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Impact Evaluation of Training in Multi-Tiered Systems of Support for Behavior Restricted Use File (RUF)
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Data collection for both groups of schools, during program implementation, included: (1) teacher ratings of student behavior to identify struggling students and to estimate impacts on their outcomes including disruptive behavior; (2) student records to estimate impacts on these students' academic achievement, (3) staff surveys and observations of practice to provide information about behavior support and the extent of staff professional development; and (4) documentation of program implementation. The collection of student achievement data and documentation of program implementation continued for an additional year to examine if and how the schools sustained MTSS-B implementation and a key outcome. Key findings produced from the Impact Study of Training in MTSS-B include: (1) The MTSS-B program was no better than schools' usual strategy for students overall. The program did not improve the disruptive behavior, any other student behaviors, or the achievement of students overall, (2) The program had behavioral and academic benefits for the 15 percent of students identified at the outset of the study as struggling the most with behavior. At the end of the second year when full implementation supports occurred, this subset of students had significantly less disruptive behavior and higher reading test scores in participating than in non-participating schools. However, the effects on reading were not sustained in the follow-up year, after the program's training and assistance had ended. The program did not improve any other behavior outcomes or math in any year, (3) The program helped put in place most intended MTSS-B systems and practices in participating schools, resulting in better classroom management and functioning and some aspects of school-wide climate compared to non-participating schools. The program led to greater use of all classroom management practices measured and, consistent with these improvements, teachers were observed to have better control of their classrooms and fewer student disruptions.
Identification and Summary
Data collection for both groups of schools, during program implementation, included: (1) teacher ratings of student behavior to identify struggling students and to estimate impacts on their outcomes including disruptive behavior; (2) student records to estimate impacts on these students' academic achievement, (3) staff surveys and observations of practice to provide information about behavior support and the extent of staff professional development; and (4) documentation of program implementation. The collection of student achievement data and documentation of program implementation continued for an additional year to examine if and how the schools sustained MTSS-B implementation and a key outcome. Key findings produced from the Impact Study of Training in MTSS-B include: (1) The MTSS-B program was no better than schools' usual strategy for students overall. The program did not improve the disruptive behavior, any other student behaviors, or the achievement of students overall, (2) The program had behavioral and academic benefits for the 15 percent of students identified at the outset of the study as struggling the most with behavior. At the end of the second year when full implementation supports occurred, this subset of students had significantly less disruptive behavior and higher reading test scores in participating than in non-participating schools. However, the effects on reading were not sustained in the follow-up year, after the program's training and assistance had ended. The program did not improve any other behavior outcomes or math in any year, (3) The program helped put in place most intended MTSS-B systems and practices in participating schools, resulting in better classroom management and functioning and some aspects of school-wide climate compared to non-participating schools. The program led to greater use of all classroom management practices measured and, consistent with these improvements, teachers were observed to have better control of their classrooms and fewer student disruptions.