Multi-tiered Systems Of Support Research Articles

Process Evaluation of a Problem-Solving Approach for Analyzing Literacy Practices within a Multi-Tiered System of Supports Framework

AbstractA Multi-Tiered System of Supports (MTSS) framework features a structured problem-solving process and the use of assessment data to develop, identify, and evaluate the impact of instruction and intervention to meet the needs of all students proactively. The purpose of this process evaluation was to examine the implementation of a novel problem-solving approach for analyzing literacy practices across the tiers of an MTSS framework (i.e., core instruction, strategic intervention). The aim of the initiative was to build the capacity of teachers to provide effective instruction based on the science of reading in two elementary schools. The findings from this process evaluation study provide evidence that a problem-solving approach for analyzing literacy practices resulted in improvements in the core curriculum, instruction, and intervention supports. Implications for improvement efforts at the school district and state department of education levels are discussed.

A Four-Step Plan to Integrate Behavioral Practices Into Tier 1 Foundational Reading Instruction With an Integrated Lesson Plan Template

Students’ behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are particularly important for students with disabilities and those with intensive learning and behavior needs. In this article, we describe a simple four-step plan to support the integrated implementation of foundational reading skills and share a lesson plan designed to support integrated implementation.

What Do Teachers Do When Preschoolers “Misbehave”? Family Matters

AbstractThere are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers’ decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing a child’s challenging behavior. Teachers were randomly assigned to receive a vignette with the name and picture of a Black or White boy. Teachers listed the actions they would take in addressing the behavior and whether they would include families. Qualitative answers were coded using the validated Teaching Pyramid Observation Tool for Preschool Classrooms. Although the child’s behavior was identical, teachers’ responses greatly varied—some appropriate and others maladaptive according to published multi-tiered systems of support. Involving families in the process was often referenced as a separate step with teachers frequently placing the blame on families for the child’s behavior. Variations in results by child race are also reported and discussed. Findings indicate that supporting preschool teachers in successfully implementing full tiered systems of support and finding meaningful ways to engage families in the process is critical.

An Illustrative Case Example in a K-12 School District: Considering Sustainable Mental Health Practices within Systematic, Equitable, and Collaborative Approaches

With the increased social-emotional needs of students since the COVID-19 pandemic, schools offer an opportunity to support student wellness and address needs. This article describes one district’s efforts to develop a systematic, equitable, and collaborative continuum of supports. The district used Elementary and Secondary School Emergency Relief funding from the U.S. Department of Education to establish new initiatives and support for students experiencing mental health struggles. These initiatives and supports include hiring a school social worker, a multi-tiered systems of support (MTSS) framework, implementing universal screening tools for early identification and intervention, using data-driven decision-making, and incorporating progress monitoring efforts to document the impact of services and supports that have been provided to their students. As new initiatives with time limited funding often fail to make a lasting impact, using sustainability strategies is critical. This article describes the district’s systematic, equitable, and collaborative approaches with sustainability considerations. We also describe barriers and next steps to assist other districts in planning for change. We conclude with a discussion of implications for practice and research.

Implementation of Rtl as a Part of Multi-tiered Systems of Support: What Teachers, Administrators,Teacher Educators Need to Know

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to the implementation of MTSS and RtI, there are various obstacles that can hinder successful intervention programs. The absence of consensus across districts and states with respect to program development and implementation creates confusion. This article addresses considerations and concerns related to MTSS and RtI. Discussed are underlying principles, challenges to effective implementation, expertise and training of teachers, and usage for classification for special education services. The roles of general and special education teachers, administrators, and university preparation programs are examined, and recommendation providec

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

PurposePost-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.Design/methodology/approachThe following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.FindingsUsing the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.Originality/valueThe benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

School Shootings in the United States: 1997-2022.

Gun violence in the United States is a public health crisis. In 2019, gun injury became the leading cause of death among children aged birth to 19 years. Moreover, the United States has had 57 times as many school shootings as all other major industrialized nations combined. The purpose of this study was to understand the frequency of school-related gun violence across a quarter century, considering both school shootings and school mass shootings. We drew on 2 publicly available datasets whose data allowed us to tabulate the frequency of school shootings and school mass shootings. The databases contain complementary data that provide a longitudinal, comprehensive view of school-related gun violence over the past quarter century. Across the 1997-1998 to 2021-2022 school years, there were 1453 school shootings. The most recent 5 school years reflected a substantially higher number of school shootings than the prior 20 years. In contrast, US school mass shootings have not increased, although school mass shootings have become more deadly. School shootings have risen in frequency in the recent 25 years and are now at their highest recorded levels. School mass shootings, although not necessarily increasing in frequency, have become more deadly. This leads to detrimental outcomes for all the nation's youth, not just those who experience school-related gun violence firsthand. School-based interventions can be used to address this public health crisis, and effective approaches such as Multi-Tiered Systems of Supports and services should be used in support of students' mental health and academic and behavioral needs.

Empoderando la Educación Culturalmente Receptiva: El Papel Vital de los Psicólogos Escolares

This article explores key components of the United States school system, emphasizing the role of school psychologists in supporting both general and special education. It highlights the framework of Multi-Tiered Systems of Support, demonstrating how it aids in identifying and addressing students' academic and socio-emotional needs. The importance of cultural and linguistic diversity is analyzed, with insights from a Latina school psychologist advocating for inclusive practices. The article also provides practical strategies for creating a supportive learning environment, emphasizing collaboration between teachers and parents to ensure the success and well-being of all students.

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models

Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.

School-Based Occupational Therapy and Multitiered Systems of Support in the United States: A Scoping Review

ABSTRACT Multitiered systems of support (MTSS) are an effective and efficient framework burgeoning in schools across the United States. School-based occupational therapy practitioners (SBOTPs) have much to offer in the MTSS framework and can influence school-based outcomes. Understanding the current literature and its implications for practice is imperative for SBOTPs. The purpose of this scoping review was to determine what is in the literature related to SBOTP and MTSS in the United States, the implications for practice, and directions for future research. The authors searched PubMed, CINAHL, Nursing and Allied Health (ProQuest), PsycINFO, Scopus, ERIC, and Education Source using keywords multitiered support systems, problem-solving teams, early intervening services, and response to intervention, and school-based occupational therapy. Guided by Arksey and O’Malley’s scoping review methodology, the authors identified, screened, and selected peer-reviewed articles related to school-based occupational therapy and MTSS in the United States. Twenty-three articles published between 2008 and 2022 met the inclusion criteria. Expert opinion articles (n = 8), qualitative studies (n = 5), and quantitative studies (n = 10) yielded valuable information to enhance SBOTPs success in MTSS. Many distinct areas for future research were uncovered. This review provides SBOTPs with implications to consider, such as their ability to build teacher capacity, the vast array of student skills that could be addressed through MTSS, the need to articulate their scope and role in MTSS, the significance of data and documentation and the potential to impact outcomes in more significant numbers of students in relatively short periods.

The Concrete-Representational-Abstract Integrated Sequence as Supplemental Instruction to Teach Addition

Rural schools have challenges related to meeting students’ diverse learning needs with limited resources. Implementation of multi-tiered systems of support is one way to use resources efficiently to meet students’ needs. It is critical that teachers use effective practices within the first two tiers of support. The current study investigated a tier two mathematics intervention focused on additive reasoning. The researchers compared an intervention that used the concrete-representational-abstract-integrated (CRA-I) sequence with a business-as-usual intervention to teach second grade students receiving tier two intervention in a rural elementary school. Two intact classes of second grade students participated in a pre/posttest quasi-experimental design. Students in the CRA-I group made greater gains than their peers who received business-as-usual instruction. Implications, limitations, and future research will be discussed.

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

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.

United States Schools and the Opioid Crisis: Charting New Directions

ABSTRACT Background The opioid epidemic has created unprecedented challenges in the United States (US), including hundreds of thousands of lives lost to overdose in the past five years. Expansion of prevention and treatment for opioid use disorder (OUD) is urgently needed, as evidence-based strategies exist but many remain unable to access life-saving services. Purpose To inform school health and mental health providers, educators and school administrators about the causes and consequences of the US opioid epidemic and to provide practical solutions for engineering multi-tiered systems of support for children and families affected by the epidemic, including through opioid misuse, OUD, and opioid overdose. Methods We review the literature on the history of and current challenges associated with the opioid epidemic in the US. Results The collateral damage of OUD is pervasive, impacting children and families across the US. We found no health education programs focusing on this topic in US schools, underscoring a critical need and cogent practice/policy avenue. Discussion Schools are uniquely positioned to respond to the opioid epidemic, but school health and mental health providers, educators, and other professionals who work in schools must have accurate knowledge of the opioid epidemic, understand the challenges it is causing for children and families, and be familiar with best practices in prevention and treatment. Translation to Health Education Practice This review provides a succinct overview of the history of the opioid epidemic, examines its impacts on children and families, and provides a call to action for schools to partner in our national response.

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

School counselors play an instrumental role in advancing equity and access for students through tiered supports and specifically group counseling. In this article, we propose the need to move away from a deficit-based model of groups focused on student skill gaps. First, we outline a culturally sustaining group approach that focuses on students’ experiences, strengths, and assets while providing a space where students can collectively heal and learn from each other. Second, we describe a cyclical process whereby school counselors learn from students and use students’ expertise to inform and improve the school-wide systems, processes, and practices that negatively impact students and contribute to the initial need for students to participate in group interventions. Finally, because groups are increasingly implemented within Tier 2 of a multi-tiered systems of support (MTSS) framework, we outline a visual model we have developed to illustrate how culturally sustaining practices can be infused throughout the Tier 2 process.

Visualizing Systemic Change Through Group Counseling: Established and Emerging Approaches

In this editorial, we introduce snapshots of the entire set of published articles in this special issue of Professional School Counseling. We also incorporate our own individual and collective journeys reading, digesting, editing, and reacting to this material. We take the opportunity to present our impressions both visually and narratively to demonstrate how group counseling in schools remains relevant and continues to expand while holding on to salient foundational concepts. In particular, these articles are visually situated in relation to the multitiered systems of support (MTSS) framework as a way to demonstrate the impact groups can have on entire schools and communities. Throughout this introduction, we raise questions that have yet to be answered and challenge scholars to explore others not addressed by this compilation of articles. Finally, we conclude by offering several questions for the reader to consider in their own group counseling practice endeavors.

Group Counseling for Black Male Students: A Strengths-Based Approach

The American School Counselor Association calls for counselors to utilize multitiered systems of support to minimize gaps. Specifically, Tier 2 interventions provide a method to address equity issues and foster growth. Black male students experience the greatest disparities in schools; therefore, school counselors should consider culturally affirming, strengths-based groups to meet these students’ needs. This practitioner research outlines an intervention resulting in participants’ decreased discipline referrals and enhanced social/emotional skills.

Cultivating Homeplace for Black Girls Through Tier 2 Group Counseling Experiences

The contemporary educational experiences of Black girls suggest a disconnect between their success and what they must navigate on their road to success. Given Black girls' experiences, schools must implement systemic intervention as a part of multitiered systems of support. Interventions should engage antiracist frameworks that center on the creation of homeplace to promote the radical imagination of Black girls while also working to dismantle oppressive policies and practices in K–12 schools. As such, we propose foundational principles of leading antiracist, culturally responsive groups for Black girls that center homeplace while supporting freedom dreaming. We also provide recommendations for challenging oppressive school policies and practices that negatively impact Black girls.

Substance Use Screening, Brief Intervention, and Referral to Treatment in Urban Settings: Barriers and Facilitators to Implementation With Minoritized Youth.

Substance use in minoritized youth is associated with negative long-term health and life outcomes. The present study explores perspectives of school stakeholders at urban minority-serving schools regarding integration of an evidence-based intervention, screening, brief intervention, and referral to treatment (SBIRT) into existing school prevention models. Twenty-two participants were interviewed using the Consolidated Framework for Implementation Research to identify barriers and facilitators to SBIRT implementation. Qualitative data were transcribed, coded, and analyzed. Four major themes related to barriers to SBIRT implementation included: lack of training, unclear role expectations, student confidentiality, and punitive school climates. The 3 major facilitators included: the feasibility of the intervention, its fit within multi-tiered systems of support, and the districts increasing collaboration with community mental health providers. These major themes along with other minor themes are discussed. SBIRT implementation within low-income, minority-serving schools may reduce substance use disparities among minoritized youth, improving health and life outcomes. Recommendations addressed training, school climate, and student engagement, highlighting a collaborative and supportive approach involving all stakeholders. While SBIRT implementation has barriers and facilitators, overall, school staff were optimistic about implementation. In light of these findings, additional research should embed SBIRT in these settings.

Including English learners in multi-tiered systems of support (MTSS) in reading: A CHAT-informed mixed methods investigation

Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In the current study, Cultural Historical Activity Theory (CHAT) guided survey and interview data collection and analysis of elementary teachers’ current experiences with including ELs in MTSS for reading. Quantitative findings indicated inclusive practices were common and that teacher perceptions about including ELs in MTSS were generally positive. Qualitative findings identified several sources of tension; these tensions are described and used to guide the identification of changes that have the potential for further improving MTSS for ELs.

It Takes a Village: A Conceptual Model for Black American Community Partnerships

School counselors underutilize three community entities within the Black American community: the Black Church, salons and barbershops, and Black Greek letter organizations (BGLOs). School counselors can use cultural wealth and multitiered systems of support (MTSS) as frameworks for making these connections to further cultivate Black American student achievement. This conceptual article provides information to aid school counselors in assisting students through data and SMART goals; bolstering student success; and closing the achievement, attainment, and opportunity gaps.