Developing the capacity to implement tier 2 and tier 3 supports: How do we support our faculty and staff in preparing for sustainability?

Wendy Oakes, Kathleen Lynne Lane, Kathryn A. Germer

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

School-site and district-level leadership teams rely on the existing knowledge base to select, implement, and evaluate evidence-based practices meeting students’ multiple needs within the context of multitiered systems of support. The authors focus on the stages of implementation science as applied to Tier 2 and Tier 3 supports; the importance of school-site expertise to select, implement, and monitor the use of evidence-based Tier 2 and Tier 3 practices to address the academic, behavioral, and social needs of students; and evidence-based guidelines for professional development. Together these practices ensure school-site leadership teams focus available resources for addressing data-based needs and achieving desired student outcomes.

Original languageEnglish (US)
Pages (from-to)183-190
Number of pages8
JournalPreventing School Failure
Volume58
Issue number3
DOIs
StatePublished - 2014

Keywords

  • Building capacity
  • Implementation
  • Professional development
  • Tier 2 supports
  • Tier 3 supports

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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