EDSD 7074 Walden State level Implementation of Multi tiered Systems of Support Paper
State departments of education often drive change at the district and local levels of schooling, and they provide a wealth of educational materials to support districts in making changes. The MTSS resources posted on state websites will be helpful as you complete your Assignment. Please note that many states will not refer to their initiatives as MTSS but may use other language instead. Most states are in the process of implementing MTSS to some degree. Much time and effort can be conserved by exploring lessons learned through existing MTSS leadership and initiatives at the state level. As you review in this module, Oregon, Florida, and Michigan have put considerable resources into developing comprehensive MTSS. For this Assignment, you will conduct research regarding your state’s implementation of MTSS along with two neighboring states in which you typically receive students. To prepare Review the module Learning Resources of case studies involving MTSS in Oregon, Florida, and Michigan. Note the terms used for components of MTSS within the various states.Research two neighboring states for MTSS implementation. Reflect on how each state has implemented the use of MTSS.Find sources from each state that may share data on the process and implementation.Complete the Kansas Multi-tiered Systems of Support Configuration Matrix on your state along with the other two you identified, illustrating their state-level implementation of a multi-tiered system of support.In the left-hand column, fill in the state name and components of the MTSS that you believe are addressed by the state.In the top row, add column heads describing the degree of implementation of the components. (Note that different states may describe their implementation efforts differently than your state.) Compose a 5- to 6-page paper that includes the following three sections: Analysis of State-level Implementation Compare the state-level implementation of multi-tiered systems of support of the three states you selected. In your comparison, include the following:Explain the degree of success you believe each state is achieving in implementing MTSS overall, based on the best practices explored in the Learning Resources and outside resources you investigated. What might be missing in each state? What is being implemented particularly well? Support your conclusions with specific reference to resources from each state and/or literature. Matrix of Three States (Configuration Matrix) Completion of the matrix of your state and the two neighboring states. Include your matrix as an appendix to the paper. For this Assignment and all others in this course and throughout the program, you will be expected to use APA style (7th ed.). Use the Walden Writing Center as a resource for completing Assignments. Learning Resources Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press. Chapter 10, “ Exploration, Adoption, and Installation” (pp. 95–106) Chapter 11, “Implementation” (107–114) Chaparro , E. A., Helton, S., & Sadler, C. (2016). Oregon’s effective behavioral and instructional support systems initiative: Implementation from district- and state-level perspectives. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 267–286). New York, NY: Guilford Press. Kincaid, D., & Batsche, G. (2016). Florida’s multi-tiered support system for academics and behavior. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 287–304). New York, NY: Guilford Press. Russell, C., & Harms, A. (2016). Michigan’s integrated behavior and learning support initiative: A statewide system of support for MTSS. In K. McIntosh, & S. Goodman (Eds.), Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 305–324). New York, NY: Guilford Press. Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 7(1), 49–60. Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177. Witzel, B., & Clarke, B. (2015). Focus on inclusive education: Benefits of using a multi-tiered system of supports to improve inclusive practice: Bradley Witzel, Editor. Childhood Education, 91(3), 215-219. Document: State-Level Multi-tiered Systems of Support Implementation Template (Word Document) Document: Kansas Multi-Tier System of Support (PDF) Kansas has a MTSS Innovation Matrix designed to describe the principles and practices within an MTSS. It shares essential system components across all domains. Required Media Kukic, S. [RTIActionNetwork]. (2013, August 9). NCLD's school transformation model: Helping ALL students succeed. Retrieved from https://www.youtube.com/watch?v=zKTG1vxKQuo&feature=youtu.be
