分层支持体系在教育中的应用：聚焦MTSS（英）

Tiered systems of support in education: afocus on MTSS OECD Education Working Paper No. 346 OECD EDUCATION WORKING PAPERS SERIES This work is issued under theresponsibility of the Secretary-General of the OECD and does not necessarilyreflect the official views of OECD Member countries.Working Papers describe preliminary results orresearch in progress by the author(s) and are published to stimulate discussion on a broad range of issues This document, as well as any data and map included herein, are without prejudice to the status of orsovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name Attribution4.0 International (CCBY4.0) This work is made available under the Creative Commons Attribution4.0 International licence. By using this work, youaccept to be bound by the terms of this licence (https://creativecommons.org/licenses/by/4.0/). Attribution–you must cite the work. Translations–you must cite the original work, identify changes to the original and add the following text:In theevent of any discrepancy between the original work and the translation, only the text of original work should be Adaptations–you must cite the original work and add the following text:This is an adaptation of an original work bythe OECD. The opinions expressed and arguments employed in this adaptation should not be reported as representing Third-party material–the licence does not apply to third-party material in the work. If using such material, you areresponsible for obtaining permission from the third party and for any claims of infringement. You must not use the Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court ofArbitration (PCA) Arbitration Rules2012. The seat of arbitration shall be Paris (France). The number of arbitrators Abstract Thispaper examines Multi-Tiered Systems of Supports(MTSS)and related tiered frameworks incompulsoryeducation across OECD countries.It synthesises academic research and policydocumentation on MTSS, as well as closely related approaches such as Response to Intervention (RTI)and PositiveBehaviouralInterventions and Supports (PBIS), to clarify their conceptual foundations, core Particular attention is given to system-level features that shape implementation, including leadership andcoordination, data use and assessment infrastructure, professional capacity, and alignment with broader Acknowledgments This paper was prepared by Cecilia Mezzanotte (OECD) as part of the Education for Inclusive Societiesproject in the context of the Programme of Work of OECD’s Education Policy Committee.The author wouldlike to thankHannah Borhan for drafting and research support and Lydia Vosberg for research support.The author would also like to thank Prof. George Batsche, Lucie Cerna, Samo Varsik, Julie Pereira, andPaulo Santiagofor their valuable feedback and comments, and also to country representatives who Table of contents Abstract Acknowledgments4 1 Introduction 2 History and origins of MTSSOrigin of tiered instruction models 12 3 At the core of MTSS Defining MTSSThe goals of MTSSThe core elements of MTSSHow does MTSS relate to inclusive education? 4 Effectiveness of MTSS Evaluating MTSS as a framework22An estimate of MTSS effectiveness through student outcomes22 5 Enablers and barriers to MTSS implementation Implementation fidelity and clarityResource allocation 6 Country examples: how OECD countries approach MTSS in schoolsSome countries have adopted MTSS, RTI or PBIS models formallySimilar tiered approaches 7 ConclusionsImplications for education systemsLooking ahead 6 References Notes FIGURES Figure1. MTSS three-tiered structureFigure2. A Response to Intervention model for problematic school absence TABLES Table1. An example of MTSS Tiers for academic and behaviouralinterventionTable2. Suggested school team structuresTable3. Systems that adopt MTSS or similar tiered systems BOXES Box1. Key definitions of tiered modelsBox2. What is the content of the different Tiers?Box3. Leveraging MTSS to strengthen students’ mental healthBox4. Tiered systems and students with SEN: limitations and emerging evidenceBox5. Tiered approaches’ evaluation tools at the school levelBox6. The new system of supports in FinlandBox7.Ireland’s Multi-Dimensional Multi-Tiered System of Supports (MD-MTSS) for school attendance Introduction Across OECD countries, education systems are facinggrowing complexity in meeting effectively andefficientlydiverse learner needs. Persistent disparities in academic achievement, behavioural outcomes,well-being and attendance highlight that traditional, fragmented approaches have not been sufficient to In this context,tieredsystems of support, and particularly multi-tieredsystem of support (MTSS), havegained prominence and interest across countries as a promising, integrated framework for strengtheninginclusion, prevention and early intervention at scale