KSDE established a statewide infrastructure — Core Team, facilitators, symposium, and website — that respondents rate as effectively supporting MTSS¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Survey respondents reported that KSDE has established the necessary infrastructure to sustain and extend MTSS (77.4%), disseminates information effectively (75.9%), provides sufficient resources (76.0%), and aligns MTSS with other initiatives (79.3%). → Reedy 2015

Evidence¶

Reedy 2015¶

Reedy, K., & Lacireno-Paquet, N. (2015). Evaluation Brief: Implementation and Outcomes of Kansas Multi-Tier System of Supports: 2011–2014. San Francisco: WestEd. http://www.kansasmtss.org/pdf/ex_eval/2015_KS_MTSS_Eval_Report.pdf

q2 · i? · design · r2

Findings from the 2014 school survey, corroborated by Core Team and KSDE leadership interviews, case study administrator interviews, focus groups, document review, and the MTSS website. Components include the Core Team, Recognized MTSS Facilitators, the annual Symposium, and a frequently updated resource website.

"KSDE has established the necessary infrastructure to sus tain and extend MTSS im plemen tation over time (77.4%), that KSDE effectively disseminates infor mation about MTSS (75.9%), that there are sufficient resources (76.0%), and that MTSS is clearly aligned with other state and local improvement initiatives (79.3%)"

Discussion¶

Related Claims¶

• Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time — related
• Most implementing schools report MTSS positively affecting benchmark scores, state assessment proficiency, discipline referrals, and special education referrals — related
• Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives — related
• Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics — related
• LEAs' technical assistance needs for school-based behavioral health span care coordination, sustainability, infrastructure, and services for students — related
• CSPP pre-referral processes mirror the K-12 MTSS approach and apply fundamentally the same steps to ML and non-ML children — related