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Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools*

Published online by Cambridge University Press:  19 September 2016

Hank Bohanon ,
Carrie Gilman ,
Ben Parker ,
Chris Amell  and
Gabe Sortino
Hank Bohanon*
Affiliation:
Loyola University of Chicago, Chicago, IL, USA
Carrie Gilman
Affiliation:
Northfield Middle School and High School, Northfield, VT, USA
Ben Parker
Affiliation:
Northfield Middle School and High School, Northfield, VT, USA
Chris Amell
Affiliation:
Northfield Middle School and High School, Northfield, VT, USA
Gabe Sortino
Affiliation:
Northfield Middle School and High School, Northfield, VT, USA
*
Correspondence: Hank Bohanon, School of Education, Loyola University of Chicago, 820 N. Michigan Ave., Chicago, IL 60611, USA. Email: hbohano@luc.edu
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Abstract

The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.

Keywords

MTSSresponse to interventionsecondary schoolspositive behaviour supportschool improvementimplementation science
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 99 - 116
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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