in order to increase kindergarten students’ reading scores. This mixed-method study included 19 kindergarten students at a Midwest K-5th elementary school where three research questions were examined: 1) What was the effect of the team-based MTSS intervention planning process on the kindergarten students’ MAP reading scores?; 2)What was the effect of the team-based MTSS intervention planning process on the kindergarten students’ FastBridge Early Reading Screener Scores?; 3) What were the co-design team’s perceptions of the team-based MTSS intervention planning process? Utilizing the quantitative measures of the Northwest Evaluation Association (NWEA) Measures of Academic Progress MAP) assessment and the FastBridge Early Reading Screener and the qualitative measure of a six-question open-ended educator survey, the co-design team examined growth in kindergarten students’ reading scores and the co-design team’s perception of utilizing the team-based approach to implement the MTSS Framework with fidelity. Upon the conclusion of the 90-day cycle of inquiry, 84% of the 19 kindergarten students showed an increase on their MAP reading assessment from fall to winter. Additionally, there was an observed growth from 21% of students falling in the “low risk” range on the fall FastBridge Early Reading Screener to 53% of students falling in the “low risk” range in the winter. Lastly, the survey results showed three themes: collaboration, instruction, and time. The three co-design team educators who completed the six-question open-ended survey unanimously recommended the team-based approach to implementing the MTSS Framework with fidelity. As practical implications in an elementary school are considered, the co-design team wonders what this team-based approach to planning and implementing the MTSS Framework with fidelity could look like when done with multiple teachers. If this intervention proved to be successful with the co-design team for this

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

The trajectories of the supratemporal and infratemporal retinal arteries are associated with the position of the nerve fiber layer defects of glaucomatous eyes. However, no reports have thus far been published on changes in the retinal artery trajectory (RA trajectory) along with growth. Thus, the purpose of this study was to investigate the differences in the RA trajectories of elementary and junior high school students and the associations with axial length (AL). Prospective cross-sectional observational study. In total, 122 right eyes of healthy elementary school students (61 boys, 61 girls) and 170 right eyes of healthy junior high school students (83 boys, 87 girls) were studied. The AL was measured and color fundus photographs were taken, and used for the analysis. The RA trajectory was plotted in the color fundus photographs and fitted to a second-degree polynomial equation, [Formula: see text], using ImageJ. The coefficient "a" represented the steepness of the trajectories. The differences in the RA trajectories and ALs of elementary and junior high school students were determined using the Mann-Whitney test. The association between the RA trajectory and AL was determined using the Spearman rank correlation. The AL and the RA trajectory of the junior high school students were significantly greater than those of the elementary school students (P < 0.001). The RA trajectory was significantly associated with the AL in both elementary (r = 0.26, P = 0.005) and junior high (r = 0.32, P < 0.001) school students. Junior high school students have a longer AL and narrower RA trajectory than do elementary school students. A longer AL is associated with a narrower RA trajectory in both elementary and junior high school students.

IntroductionThe prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues of teacher workload reduction and improvement of students’ learning environment, but it is also a socially relevant issue. The Multi-tiered Systems of Supports (MTSS) effectively mitigates some of these challenges in the education system and is recognized as a successful framework.MethodsTherefore, this single-case study examined the first two tiers of an MTSS developed in Germany (Multimo) to determine the impact of its implementation on 32 students with disruptive behavior. The first hypothesis propose that the implementation of Tier 1 can effectively decrease disruptive behavior among all students and the second one that assigning students to Tier 2 can provide an additional reduction in disruptive behavior. Data analysis included multilevel analyses with piecewise-multilevel models and the overlap index, the Nonoverlap of All Pairs, based on teachers’ direct behavior rating. All analyses focused exclusively on the outcome variable of disruptive behavior, which was estimated based on teachers’ daily behavior ratings.ResultsThe results of the study showed a significant reduction of disruptive behavior in elementary school students at Tier 1. Disruptive behavior decreased at Tier 2 as well but did not show a significant change compared with Tier 1.DiscussionThe study concludes that in the context of an MTSS, the Good Behavior Game and Daily Behavior Report Card can be used together.

The Third School Nutrition Dietary Assessment Study: Summary and Implications

Background For optimal health benefits, the Canadian 24-Hour Movement Guidelines for Children and Youth (aged 5-17 years) recommend an achievement of ≥ 60 minutes of moderate-to-vigorous physical activity (MVPA), &amp;lt;2 h of recreational screen time (ST), and 9-11 h for 5-13 years or 8-10 h for 14-17 years of sleep time (SLT) each day. There is little evidence showing the proportion of the recommendation in Japan, so we need to investigate. The aim of this study thus was to reveal the compliance to the recommendation with a large sample of Japanese elementary and junior high school children. Methods This study included 2408 students enrolled in fifth grade (aged 10-11 years) in 31 elementary schools, and 4360 students enrolled in eighth grade (aged 13-14 years) in 30 junior high schools. Each behaviour was assessed by a self-reported questionnaire. To analyze the differences in adherence to the recommendation between the school-aged group, we conducted a chi-analysis. Results Overall, only 4% of participants complied with all three recommendations, and 20% of the students did not comply with any of the recommendations (χ2=1390.87;p&amp;lt;.001). Compared with MVPA and ST, SLT had a trend to be likely to achieve the recommendation in each school-age group. Elementary school students had a higher percentage of non-adherence to all recommendations (39%) than junior high school students (10.3%). The adherence to the recommendation of the ST &amp; SLT simultaneously had no differences in each age group (11.5% for elementary schoolers and 12.7% for junior high schoolers). However, adherence to the recommendation of MVPA only, ST only, and MVPA &amp; ST were higher in elementary schoolers, and the adherence to the recommendation of SLT only and MVPA &amp; SLT were higher in junior high schoolers. Conclusions The proportion of adherence to at least one of the three recommendations is better in junior high school students than elementary school students in Okinawa, Japan. Key messages Health behaviour required improvement may differ by age group. It is necessary for particularly elementary school children in Okinawa to take proper countermeasures to improve the movement behaviours.

BackgroundStudies on the survivors of the 2011 Great East Japan earthquake and tsunami have revealed eight factors, called power to live, which are closely related to resilience and effective coping after intense and prolonged stress. However, whether the eight factors, which were examined in adults, are applicable to children is unclear. The purpose of this study is to evaluate whether the eight-factor structure of power to live was present since late childhood.MethodA 34-item power to live questionnaire was filled by middle- to upper-grade elementary (n = 378) and junior high school students (n = 456). Moreover, because elementary school students may lack introspective ability, their power to live was evaluated through a parental assessment (n = 358). Additionally, we examined the relationship between each power to live factor and questions regarding disaster prevention awareness among 25 elementary school students.ResultsThe results from confirmatory factor analysis for factor structure revealed generally acceptable fit indices. The reports from elementary school students and their parents significantly positively correlated with each power to live factor. Although reliability indices for factors such as stubbornness, etiquette, self-transcendence, and active well-being were not good for elementary school students, the reliability indices for all factors, excluding stubbornness, increased in junior high school students. Moreover, we identified a correlation between problem-solving, altruism, and emotional regulation and questionnaire items regarding awareness of disaster prevention in elementary school students.ConclusionOur results suggest that although factors common to adults, such as leadership, problem-solving, altruism, and emotional regulation, were identified at the elementary school stage, some factors, such as stubbornness, are in the process of being formed. Future studies should examine the developmental changes assumed to underlie these factors and their relationship to experience and neurodevelopmental basis.

This qualitative study identified how educators and administrators support elementary school students who experience social, emotional, and behavioral challenges. Semi-structured interviews were used to understand how students are supported through Multi-tiered Systems of Support (MTSS) in an elementary school. We interviewed six participants, including one administrator, two general educators, one literacy specialist, and two learning specialists. The results revealed the frequent use of common strategies within MTSS that included Positive Behavioral Intervention and Support (PBIS) and Behavioral Support Plan (BSP) tools and strategies. These strategies included: (a) zones of regulation, (b) in-class or out-of-class support from education specialists, (c) check in, check out, (d) social skills groups, and (e) class points or point sheets. Despite the participants' distinct roles, each reported the need for a stronger focus and training on social behavior to support students with intensive needs as well as more use of MTSS throughout the school and in the classrooms. Based on these findings, using MTSS to support students who are at risk for learning challenges emphasizes a school's need for implementation of an evidence-based framework to further support students who experience social, emotional, and behavioral challenges. This study contributes to the field of psychology by expressing the need for more social, emotional, and behavioral support systems in schools and be used as a guide to promote the support for children who experience similar challenges. Future research could include collecting additional qualitative data through larger samples, classroom observations, and reporting on students' responses to intervention.