Abstract
The project purpose is to increase academic and behavioral outcomes for students, particularly students with disabilities. The project outcomes are: 1) increase schools’ Colorado Multi-tiered System of Supports (COMTSS) capacity through an integrated, tiered system of evidence-based supports in instruction, intervention, and assessment, 2) increase districts’ capacity by training in COMTSS components to use resources and enhance sustainability, 3) increase regional COMTSS capacity to leverage partnerships to increase delivery of supports, 4) provide educators professional development choice with evidence-based online modules and, 5) increase state COMTSS capacity by aligning strategic priorities to increase access to differentiated resources and supports.
The project utilizes implementation science to create a system that provides a stage based, cascading teaming structure that incorporates academic and behavioral supports. The goals, objectives, and activities are driven by a theory of action, articulated logic model, and detailed five-year management plan. The evaluation plan tracks effectiveness of goals and strategies, relies on performance measures, provides performance feedback, and ensures assessment of progress is used. The project measures district, region, and state capacity. School and classroom fidelity measures will support building leadership to ensure teachers’ instructional practices are being implemented with fidelity to achieve the identified project student outcomes.
Explore Cohort Projects
2021 Rhode Island
This project will enhance the statewide system for personnel preparation and professional development by increasing the capacity of early learning, LEA, and educator prep programs to prepare personnel to implement scientifically-based literacy instruction through the framework of a multi-tiered s
2021 Mississippi
The Mississippi State Personnel Development Grant (MS SPDG) focuses on the evidence-based practices of Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and Social-Emotional Learning (SEL), to improve (1) student performance by scaling-up and deepening im
2021 New Jersey
This project will expand capacity to implement Jersey Tiered Systems of Support for Early Reading (NJTSS-ER) by (a) providing multi-level (universal, targeted, and intensive) technology-facilitated training, coaching, and technical assistance; (b) increasing the intensity of professional developm