Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support (MTSS) from the ground up. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
|Publisher:||Guilford Publications, Inc.|
|Product dimensions:||6.90(w) x 10.10(h) x 1.10(d)|
About the Author
Rachel Brown-Chidsey, PhD, NCSP, is Senior Academic Officer for FastBridge Learning and a faculty member in the Department of Educational and School Psychology at the University of Southern Maine. Prior to obtaining her doctorate in school psychology, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention (RTI), multi-tiered systems of support (MTSS), and scientifically based instruction methods. Dr. Brown is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice; RTI in the Classroom: Guidelines and Recipes for Success; and Practical Handbook of Multi-Tiered Systems of Support. In addition, Dr. Brown has authored articles about reading assessment and instruction as well as implementation of tiered instruction. She has consulted with numerous school districts to support RTI and MTSS implementation. Rebekah Bickford, PsyD, NCSP, BCBA-D, provides professional development, consultation, and evaluation to school districts throughout Southern Maine. Her work facilitates effective behavioral supports across the tiers, with an emphasis on meeting the needs of students who have experienced adverse childhood experiences and poverty. Before going into private practice, Dr. Bickford was a faculty member in the Educational and School Psychology Program at the University of Southern Maine, the clinical coordinator of a special purpose public school, and a program director for a special purpose private school.
Table of Contents
1. Introduction: Overview of This Book I. Prevention Science in Schools 2. Prevention as a Public Education Value 3. The Importance of Details 4. Risk Factors and Student Success 5. What to Teach in the Era of the Common Core State Standards II. The Importance of Collaboration and Teams 6. The Essential Role of Teams in Supporting All Students 7. The Logistics of Setting Up and Running Effective School Teams 8. Effective Team Processing: Using Data and a Problem-Solving Approach III. Making Change Happen 9. The Science of Change 10. Exploration, Adoption, and Installation 11. Implementation 12. Innovation and Sustainability 13. Schedules IV. Effective Instruction within an MTSS 14. What Is Effective Instruction? 15. The Instructional Hierarchy 16. Effective Instruction for Students Who Are ELLs 17. Treatment Integrity 18. Critical Mass: Why 80% Student Success Matters V. MTSS Organizational Structure 19. Universal Screening 20. Problem Solving 21. Progress Monitoring 22. Understanding Student Data VI. Connecting an MTSS with Other Supports 23. What Is Tier 3? 24. Education for All 25. Recognition and Support for Disabilities: Section 504 Plans and Special Education 26. Case Example: Building Tiered Supports Glossary of Important MTSS Terms References Index
School psychologists, teachers, special educators, and instructional coaches working in grades K-12; school administrators; graduate students in school psychology and special education. May serve as a supplemental text in graduate-level courses on academic and behavioral intervention or systems and organizational change.