Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools
Australasian Journal of Special Education
The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.
Bohanon, Hank; Gilman, C.; Parker, B.; Arnell, C.; and Sortino, G.. Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools. Australasian Journal of Special Education, 40, 2: 99-116, 2016. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1017/jse.2016.8
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
© The Authors 2016
Author Posting. © The Authors, 2016. This is the author's version of the work. It is posted here by permission of Cambridge University Press for personal use, not for redistribution. The definitive version was published in Australasian Journal of Special Education, (2016) https://doi.org/10.1017/jse.2016.8