The article critically engages with the assumptions embedded in RtI. It argues that while the policy may appear to be a comprehensive intervention system it does not directly engage with structural and contextual inequities in school districts. It is an important article for practitioners because it provides a critical lens to understand how policy alone cannot assure equitable outcomes.
Artiles, A. J., Bal, A., and King-Thorius, K. “Back to the Future: A Critique of Response to Intervention’s Social Justice Views.” Theory Into Practice, 49, 2010: 250–257.
This webinar focuses on how to implement evidence-based instructional practices comprising the BEST in CLASS intervention program. The BEST in CLASS intervention targets young children (ages 3-5 years old) with challenging behavior and has found to be effective for use in early childhood settings to prevent and ameliorate young children’s challenging behaviors, promote positive teacher-child interactions, and increase child engagement and learning.
In this presentation, Special Education researcher Mitchell Yell examines the connections among MTSS, PBS, and the 2017 Endrew F. Supreme Court ruling in terms of their impact on public schools.
This brief distills key lessons from the pilot phase of the Scaling Up MTSS Statewide Initiative and found that educators’ experiences with other tiered intervention programs fundamentally shaped how MTSS implementation unfolded at school sites. This was due in large part to the MTSS framework being too broad in scope to provide schools with clarity and guidance; too narrow in how student behaviors are assessed and addressed to facilitate innovation; and silent on issues of race and culture.
Chong, S., Ortiz-Gonzalez, I., Koon, D., Winn, L. (2023). Lessons from the Pilot of MTSS School-Site Implementation. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023. https://transformschools.ucla.edu/research/ca-multi-tiered-system-of-support-ca-mtss-pilot-program/
WestEd offers services for educational agencies to purchase support with: Developing a cohesive and comprehensive understanding of a Multi-Tiered System of Supports that will improve instructional practice in both general education core and intervention classes to increase access to standards-aligned instruction and prepare students for college and career readiness.
WestEd, (2022).
This brief report examine how a Multi-tiered System of supports (MTSS) can be improved to address the needs of all students.
Adelman, Howard, and Linda Taylor. 2016. “Rethinking MTSS to Better Address Barriers to Learning.” Addressing Barriers to Learning 24 (4): 1–8.
This brief looks at the Multi-Tiered System of Support (MTSS) and identifies effective strategies that address the needs of students with foster care experience (FCE). It details the findings of a case study of Sweetwater Union High School District, based in Chula Vista, California, and its practices, programs, and policies that promote the academic well-being of students with FCE. Conjointly, drawing from interviews with California high school graduates with FCE, the brief includes students’ recommendations for schools.
Wollen, S., Gomez, A., Day, A., Willis, T., and Estrella, E. (2023). Supporting the Academic Success of Students with Foster Care Experience: Lessons from Sweetwater Union High School District. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
This article discusses how school psychologists can adopt and promote evidenced based math practices and it specifically focuses on social responsibility of effective mathematics practices to ensure access, opportunity, and inclusion for all learners.
Hollins-Sims, N. Y., Codding, R. S., & VanDerHeyden, A. M. (2022). The Science of Math: Inclusion, Opportunity, and Social Responsibility. Communique, 50(6), 1–31
