All Means All … Maybe: MTSS Policy and Practice Across States in the United States

Across the United States, State Education Agencies (SEAs) are using tiered strategies, such as Multi-Tiered System of Supports (MTSS) frameworks, to ensure that all students, including diverse learners, receive equal, high-quality education. However, little is known about the extent to which SEAs are encouraging use of MTSS to address the needs of students with moderate-to-severe cognitive disabilities. The present study aimed to examine how SEAs conceptualize and support the implementation of MTSS as an approach to inclusionary education. Data were collected through interviews with key informants in SEAs across 19 states. Members of the research team identified and coded portions of interview transcripts that related to legal requirements for MTSS at the state level, local control as an enabler of or impediment to states’ MTSS work, and levels of inclusiveness in MTSS provisions. Three criteria emerged as important to MTSS inclusiveness: (1) inclusiveness in the espoused MTSS scope; (2) extensiveness of inclusive MTSS practices; and (3) specific application of MTSS to students with significant cognitive disabilities. Analyses showed variability across states regarding their commitment to an MTSS approach across the three domains of inclusiveness. Findings showed the value of developing and disseminating MTSS models offering tiered support for all students and the need for SEA offices to engage in collaborative efforts to support the implementation of inclusive MTSS models. The study also raised questions about the role of rhetoric (i.e., All means all ) in promoting or hindering increased inclusiveness in MTSS implementation

Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems

Many students with social, emotional, and behavioral problems receive school-based services. Multi-Tiered System of Support (MTSS) is the one most frequently referenced systems for coordinating services. The goal of this framework is to effectively match assessment and services to the needs of individual students. In many schools this process is limited by a lack of an overall coordinating system. As a result, many students receive services for social, emotional and behavioral problems that are unlikely to be effective, are not guided by progress monitoring, and not adequately informed by current and historical data. The Beacon System is a web-based tool created to enhance the quality of service provision for students with social, emotional, and behavioral problems by supporting continuous progress monitoring, helping educators know what services are likely to be helpful for a particular student according to their age and presenting problems, and providing educators and school mental health professionals with information to help them implement both familiar and unfamiliar interventions. Additionally, the Beacon system will enhance educators’ abilities to coordinate with a student’s entire intervention team and allow for continuity as a child changes grades, teachers, or schools. Enhancing these parts of the overall process can improve educators’ efforts to achieve the goals of MTSS to provide effective interventions matched to the students’ needs. The purpose of this manuscript is to describe the iterative development process used to create Beacon and highlight specific examples of some of the methods. In addition, we will describe how feedback from stakeholders (e.g., teachers, school mental health professionals) was used to inform decisions about design. Finally, we will describe the final development steps taken prior to pilot implementation studies and our plans for additional data collection to inform continued development of Beacon. This includes the strategies being used to measure outcomes at multiple levels including assessing a variety of behaviors of the professionals in the schools as well as student outcomes. These data will inform continuous development work that will keep us moving toward our goal of enhancing the outcomes of students with social, emotional and behavioral problems