Advisor

Rude, Harvey

Committee Member

Mueller, Tracy

Committee Member

Pierce, Corey

Committee Member

Williams, Mia Kim

Department

Doctor of Philosophy

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

12-2017

Extent

232 pages

Digital Origin

Born digital

Abstract

Multi-tiered system of supports (MTSS) is a systemic framework that includes response to intervention (RTI) and positive behavioral interventions and supports (PBIS) practices, yet the combination of academic and behavioral supports is still foreign to many districts. Universal screening and progress monitoring is one component of many MTSS frameworks across the country; however, some states have chosen to incorporate it within other components, leaving it off the statewide visual model. This study, Universal Screening and Progress Monitoring within a Multi-Tiered System of Supports, is a qualitative study that focused on teacher perceptions of their school’s universal screening and progress monitoring practices. The perceptions of educators are what drive implementation with fidelity; therefore, the study included gaining insights from five focus groups within two different school districts. The major categories what were identified include (a) systems, (b) leadership, (c) intervention, (d) data, and (e) collaboration, with teachers expressing all of the categories as necessary in creating appropriate universal screening and progress monitoring practices that meet the needs of all students, regardless of their label. Systems that support appropriate practices include what district-level direction is provided as well as the MTSS system itself. Effective leadership was identified as a shared leadership model with a representative team, rather than one leader, consistently ensuring best practices through joint decision-making. A focus on appropriate intervention for students with behavioral needs was evident in this study as well as making certain that plans of adequate intensity are provided to meet the needs of students. Consistent progress monitoring practices ensure that educators are taking data and using data to drive decisions to write appropriate plans for students. Collaboration is what supports the entire process, with teaming being identified as the most important for all focus groups. These five categories reinforce the thinking that universal screening and progress monitoring practices are essential and need to be in the forefront of state models in order for the MTSS framework to seamlessly work for all students.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Fleury_unco_0161D_10618

Rights Statement

Copyright is held by the author.

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