Implementing a Multi-Tiered System of Support (MTSS): Collaboration between School Psychologists and Administrators to Promote Systems-Level Change

Autor/inn/en	Eagle, John W.; Dowd-Eagle, Shannon E.; Snyder, Andrew; Holtzman, Elizabeth Gibbons
Titel	Implementing a Multi-Tiered System of Support (MTSS): Collaboration between School Psychologists and Administrators to Promote Systems-Level Change
Quelle	In: Journal of Educational & Psychological Consultation, 25 (2015) 2-3, S.160-177 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2014.929960
Schlagwörter	Educational Change; Early Intervention; Program Implementation; Models; Progress Monitoring; School Psychologists; Administrators; Partnerships in Education; Cooperation; Consultation Programs; Needs Assessment; Training + Suchen Sie Ihr Suchwort? Bildungsreform; Analogiemodell; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Hochschulpartnerschaft; Co-operation; Kooperation; Fachberatung; Bedarfsermittlung; Ausbildung
Abstract	Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01