Multi-Tiered Systems of Support in Secondary Schools

Alison G. Clark, EdS, NCSP, is a school psychologist in high-risk inner-city schools. She has expertise in mental health in schools, family wellness, PBIS, MTSS, threat assessment, crisis response, and systems change.Katherine A. Dockweiler, EdD, NCSP, is a policy researcher and practicing school psychologist. Her particular interests include program design and evaluation as well as advocacy and education policy analysis.

• List of illustrationsForewordAcknowledgmentsI. New Foundations for Multi-Tiered Systems of SupportII. Evaluating Your School’s Needs and Building Your TeamIII. Invest in Resources at Your SchoolIV. How to Build Your ProgramV. How an MTSS Team Works TogetherVI. It’s the Format, Not the FormsVII. Special Education Eligibility and Other ConsiderationsVIII. High School RecommendationsIX. Family EngagementX. Behavioral and Mental Health MTSSXI. Program Evaluation and Feedback Looping XII. Advocacy and Policy MakingXIII. Trouble ShootingXIV. Moving Forward TogetherAppendixGlossary Index

"Education must find its way from a soft science filled with belief, unproven ideas and misguided enthusiasm to a scientist practitioner model in which educators develop, test, modify, and implement effective educational strategies to help today’s students maximize their acquisition of knowledge while simultaneously developing their capacities for thinking, reasoning, problem solving, stress hardiness and resilience. Alison Clark and Katherine Dockweiler have created a valuable desk reference and resource for psychologists, educators and allied health professionals working within secondary schools."Sam Goldstein, adjunct assistant professor, Department of Psychiatry, University of Utah School of Medicine"There are very few books written on implementation of multi-tiered systems of support in secondary schools from practitioners who have implemented MTSS successfully in secondary schools. Alison Clark and Katherine Dockweiler utilize practices with strong empirical support and are filling the research to practice gap in the existing literature." Catherine C. Gardner, veteran practitioner of school psychology