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What is Multi-Tiered System of Support (MTSS)

Chapter 4
Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
A framework that reflects differentiated learning supports at universal, secondary, and tertiary levels; the framework accounts for 100% of students and is not only for SWD; response to intervention (RTI) and positive behavioral interventions and supports (PBIS) are examples of MTSS.
Published in Chapter:
The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms
Laura R. Ficarra (Independent Researcher, USA) and Deborah A. Chapin (University at Albany (SUNY), USA)
Copyright: © 2019 |Pages: 19
DOI: 10.4018/978-1-5225-5557-5.ch004
Abstract
The purpose of this chapter is to explore the use of a course management system (CMS) platform, Blackboard, which offers a framework for electronic resources accessed via technology (i.e., discussion boards, online tutorials, simulations, etc.), and will speak to how using CMS in this fashion allows teachers in higher education to address universal design for learning (UDL) in a way that is responsive to various learner profiles. This chapter offers an investigation of the implications of using CMS as a flexible method to employ UDL via blended learning and its influence on students in institutions of higher education (IHE). The authors provide strategies that emphasize best practice based on research in conjunction with their combined varied and extensive experience teaching face-to-face, blended, and asynchronous online courses in IHL.
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More Results
Chapter 1
Overcoming Educational Challenges Through Social and Emotional Learning: Significance for the Whole Child
An integrated, comprehensive framework that focuses on all students’ academic, behavioral, social, and emotional needs through multi-tiered support systems. It grew out of RTI and PBIS (positive behavior interventions and supports).
Published in Chapter: Overcoming Educational Challenges Through Social and Emotional Learning: Significance for the Whole Child; From: Overcoming Current Challenges in the P-12 Teaching Profession
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Chapter 10
Creating a Beloved Community for Black Male Students: A Unified Approach
Data informed approach targeting three levels of student support based on assessed need.
Published in Chapter: Creating a Beloved Community for Black Male Students: A Unified Approach; From: Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens
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Chapter 10
A Restorative Approach to Culturally Responsive Schools
MTSS is an integrated, comprehensive framework that focuses on core instruction, differentiated and student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success (CDE, 2019).
Published in Chapter: A Restorative Approach to Culturally Responsive Schools; From: Implementing Culturally Responsive Practices in Education
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Chapter 5
School
A proactive, school-wide approach that is committed to ensuring equitable education for all students by utilizing universal (whole class), focused (small group), and intensive (individual) strategies. This system provides a framework for instruction, assessment and support so that staff can work collaboratively with students, families, and community partners. It is inclusive of all students, but is not considered special education. It is student focused and responds to all their unique strengths and needs to increase student success. Integrating this approach into a school environment, staff can address student’s academic, behavioral, and social-emotional health needs preventatively.
Published in Chapter: School; From: The Role of Child Life Specialists in Community Settings
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Chapter 2
It Takes a Well-Organized Village: Implementing RTI/MTSS Models in Secondary Schools
A framework adopted by many PK–12 schools to address the academic and behavioral needs of students. While MTSS models offer academic and behavioral supports to all students in accordance with Universal Design for Learning, these supports are increased incrementally (i.e., in tiers) for students showing greater need. Besides differentiating supports and interventions for students, MTSS models also include the following features: universal screening, ongoing progress monitoring, and adjustments to the model in accordance with student outcome data.
Published in Chapter: It Takes a Well-Organized Village: Implementing RTI/MTSS Models in Secondary Schools; From: Advanced Strategies and Models for Integrating RTI in Secondary Schools
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