Longitudinal Outcomes for Schools Participating With a State-wide Integrated MTSS Project
College of Liberal Arts and Sciences
Social and Behavioral Sciences
As increasing numbers of schools adopt and implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) and Multi-Tiered Systems of Support (MTSS), it becomes ever more imperative to examine the outcomes of these systems change efforts. Such research will better inform educators about how to analyze MTSS outcomes, and what typical outcomes might be expected from these analyses. This presentation will discuss results obtained from evaluating implementation of Implementation fidelity was measured using the PBIS Team Implementation Checklist (TIC; Sugai, Horner, Lewis-Palmer & Rosetto Dickey, 2011) and the Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET; Kameenui & Simmons, 2003) . Student outcomes were measured using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) and rates of office discipline referrals captured through the Schoolwide Information System (SWIS; May, Ard, Todd, Horner, Sugai, Glasgow & Sprague, 1993). Initial analyses revealed statistically significant improvements in student reading and behavioral outcomes over time. A discussion of future research directions and measurement of implementation fidelity will be provided. A state-wide, integrated MTSS model, designed to merge both academic and behavioral support systems. The relationship between implementation fidelity and school-level academic and behavioral outcomes is explored, and multi-level modeling was used to account for the nested features of participating schools, districts, and intermediate school districts.
Annual meeting of the Association for Positive Behavior Support
San Diego, CA
Campbell, Amy L.; Martin, Kim; Harms, Anna; and Coughlin, Crisy, "Longitudinal Outcomes for Schools Participating With a State-wide Integrated MTSS Project" (2013). Faculty Scholarly Dissemination Grants. 1244.