· Review the module Learning Resources. Focus on leadership competencies needed for successful implementation of an MTSS. Review the rubric from the Colorado Department of Education.
· Review “RtI Meeting: High School” media. Consider the leadership competencies being demonstrated by each individual.
A brief summary analyzing the leadership competencies you would need to operationalize an MTSS at the high school featured in the media segment. Based on the media, what leadership competencies are most critical to foster collaboration and successful implementation of MTSS based on the school’s culture? Consider the team meeting goes terribly wrong. What competencies do you need to foster collaboration and successful implementation of an MTSS? Reference the team from the media segment as well as your readings to provide a rationale for your response.
A reflection to the following: Given the media segments, case study scenarios, and module Learning Resources reviewed within this course, what leadership competencies and actions would be needed to implement an MTSS and sustain the system over time at your local school or district, and why?
Learning Resources
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 6, “The Essential Role of Teams in Supporting All Students” (pp. 51–60)
Chapter 7, “The Logistics of Setting Up and Running Effective School Teams” (61–70)
Chapter 17, “Treatment Integrity” (pp. 169–175)
McIntosh, K. & Goodman, S. (2016a). Conclusion. In Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 325-332). New York, NY: Guilford Press.
Nelson, J. R., Oliver, R. M., Hebert, M. A., & Bohaty, J. (2015). Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions. Remedial and Special Education, 36(1), 14-19.
Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.
O’Connor, P., & Witter Freeman, E. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.
Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 26-27.
The Center for Comprehensive School Reform and Improvement. (2008). Response to intervention: Possibilities for service delivery at the secondary school level. The Center for Comprehensive School Reform and Improvement Newsletter. Retrieved from http://files.eric.ed.gov/fulltext/ED502906.pdf
Colorado Department of Education Implementation Rubrics
Colorado Department of Education. (n.d.-b). RtI implementation rubric: District level. Retrieved July 5, 2016, from http://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_district.pdf
RtI Implementation Rubric: District level. Reprinted by permission of Colorado Department of Education.
Colorado Department of Education. (n.d.-c). RtI Implementation rubric: School level. Retrieved July 10, 2016, from https://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_school.pdf
Fidelity of Implementation Tools: School-Level Rubric. Reprinted by permission of Colorado Department of Education.
Required Media
Laureate Education (Producer). (2012b). RtI meeting: High school [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
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