Autorentext

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of School Psychology at the University of Alaska Anchorage. Prior to earning her doctorate, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, multi-tiered systems of supports (MTSS), response to intervention (RTI), and scientifically based instruction methods. Dr. Brown-Chidsey is author or editor of several books. In addition, she has published articles about RTI, reading assessment and instruction, and implementation of MTSS.

Sarah Wilkinson, PhD, is Assistant Professor of Special Education at the University of Southern Maine and PBIS Coordinator for the Maine Department of Education. Prior to earning her doctorate, she taught high school history and special education for 11 years. Her research interests include positive behavioral interventions and supports (PBIS), classroom management, and intensive intervention. Dr. Wilkinson is also passionate about providing training for paraeducators and developing systems to support educator wellness and the use of evidence-based practices. She serves on the Board of Directors of the Association for Positive Behavior Support.

Klappentext

Now in a revised and expanded second edition, this established practitioner resource and text provides a framework for integrating schoolwide academic and behavioral supports to maximize outcomes for K-12 students. Best practices for developing and sustaining an integrated multi-tiered system of supports (iMTSS) are addressed, with attention to timely issues and diverse populations, including students who are English learners. Chapters cover team building, implementation science, evidence-based instruction, problem solving, assessment, and more. The book's utility is enhanced by a chapter-length case study, reproducible/downloadable tools, and boxed reflections and how-to recommendations from experienced implementers.

New to This Edition

• Increased focus on integrating academic and behavioral supports into one seamless system across tiers for students from diverse backgrounds.
• Chapter on improving student engagement and attendance.
• Chapter on the role of online learning within an iMTSS.

• Chapters on catch-up growth and Tier 2 supplemental instruction.

  Inhalt

  1. Introduction
     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: Standards, Skills, or Both?
     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 Teams
  8. Effective Team Processing: Using Data and a Problem-Solving Approach
  9. Beyond Academics and Behavior: Schoolwide Supports for Student Attendance and Engagement
     III. Making Change Happen
  10. The Science of Change
  11. Exploration, Adoption, and Installation
  12. Implementation
  13. Innovation and Sustainability
      IV. Effective Instruction within an iMTSS
  14. Schedules
  15. What Is Effective Instruction?
  16. The Instructional Hierarchy
  17. Effective Instruction for Students Who Are English Learners
  18. Treatment Fidelity
  19. Online Learning within an iMTSS
      V. iMTSS Organizational Structure
  20. Critical Mass: Why Tier 1 Core Instruction Matters
  21. Universal Screening
  22. Problem Solving
  23. Progress Monitoring
  24. Understanding Student Data
      VI. Connecting an iMTSS with Other Supports
  25. The Importance of Catch-Up Growth
  26. Supplement, Not Supplant: Making Tier 2 Work
  27. What Is Tier 3?
  28. Recognition and Support for Disabilities: Section 504 Plans and Special Education
  29. Education for All
  30. Case Example: Building Tiered Supports
      Glossary of Important iMTSS Terms
      References
      Index