District Administration - September 2011 - (Page 94)
ResearchCenter
• Align district and school professional development with MTSS framework • Have a provision of technology support around efficient and useful data collection and display • Develop and/or align with district procedures, policies and structures to promote common understanding and application of the MTSS framework with a focus on implementation fidelity Implementation Castillo et al. (2010) note that while the likelihood of successful implementation of system change practices is improved when consensus and infrastructure development occurs, Sarason (1990) suggests that many education change initiatives fail due to a lack of cohesive implementation, implying a need to evaluate the extent to which critical components of MTSS are being implemented with long-term support. Educators must identify the critical elements of the MTSS framework and at what level of detail and in what manner to measure those elements before being able to evaluate whether the framework has actually impacted student outcomes (Castillo et al., 2010). Business as Usual Isn’t Enough The MTSS framework requires that all school district staff change the way in which they have traditionally worked. Business as usual is no longer enough to address the educational interests and needs of students. Training and technical assistance provide a critical catalyst for (1) facilitating understanding of MTSS and the development of consensus around MTSS practices, (2) establishing the necessary infrastructure, and (3) evaluating implementation fidelity to appreciate progress and understand results. When thoughtfully designed and executed with necessary training and other supports, the MTSS framework offers the potential to create systemic change that yields markedly improved academic and social outcomes for all learners. DA
Resources
Center on Instruction www.centeroninstruction.org Global Scholar globalscholar.us National Center on Response to Intervention www.rti4success.org RTI Action Network www.rtinetwork.org What Works Clearinghouse ies.ed.gov/ncee/wwc
Claudia Rinaldi and Orla Higgins Averill are senior training and technical assistance associates with the Urban Special Education Leadership Collaboration at Education Development Center. For more information, go to www.urbancollaborative.org.
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District Administration
http://www.centeroninstruction.orghttp://www.globalscholar.ushttp://www.rti4success.orghttp://www.rtinetwork.orghttp://ies.ed.gov/ncee/wwchttp://www.urbancollaborative.orghttp://www.sallyridescience.comhttp://www.sallyridescience.com
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