2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/21/2017 | 3:15 PM - 4:00 PM | Critical Incidents in the Implementation of a Multi-Tiered System of Supports | Ballroom A
Critical Incidents in the Implementation of a Multi-Tiered System of Supports
School leaders are increasingly interested in finding efficient, effective methods to establish and sustain Multi-Tiered Systems of Support (MTSS). We conducted structured interviews with project directors of MTSS in 27 states. These individuals had multiple years of experience working to support at least 20 districts or schools. We also interviewed projects that were actively working to integrate academic and social behavior support systems. Individuals who were interviewed were knowledgeable with regard to the policies, practices, funding, and challenges of MTSS. Themes identified from interviews included strategies to enhance teaming, increase consistency in critical practices, establish a common language, engage stakeholders in general education, and integrate existing infrastructure across initiatives. We will share examples and insights from these interviews concerning key pitfalls, roadblocks, and challenges identified across the many projects. Finally, we will discuss the items the directors identified as the most important developments they would like to see.
- Attendees will learn a definition of MTSS and the critical components of an MTSS effort.
- Attendees will learn about common incidents that facilitate the implementation and scale-up of MTSS efforts.
- Attendees will learn about common incidents that hinder the implementation and scale-up of MTSS efforts.
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Presenters/Authors
Dan Pyle
(), Weber State University , danpyle@gmail.com;
Dan has worked as a special education teacher in secondary settings for 12 years with 10 years of service at a highly diverse high school in southeast San Diego, CA. Dan was hired as one of two special educators to open a comprehensive high school that offered a fully inclusive special education model that served students of all ability levels in general education. Currently, Dan is an assistant professor at Weber State University.
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Cade Charlton
(), Brigham Young University, cade_charlton@byu.edu;
Cade is an assistant professor at Brigham Young University in the Department of Counseling Psychology and Special Education. His research interests include the design and development of performance feedback systems and systems change. Cade received his doctorate from the Disability Disciplines program in the Department of Special Education and Rehabilitation at Utah State University in 2016. He also received an MBA from the Huntsman School of Business in 2008 and became a Board Certified Behavior Analyst in 2018.
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Christian Sabey
(), Brigham Young University , christian_sabey@byu.edu;
Christian is an assistant professor who has worked at the school, district, and state level prior to joining the faculty at BYU. He has attended all three major universities in Utah (i.e., BYU, UofU, and USU)and recently graduated from USU with a degree in special education and a board certification in behavior analysis.
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Melanie Rees Dawson
(), Utah State University , melanie.dawson@usu.edu;
Dr. Melanie Dawson is serving as Clinical Assistant Professor and Director of the Mild/Moderate Alternative Teacher Preparation Program at Utah State University. She graduated with her Ph.D. in Disability Disciplines in 2016. She conducts research on the effectiveness of practice opportunities in simulated environments on preservice special educators delivery of essential skills in the classroom. Melanie worked as a teacher for 9 years in Utah and Indiana in both elementary and secondary schools. She served as a special education resource teacher, drama teacher, reading specialist, and 5th grade general education teacher.
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