Abstract
Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, & Everett, 2017). Extensive literature indicates that MTSS programs can be effective in helping teachers address academic and behavioral challenges. However, from the onset of the RtI movement and through its transition into the MTSS paradigm, many middle level schools have faced significant organizational and systemic challenges which hamstring their ability to utilize MTSS programming with fidelity. This essay proposes an alternative framework for the implementation of MTSS programming at the middle level predicated in the theoretical construct of collective teacher efficacy. After reviewing the tenets of collective efficacy, a provision for framework of MTSS implementation is offered followed by discussion of both behaviors inherent to successful implementation and hallmarks of MTSS programming sustainability.
DOI
10.20429/cimle.2019.240204
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Supplemental Reference List with DOIs
Recommended Citation
Hollingsworth, Sonja M. Dr.
(2019)
"Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools,"
Current Issues in Middle Level Education: Vol. 24:
Iss.
2, Article 4.
DOI: 10.20429/cimle.2019.240204
Available at:
https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/4
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