28 Aug Multi-tiered systems of support are based on the principle t

Multi-tiered systems of support are based on the principle that all students can learn, especially when intervention begins early to address difficulties and is tailored to the individual needs of each student. MTSS are generally based on a triangular or pyramid model, with interventions becoming increasingly intensive as they get closer to the top point of the triangle. In other words, although multi-tiered models differ from each other in the number of tiers, the first, or base tier, typically includes the core curriculum and serves 80% of the students. Those needing more intense interventions may fluctuate between the remaining tiers, with those with the most significant needs rising to the top tier. Two of the most common multi-tiered approaches, RtI and PBIS, have been espoused separately in the past but are beginning to be viewed together under the umbrella term of MTSS. Because these two school-wide intervention models have been adopted widely in school systems within the United States, it is important to understand how each evolved, the key aspects of each, and how they and other school-wide intervention models are integrated within an MTSS. To prepare Review the module Learning Resources. Consider how PBIS and RtI are integrated into an MTSS.Conduct a search to locate at least three additional peer-reviewed resources on school-wide intervention models.Conduct research on the integration of special education within an MTSS. Identify any gaps you find in the research.Identify a school-wide intervention issue or challenge in your local district/school of interest to you, other than RtI or PBIS. Compose a 4- to 6-page paper that includes the following three sections: Section I: Integration of RtI in a Multi-tiered System of Support (MTSS) Provide a brief history of the status of RtI in your state. (Flexibility in terminology is allowed for those outside the United States.)Explain how RtI is integrated in an MTSS. What are the challenges of integrating RtI with an MTSS? Note: If RtI is being practiced in your local district/school, you may respond to this prompt from a local perspective. Section II: Integration of PBIS in a Multi-tiered System of Support (MTSS) Provide a brief history of the status of PBIS in your state.Explain how PBIS is integrated in an MTSS. What are the challenges of integrating PBIS with an MTSS? Note: If PBIS is being used in your local district/school, you may respond to this prompt from a local perspective. Section III: Relationship Between School-Wide Intervention Models and Multi-tiered Systems of Support For this section, you will evaluate three school-wide intervention models: RtI, PBIS, and one other that you have researched. Provide a summary of each model. Include the following in your summary:Key ideas behind the modelBest practices associated with the modelBenefits and limitationsEvaluate whether each school-wide intervention model exemplifies best practices of an MTSS. Support your evaluation with specific references to the Learning Resources and outside resources. For this Assignment and all others in this course and throughout the program, you will be expected to use APA style (7th ed.). Use the Walden Writing Center as a resource for completing Assignments. Learning Resources Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press. Chapter 1, “Introduction” (pp. 1–6) Chapter 24, “Education for All” (pp. 266–278) Chapter 25, “Recognition and Support for Disabilities” (pp. 279–296) Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era. Exceptional Children, 82(1), 25-43. Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142–152. Required Media Laureate Education (Producer). (2012c). RtI: Special education [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 13 minutes. Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript