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What is Multi-Tiered System of Support

Chapter 11
Strengthening School Counselor Advocacy and Practice for Important Populations and Difficult Topics
A framework involving early intervention and assessment to determine appropriate levels of intervention; Tier 1 involves whole school intervention, Tier 2 refers to targeted intervention for small groups of students who do not acquire sufficient knowledge or skill at Tier 1, and Tier 3 is individualized intervention.
Published in Chapter:
Fostering Strengths and Supporting the Needs of Students With Disabilities
Amy Milsom (Appalachian State University, USA) and Maggie DeWeese (Appalachian State University, USA)
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-7319-8.ch011
Abstract
Students with disabilities often are not adequately served in schools, resulting in academic achievement gaps as well as poorer college and career outcomes compared to their peers without disabilities. Nearly 14% of students in public K-12 schools have diagnosed disabilities and receive services and accommodations either through the Individuals with Disabilities Education Act or through Section 504 of the Rehabilitation Act of 1973. School counselors are responsible for addressing the academic, career, and social-emotional needs of every student in their school, yet research consistently suggests many school counselors do not feel prepared or confident to address the needs of students with disabilities. This chapter is designed to provide an overview of the unique strengths and needs of students with disabilities, as well as a framework for conceptualizing counseling interventions. The importance of collaboration, leadership, and advocacy are discussed, as are ethical and professional development recommendations.
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Chapter 9
Looking at Special Education From Both Sides Now: Family Members Who Are Also Professionals on IEP Teams
A model for high-quality education in which all students receive evidence-based instruction and intensive intervention when required. Each level involves frequent assessment and adjustment to ensure that students have more support if needed, without having to qualify for special services under an IEP.
Published in Chapter: Looking at Special Education From Both Sides Now: Family Members Who Are Also Professionals on IEP Teams; From: Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
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Chapter 16
Gifted and Talented Programming: A Continuum of Services
A continuum of educational services developed to target specific learning differences and assist students in achieving according to their potential.
Published in Chapter: Gifted and Talented Programming: A Continuum of Services; From: Strategies and Considerations for Educating the Academically Gifted
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Chapter 2
Using Student Profiles to Identify for Gifted and Talented Services
A continuum of educational services developed to target specific learning differences and assist students in achieving according to their potential.
Published in Chapter: Using Student Profiles to Identify for Gifted and Talented Services; From: Strategies and Considerations for Educating the Academically Gifted
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 4
Trauma and the Middle School Brain: Impacts and Instructional Strategies
Focuses on the collection of data for both baseline and progression purposes, research-based instructional interventions taught with fidelity, and support over time.
Published in Chapter: Trauma and the Middle School Brain: Impacts and Instructional Strategies; From: Promoting Positive Learning Experiences in Middle School Education
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Chapter 2
Post-Pandemic Preschool Social-Emotional Development
A multi-level prevention system that is informed through screening and progress monitoring, which should be culturally responsive and evidenced-based. It is used to inform data-based decision making about the best method for an education site to use to improve student outcomes.
Published in Chapter: Post-Pandemic Preschool Social-Emotional Development; From: Policies and Procedures for the Implementation of Safe and Healthy Educational Environments: Post-COVID-19 Perspectives
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