Coach schools on both behavior and academic MTSS practices rather than behavior alone¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's discussion recommends a combined coaching focus: the WestEd model "does not focus exclusively on SWPBIS; instead, it focuses on coaching schools on both behavior and academic MTSS practices." The authors argue this combined approach replicates the positive results of two similar MTSS studies that also combined behavior and academic MTSS, while adding student-level data and controls for prior behavior incidents.

Design Implications¶

Context¶

Requirements¶

• Coaching must address academic MTSS practices as well as behavior supports, with fidelity data collected to verify implementation.

Constraints¶

• The report notes that until post-fidelity data are collected, it cannot be said for certain that an increase in MTSS practices produced the reductions in behavior incidents.

Target Learners¶

• All students in elementary schools (universal prevention), including students receiving tier 2 and tier 3 interventions

Target Learning Goals¶

• Reducing problem behavior and absences through integrated academic and behavioral systems of support

Related Strategies¶

• Positive Behavior Support
• Organize student well-being supports through a three-tier MTSS with universal screening

Examples¶

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Key Sources¶

• Gage, N. A., Salomonson, K., Ballew, T., Clavenna-Deane, B., & Grasley-Boy, N. (2024). The Impact of Multi-Tiered Systems of Support (MTSS) on Student Attendance and Behavior. WestEd. https://eric.ed.gov/?id=ED655758