From Knowledge to Practice: Strengthening Tier 1 and Tier 2 Supports through Comprehensive MTSS Practices

Presenters

• Lori Parrish, University of South CarolinaFollow
• Vittoria Anello, University of South CarolinaFollow
• Donna Ewing, University of South CarolinaFollow

First Presenter's Highest Degree Earned

MA

Year First Presenter's Degree Was Awarded

1997

First Presenter's Field of Study

Psychology

Institution Where First Presenter Received Highest Degree

Marymount University

First Presenter's Institution

University of South Carolina

First Presenter's Brief Bio and Description of Credentials for This Presentation

Lori Parrish, M.A., is the Program Manager for the South Carolina School Behavioral Health Academy at the University of South Carolina. She has over 25 years of experience in children’s mental health, program development, and school-based behavioral health systems. Lori previously served as Director of Children’s Services for the Waccamaw Center for Mental Health, overseeing programs across three counties. Her work focuses on integrating behavioral health into schools through evidence-based practices, coaching, and cross-sector collaboration. She has co-authored peer-reviewed publications and presented extensively at state and national conferences, including the Annual Conference on Advancing School Mental Health and the Southeastern School Behavioral Health Conference.

Second Presenter's Institution

University of South Carolina

Second Presenter’s Email Address

ANELLO@email.sc.edu

Second Presenter's Highest Degree Earned

PhD

Year Second Presenter's Degree Was Awarded

2013

Second Presenter's Field of Study

School Psychology

Institution Where Second Presenter Received Highest Degree

University of South Carolina

Second Presenter's Brief Bio and Description of Credentials for This Presentation

Vittoria Anello, Ph.D., NCSP, is a Research Associate in the Department of Psychology at the University of South Carolina, where she supports statewide initiatives to strengthen school behavioral health and multi-tiered systems of support (MTSS). A Nationally Certified School Psychologist, she brings over a decade of experience in school-based psychological services, consultation, and intervention design. Before joining USC, Dr. Anello served as a school psychologist in Richland School District Two, where she led efforts to implement data-driven practices and promote student well-being. Her research and professional interests focus on MTSS, prevention and early intervention, and the integration of school mental health and positive behavior supports. She has co-authored peer-reviewed publications and presented at numerous state and national conferences, including the Annual Conference on Advancing School Mental Health and the Southeastern School Behavioral Health Conference.

Third Presenter's Institution

University of South Carolina

Third Presenter’s Email Address

donnaewing@sc.edu

Third Presenter's Highest Degree Earned

MS

Year Third Presenter's Degree Was Awarded

2008

Third Presenter's Field of Study

Human Development and Early Childhood Disorders

Institution Where Third Presenter Received Highest Degree

University of Texas, Dallas

Third Presenter's Brief Bio and Description of Credentials for This Presentation

Donna Ewing, M.S., is a Research Associate at the University of South Carolina with expertise in early childhood development, infant mental health, and neurodevelopmental assessment. She previously served as Assistant Professor of Instruction in Human Development and Early Childhood Disorders at the University of Texas at Dallas, where she coordinated practicum placements and trained graduate clinicians in assessment, intervention, and reflective supervision. Donna is an experienced psychometrist and Early Intervention specialist with over a decade working with at-risk children and families, conducting developmental screenings, neurodevelopmental testing, and creating IFSP/IEP plans. She holds Infant Mental Health Endorsement (IMH-E II), a Texas Early Intervention Specialist credential, and the ACUE Certificate in Effective College Instruction. Her work emphasizes family-centered, evidence-based early intervention and preparing practitioners to support developmental and socioemotional outcomes for young children.

Location

Percival

Document Type

Individual Presentation

Primary Strand

Mental Health

Relevance to Primary Strand

The SBHA is reshaping behavioral health programs across districts and schools by constructing an integrated multi-tiered system of supports (MTSS). By incorporating behavioral health into the MTSS framework, districts evolve beyond merely offering mental health services to students. They effectively integrate prevention, early intervention, and treatment into daily practices, fostering support for everyone within the school building. Our presentation will concentrate on universal supports in Tier 1 and early intervention programs in Tier 2.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

The South Carolina School Behavioral Health Academy (SBHA) supports districts and schools in building a comprehensive multi-tiered system of support (MTSS) framework. This session highlights universal (Tier 1) and early intervention (Tier 2) strategies that promote wellness, engagement, and positive outcomes for students and staff. Participants will explore how coaching can enhance the implementation and sustainability of effective practices and will receive access to practical tools and resources for use in their own districts and schools.

Summary

Today, the wellbeing of K–12 students, staff, and families is more critical than ever. The John H. Magill South Carolina School Behavioral Health Academy (SBHA) is committed to advancing the social, emotional, and behavioral health of students by strengthening behavioral health practices among district and school professionals to enhance learning outcomes.

SBHA partners with districts and schools to reshape behavioral health programs by engaging educators and leaders in developing comprehensive multi-tiered systems of support (MTSS). Through a coaching-centered approach, SBHA helps districts and schools translate knowledge into practice by supporting teams as they implement prevention, early intervention, and treatment strategies within everyday systems and routines. This approach fosters proactive, sustainable practices that promote wellness and positive outcomes for all members of the school community.

This presentation will highlight universal supports (Tier 1) and early intervention strategies (Tier 2). Establishing clear, schoolwide expectations improves school climate, safety, and wellness for both students and staff while deepening engagement with families. Additionally, targeted early intervention supports can help students at risk for behavioral health concerns before challenges escalate. Participants will also explore how coaching enhances the fidelity and sustainability of these efforts and will gain access to online tools and resources to support implementation in their own schools and classrooms.

Evidence

A multi-tiered system of supports (MTSS) is a comprehensive, evidence-based framework that addresses the academic, behavioral, and social-emotional needs of all students through a continuum of tiered interventions. Over the past five decades, research has consistently demonstrated that MTSS improves student outcomes by promoting prevention, early identification, and data-driven problem solving.

Within MTSS, behavioral health is a foundational element that supports student success and overall wellbeing. Evidence shows that when schools implement behavioral health supports within MTSS, students experience improved engagement, reduced behavioral incidents, and enhanced academic performance. Promising practices, including coaching and ongoing professional learning, further strengthen implementation fidelity and sustainability. This approach reflects current research emphasizing whole-child development, staff wellness, and systems-level coordination to create safe, supportive learning environments for all.

Learning Objective 1

Participants will be able to describe how behavioral health functions as an integral component of a comprehensive multi-tiered system of supports (MTSS) framework.

Learning Objective 2

Participants will be able to identify strategies for strengthening Tier 1 universal supports and Tier 2 early interventions that promote student and staff well-being.

Learning Objective 3

Participants will be able to apply coaching practices that enhance the implementation, fidelity, and sustainability of school behavioral health systems.

Start Date

6-1-2026 2:15 PM

End Date

6-1-2026 3:15 PM

Recommended Citation

Parrish, Lori; Anello, Vittoria; and Ewing, Donna, "From Knowledge to Practice: Strengthening Tier 1 and Tier 2 Supports through Comprehensive MTSS Practices" (2026). Southeast Conference on School Climate. 22.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/22

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.