Critical Incidents in the Scale-Up of State Multitiered Systems of Supports

Autor/inn/en	Charlton, Cade T.; Sabey, Christian V.; Dawson, Melanie Rees; Pyle, Daniel; Lund, Emily M.; Ross, Scott W.
Titel	Critical Incidents in the Scale-Up of State Multitiered Systems of Supports
Quelle	In: Journal of Positive Behavior Interventions, 20 (2018) 4, S.191-202 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300718770804
Schlagwörter	Critical Incidents Method; Social Behavior; Behavior Problems; Academic Support Services; Interdisciplinary Approach; Instructional Leadership; Faculty Development; Educational Change; Outcomes of Education; Consultation Programs; Language Usage; Educational Philosophy; Labor Turnover; Data Analysis; Intervention; State Departments of Education; Elementary Secondary Education; Administrator Attitudes + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform; Lernleistung; Schulerfolg; Fachberatung; Sprachgebrauch; Bildungsphilosophie; Erziehungsphilosophie; Auswertung; Kultusministerium
Abstract	State and national educational leaders encourage the use of an integrated multitiered system of supports (MTSS) to improve services to students with academic and social behavior problems. Implementing and sustaining MTSS is facilitated by support from leaders in state education agencies (SEAs). The purpose of this study was to identify the specific events, resources, and supports that help or hinder the work of scaling up an integrated MTSS approach from the perspective of MTSS leaders in SEAs. Researchers interviewed leaders in 27 U.S. states using the critical incident technique, a qualitative methodology to identify critical incidents associated with changes in practice. Eight helping incident, seven hindering incident, and nine "wish list" categories were identified. Helping categories included multidisciplinary leadership, access to professional development, consistent language and/or practices, consultation with external partners, and a focus on student outcomes in evaluation and planning. Seven hindering categories included competing philosophies, high personnel turnover, varying levels of readiness, and inadequate data systems. Participants also identified two unique categories associated with the items they wished had happened or could happen in the future including access to personnel with high-level MTSS training and access to more effective interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01