There is a tremendous amount of research that supports the power of a Multi-Tiered System of Supports (MTSS) practice for improving student outcomes for all learners.
In fact, the 2015 Every Student Succeeds Act (ESSA) recognizes the efficacy of the MTSS framework, defining it as a “comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making.” (Sec 8101(33))
But, why do we not see the effectiveness of MTSS in its application in our current classrooms?
Join the Branching Minds team of learning scientists and experienced educators as they share their learning engineer approach that reduces the obstacles to implementing a Multi-Tiered System of Supports from a best-practice perspective.
Eva Dundas, PhD
Dr. Dundas is the Chief Academic Officer at Branching Minds, where she pursues her mission to bridge the gap between the science of learning and education practice. Dr. Dundas has a Ph.D. in developmental and cognitive psychology from Carnegie Mellon University, where she conducted research on how the brain develops when children acquire visual expertise for words and faces. Her research also explores how the relationship between neural systems (specifically language and visual processing) unfolds over development, and how those dynamics differ with neurodevelopmental disorders like dyslexia and autism. She has published articles on that subject in the Journal of Cognitive Neuroscience, Neuropsychologia, Journal of Experimental Psychology: General, and Journal of Autism and Developmental Disorders. Dr. Dundas also has an M.Ed. in mind, brain, and education from Harvard University, and a B.S. in neuroscience from the University of Pittsburgh.