Response from the Field: Framework for All: Building Capacity for Service Delivery in Catholic Schools

Autor/in	Morten, Sandria
Titel	Response from the Field: Framework for All: Building Capacity for Service Delivery in Catholic Schools
Quelle	In: Journal of Catholic Education, 23 (2020) 2, S.107-110, Artikel 9 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Stellungnahme; Guidelines; Capacity Building; Behavior Problems; Barriers; Catholic Schools; Inclusion; Academic Achievement; Correlation; Academic Support Services; Response to Intervention; Evidence Based Practice; Student Behavior; Instructional Leadership; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Richtlinien; Katholische Schule; Inklusion; Schulleistung; Korrelation; Student behaviour; Schülerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This article presents the Multi-tiered Systems of Support (MTSS) as a framework Catholic schools can utilize to provide a more equitable and inclusive learning environment for all students. In an effort to advocate for the effectiveness of this framework in the Catholic school setting, the authors define the framework, its key features, and the systematic supports necessary for implementation. The article provides a succinct, yet comprehensive overview of MTSS as an umbrella that encompasses both Response to Intervention (RtI), typically considered to only address academic programming, and School-wide Positive Behavior Intervention Supports (SWPBIS), which provides a preventative and evidence-based model for addressing student behavior. This integrated framework aligns well with the notion that academics and behavior are inextricably linked, as students may express behavior challenges that are the symptom of academic difficulties or vice versa. The key features of MTSS are defined including three tiers of service delivery: Tier 1 (universal support), Tier 2 (targeted group interventions) and Tier 3 (intensive, individualized interventions). The authors also provide guidance for how Catholic schools can approach implementation of MTSS from a systematic level. [This article is a response from the field to the article in this issue, "Framework for All: Building Capacity for Service Delivery in Catholic Schools" by Drs. Michael Faggella-Luby and Christie Bonfiglio (EJ1286756).] (ERIC).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01