One System for All: A Multi-Tiered System of Supports in Sanger Unified School District. Policy and Practice Brief (original) (raw)
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In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion. Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.
2017
The purpose of this grounded theory qualitative study was to discover the perceptions of special education directors regarding the changes in special education at the policy level, teacher practice level, and student support level necessary to improve the academic achievement of students with disabilities in California. Methodology: The study employed an emergent approach to grounded theory. Grounded theory utilizes a homogenous sample of participants with similar backgrounds and experiences to allow for theory development. A series of face-to-face and phone recorded structured interviews addressing the research questions were conducted. The researcher transcribed and coded the interviews for emergent themes which answered the research questions and addressed the problem. Findings: Research Sub-Question 1 generated four policy related interview questions and four major themes emerged from the questions: (a) the topics of funding; (b) due process; (c) decision-making; and (d) SELPA governance. Research Sub-Question 2 prompted the directors to describe five major themes for the teacher practice level: (a) nothing eliminated, (b) inclusion, (c) teacher preparation, (d) professional development, and (e) CDE compliance monitoring. Research Sub-Question 3 focused on the student support level and elicited the response that supplementary aids and services are dependent on individual needs. Two major themes emerged from this section: (a) interventions, and (b) credentialing. v Conclusions: The major conclusions of the study are funding for special education is inadequate, current teacher preparation programs in California are not meeting the needs of special education directors, inclusion of special education students and teachers is still developing, and teachers need ongoing relent professional development. Recommendations: During the re-authorization of IDEA discussion regarding the funding mechanism need to occur to ensure that the funding mechanism positively impacts states to provide for local contributions and inclusion at the state level. Administrators as well as general and special education teachers need to know how to collaborative, accommodate, differentiate and support the learning process for all students. For current teachers offer the courses as a certificate in inclusive education or as part of a master's degree. Embed an overview of the different disabilities in the mild to moderate program and eliminate the current added authorizations. vi TABLE OF CONTENTS CHAPTER
In J. Mcleskey, N. L Waldron, F. Spooner, & B. Algozzine (eds), Handbook of effective inclusive schools: Research and practice. New York: Routledge.
In this chapter, we examine emerging trends and future directions for effective, inclusive elementary schools within a comprehensive framework for schoolwide reform.
This FOCUS on Results document offers information on why cohesion, coordination, and alignment of critical subsystems are essential for student achievement. This article looks at how the five subsystems work together to support student learning within and across programs through the process of educational change, systemic reform, and re-culturing. Five Critical Subsystems: I n general, Michigan's students with special needs are served by highly competent, dedicated, and outstanding personnel. Most parents, teachers, support personnel, paraeducators, and administrators work tirelessly to serve students. However, schools where children learn and access the general education curriculum look at more than just those individual service providers. Educators must think more broadly about how programs fit together in a comprehensive manner across the general and special education systems at any given point in time (horizontal cohesion, coordination, and alignment). They must also look at...
Despite multi-tiered systems of support (MTSS) being implemented for over a decade in the United States, practitioners are continuously challenged with implementing the framework to meet the needs of their students. This qualitative study aimed to examine the perspectives of educators in high-need urban schools regarding the implementation of academic MTSS. Nineteen educators were interviewed. The interviews were analyzed to identify teachers’ understanding of the MTSS process, tiered interventions, and their experiences with MTSS. Two major themes emerged: (a) due to frequent changes in school-wide MTSS, educators felt confused about the process and (b) educators thought Tier 2 interventions were effective for students needing limited assistance, but schools struggle to intensify interventions for non-responders. Further research is needed regarding the use of evidence-based practices in high-need urban settings.
Living in Tier 2: educators’ perceptions of MTSS in urban schools
International Journal of Inclusive Education, 2018
Despite multi-tiered systems of support (MTSS) being implemented for over a decade in the United States, practitioners are continuously challenged with implementing the framework to meet the needs of their students. This qualitative study aimed to examine the perspectives of educators in high-need urban schools regarding the implementation of academic MTSS. Nineteen educators were interviewed. The interviews were analyzed to identify teachers' understanding of the MTSS process, tiered interventions, and their experiences with MTSS. Two major themes emerged: (a) due to frequent changes in school-wide MTSS, educators felt confused about the process and (b) educators thought Tier 2 interventions were effective for students needing limited assistance, but schools struggle to intensify interventions for non-responders. Further research is needed regarding the use of evidence-based practices in high-need urban settings.
Students with Disabilities in the CORE Districts: Characteristics, Outcomes, and Transitions
2020
n this brief, we leverage data from eight school districts, known as the CORE districts, to describe students with disabilities (SWD) by their characteristics, outcomes, and transitions into and out of special education. We found that the most common disability type was a specific learning disability. Relative to their representation among students districtwide, males, African Americans, English language learners, and foster youth were more highly represented among SWD. In terms of outcomes, chronic absence was more prevalent among children with multiple disabilities. Entry rates into special education were highest in K-4 while exits were most common in Grades 8-12. These descriptive results shed light on the diversity within the SWD population and highlight who may need targeted supports to address performance challenges.
Excelsior, 2024
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 recommendations provided.