Practical Handbook of Multi-Tiered Systems of Support Building Integrated Academic and Behavioral Success in Schools

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.

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. 

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