Education Commons^™

A Preliminary Study Connecting School Improvement And Mtss With Student Outcomes, Hank Bohanon, Meng-Jia Wu, Ali Kushki, Cheyne Levesseur

Education: School of Education Faculty Publications and Other Works

Schools have an increased focus on implementing schoolwide initiatives (e.g., multi-tiered systems of support; MTSS) to address risk factors related to dropping out. These interventions can involve multiple domains, including academic, behavioural, and social and emotional supports. Although researchers suggest that schoolwide interventions are effective, school staff may need help implementing various content (e.g., academic, behaviour) domains into a cohesive plan. This preliminary study focused on nine schools in the Midwestern United States that implemented schoolwide interventions as part of a statewide technical assistance approach. The research included using survey and extant data for all students to determine the connections …

Unlocking The Power Of Implementation Fidelity: How Pasta Sauce, Checklists, And Action Planning Drive Success, Hank Bohanon

Education: School of Education Faculty Publications and Other Works

While there are several types of fidelity, I focus on the notion of adherence for this blog: how well the team sticks with the plan, assessment, or curriculum. These types of fidelity tools typically involve the systems you need to support the intervention (e.g., leadership teams, access to resources), accessing data to guide implementation (e.g., identifying the problem, progress monitoring), and the selection of evidence-based practices. These checklists help teams develop action plans for their work and determine the degree to which they adhere to a model. Some tools may focus on one type of intervention (e.g., …

The Doctor Knows Best: Take Your Schoolwide Temperature With Data, Hank Bohanon, Todd Winton, Sam Cusworth, Sheryl Healy

Education: School of Education Faculty Publications and Other Works

No matter what type of doctor you see, they usually collect similar information. Even before the doctor enters the room, someone will assess your blood pressure, weight, height, and temperature. These are markers related to your health. If your blood pressure or temperature is too high, or perhaps your weight has gone up or down drastically since your last visit, the doctor will know something in your treatment plan needs to be addressed. Like screening for these essential health markers, schools can also use data to see how the larger system is working. These screening tools also help teams determine …

Embedding Udl Into Multi-Tiered Systems Of Supports, Hank Bohanon

Education: School of Education Faculty Publications and Other Works

Secondary school staff may be implementing effective universal, tier one strategies in their schools. By universal strategies, we mean academic, behavioral, and social and emotional supports that all teachers can embed into the curriculum. One example of universal support is Universal design for learning (UDL). This approach includes embedding instructional supports when you teach a skill, asking students to engage with course content, and/or expressing what they have learned, and can help strengthen your schoolwide approach to instruction.

Developing Buy-In For Schoolwide Approaches, Hank Bohanon

Education: School of Education Faculty Publications and Other Works

Preparing for an intervention implementation through developing buy-in can be essential for practitioners across various schoolwide approaches (link). Recently, my friend and co-author, Lisa Caputo Love gave a presentation for the 7th Annual CAST Universal Design for Learning (UDL) Symposium about developing buy-in for UDL. While she focused on UDL in her presentation, the strategies she recommended for gaining buy-in can be used across different schoolwide interventions.

A Self-Study Of The Relationships Between My Leadership And The Promotion Of A Supportive School Environment, Cory Overstreet

Dissertations

A SELF-STUDY of the RELATIONSHIPS between MY LEADERSHIP and the PROMOTIon of a SUPPORTIVE SCHOOL ENVIRONMENT There has been a recent focus in education on Social Emotional Learning, Restorative Justice, and Multi-Tiered Systems of Support (MTSS). All of these areas are tied to creating a Supportive School Environment that will help students be successful. Chicago Public Schools created a Supportive School Certification process in 2017 and works closely with schools to help them achieve certification (Mathewson, 2017). as the fifth principal in the past ten years at J. P. Miller School, there has been a significant change in leadership styles, …

An Action Research Project Addressing The Perception Of Strengths And Barriers To Communication At The Onset Of The Mtss Initiative Within The High School Setting, Taliah Ziyad-Nau

Dissertations

The issue that this study addresses is the communication of the MTSS initiative within the high school setting. The MTSS process will allow access to evidence based intervention programs for student social, emotional support. The study consists of parallel interview protocols to understand the perceptions of the strengths and weaknesses in the communication of how to access the student support services. The results of interviewing a sample of staff and parents to understand how to improve access to student social, emotional supports within the high school setting indicated that the strength of the MTSS initiative related to the availability of …

Perceptions Of High School Principals Of The Role Of Multi-Tiered Systems Of Support-- Formally Rti-- In Bringing About Social Justice And Equity For Black Boys, La Wanna Marie Wells

Dissertations

Historically, Black males are disproportionately represented as the least likely to graduate at every level of education and the demographic most likely placed in Special Education courses, incarcerated, as victims of homicide and who live in poverty. The United States of America implemented a voluntary program, Multi-tiered Systems of Support for educators to "intervene" with proactive measures that target groups that systemically fail: students of color, English learners, students with disabilities and the poor. The purpose of this research is to observe the perceptions of school principals who have implemented Multi-tiered Systems of Support (MTSS) as an education program for …

Universal Design For Learning: An Examination Of Leadership Promoting Student Learning For All, Martha Ryan-Toye

Dissertations

Martha Ryan-Toye

Loyola University Chicago

UNIVERSAL DESIGN FOR LEARNING: AN EXAMINATION OF LEADERSHIP PROMOTING STUDENT LEARNING FOR ALL

This study examines the intersection of leadership, Universal Design for Learning and a framework for continuous improvement. Universal Design for Learning is a tool that unites beliefs and actions to address the needs of all children in our educational systems. We fall short in our efforts to close the learning gaps for children with disabilities, children of lower income and children of differing racial and ethnic backgrounds. Universal Design for Learning demonstrates a commitment to proactively addressing the variability of learners so …

Using School Improvement And Implementation Science To Integrate Multi-Tiered Systems Of Support In Secondary Schools, Hank Bohanon, C. Gilman, B. Parker, C. Arnell, G. Sortino

Education: School of Education Faculty Publications and Other Works

The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.

Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu

Education: School of Education Faculty Publications and Other Works

In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.

Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu

Education: School of Education Faculty Publications and Other Works

Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).

Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Three: Tier 3 Support, Kent Mcintosh, Hank Bohanon, Steve Goodman

Education: School of Education Faculty Publications and Other Works

Part 3 of a series involving the integration of academic and behavior support.

Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Two: Tier 2 Support., Kent Mcintosh, Hank Bohanon, Steve Goodman

Education: School of Education Faculty Publications and Other Works

Part 2 of a series involving the integration of academic and behavior support.