EDUC - 698 - Multi-Tiered Systems of Support

Zee Archive: 2024-2025 GRADUATE - New Course Proposal

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Course Information
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  • READ BEFORE YOU BEGIN

    • Before proposing a new course, it is suggested that the course be first taught as an experimental (course number x67) course. Developing and teaching an experimental course only requires the approval of a departments curriculum committee. As an experimental course, the faculty member teaching the course can work the bugs out. Perhaps, after teaching it once or twice, the faculty member may revise the content, which could affect the course title or course description found in the catalog and in UDSIS. Teaching as an experimental course is not a university requirement, however it is strongly suggested as this can save catalog revisions later and improve the final course.  It is understood that there will be times that new course must be taught before it is offered in an experimental form.  In this case, the explanation for why the course needs to be created as a permanent course without having first been offered in an experimental version should be included in the form.  After having offered a course in its experimental form twice, it is recommended that the course should be proposed and be sent through the official course creation process.
    • All action on a crosslisted course must be taken by the course owner. If a course is adding a crosslisting, it MAY NOT be crosslisted with an existing course. Attach support letter(s) from the cross-listing department(s) by clicking the PAPERCLIP icon. Proposals that do not have a support letter from corresponding departments will not be crosslisted.

    INSTRUCTIONS

    1. Complete all sections of this proposal form. You will not be able to launch the proposal without completing required fields as indicated by an asterisk.
    2. To submit the proposal and send it to the next step, click "Validate and Launch Approval Process" at the top or bottom of the screen.

    For questions about this form, contact curriculog@udel.edu.


  • Department:*
  • Course Type:*
    Select the rubric/subject area of the course. This should match the Prefix below.
  • Prefix:*
    Code:*
    698
    698
  • Course Title:*
    Multi-Tiered Systems of Support
    Multi-Tiered Systems of Support
  • Justification of course creation:*

    Context: The school psychology program faculty are redesigning the course sequence required of M.A/Ed.S. in school psychology students and Ph.D. in education students with a specialization in school psychology. This redesign is occurring to provide students with high-quality training in contemporary best practices in assessment, prevention and intervention, consistent with (a) the National Association of School Psychologists’ (NASP’s) 2020 Professional Standards and (b) Delaware’s (DE’s) regulation requiring all schools to provide tailored, student-centered services within multi-tiered systems of support (MTSS). As a part of this curriculum redesign, faculty are proposing to revise or deactivate several courses and introduce select new courses. Specific Course Request: Since 2021, DE has required all public schools to implement MTSS for students’ academic, behavioral, and social-emotional skills (24 DE Reg. 663; 26 DE Reg. 837). This requirement is consistent with a broad and rigorous evidence base demonstrating the efficiency and effectiveness of research-based instruction, assessment, and intervention within a tiered service delivery framework. Many other states have formal requirements or recommendations for schools to implement MTSS, and MTSS implementation has been referenced in federal legislation, such as the Every Student Succeeds Act (2015), and in guidance documents, including numerous Dear Colleague Letters. Moreover, the NASP 2020 Professional Standards task school psychology graduate programs with providing explicit instruction, training, and supervision in MTSS, including the delivery of universal, targeted, and intensive practices as well as the coordination of systems change efforts to adopt, evaluate, and sustain MTSS. Presently, however, the school psychology program course sequence includes instruction and scaffolded fieldwork in MTSS only incidentally (e.g., during one class meeting in different courses). In addition, the current course sequence places undue emphasis on traditional models of individual assessment and intervention, failing to intentionally frame the role of school psychologists and other personnel as systems change agents within MTSS. We propose introducing a new course specifically on MTSS. We expect this course will best equip students with the conceptual and ecological foundations necessary to deliver and evaluate their assessment, prevention, and intervention practices in schools.

    Justify the need for this course.
  • Identify the main emphasis of the course along with major topics covered:*

    This course will emphasize the components of evidence-based implementation within integrated MTSS for academic, social, emotional, and behavioral success. Major topics will include: Historical precursors to the development of MTSS, including scientific developments in the field of public health Foundational elements of MTSS, including multidisciplinary teaming, systems to support professional learning and implementation, data-based decision making, and a continuum of prevention practices Principles of implementation science, including theories of organizational readiness and change Tier 1 (universal) prevention, general outcome measurement, and screening practices Tier 2 (targeted) prevention, outcome measurement, and progress monitoring practices Tier 3 (tertiary) prevention, outcome measurement, progress monitoring, service referral, and coordination practices Models of special education eligibility determination, including the emergence of the response to intervention (RTI) model as a precursor to MTSS

  • Identify and justify any effect on other courses in your department or in another department:

    The proposed course has been designed to complement existing and proposed coursework within the school psychology program. It is a required course within the school psychology program. Annually, we expect between 12 and 20 school psychology graduate students to enroll in this course (offered once per year). Beyond the school psychology program, the proposed course will also be offered as an elective across the School of Education. Like other school psychology program required courses, we expect to open this course up for registration outside the school psychology program for students with approval from both the instructor and their advisor. For example, we expect this course will be approved as an elective for Ed.D. students in educational leadership, and we expect this topic to be of high interest and relevance to Ed.D. students who work in PK–12 schools. Per our review, no other currently offered School of Education graduate course has a focus on MTSS.

    Specifically list other departments chairpersons and/ or faculty consulted and summarize results of discussion.
  • Instructor reference:
    Marika Ginsburg-Block
    Marika Ginsburg-Block
    Enter the faculty name to whom questions may be directed.
  • Additional comments about this course:

    This course is required of M.A/Ed.S. in school psychology students and Ph.D. in education students with a specialization in school psychology. It aligns with the NASP 2020 Professional Standards, which is required of coursework in NASP-approved school psychology graduate programs. Our overall program goal is to prepare school psychologist scholars and practitioners. For example, this course aligns with the specific program goals 2 (“Students will use multiple methods of gathering reliable and valid data, including appropriate technology, in the design and implementation of a variety of empirically supported interventions for addressing problems faced by children, schools, and families.”), 4 (“Students will develop a strong knowledge base specific to the profession of school psychology including its history and foundations, the various roles and functions of school psychologists, and models by which services are delivered”), 5 (“Students will acquire and apply specific competencies in school psychology to support development of academic skills through assessment, consultation, prevention, and direct interventions, while using an ecological, problem-solving approach in the delivery of psychological services in schools”), and 6 (“Students will acquire the knowledge and skills necessary to collaborate effectively with others in developing and implementing comprehensive multi-tiered mental health services, especially school- based services for promoting mental health; developing life skills; preventing and responding to crisis; and preventing social, emotional, and academic problems”).

    These comments are for approver reference only and will not be stored in UDSIS.
Catalog Data
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  • SHORT TITLE: (UPPERCASE)*
    MULTI-TIER SYSTEMS OF SUPPORT
    MULTI-TIER SYSTEMS OF SUPPORT
    Please limit to 30 UPPERCASE characters.
  • Credit(s) for Catalog Display:*
    3
    3
    For variable credits hyphenate, ex: 1-6
  • Min Credits:*
    3
    3
    Max Credits:*
    3
    3
  • Can this be taken more than once per term?*
  • Can this be repeated for credit?*
  • Total Allowed Credits (see help text):*
    3
    3
    Total Allowed Credits is the number of credits a student can take and count towards graduation. Must be a multiple of the credit (or the Min of a variable credit course). Example: Three credit course can be repeated once for credit; Total Allowed Credits = 6. Example: Three credit course cannot be repeated for credit Max Repeatable Credits = 3.
  • Grading Basis:*
    Student Option defaults to Standard Grading. Student Option is the mechanism that allows for P/F, auditing and listening.

  • Instructional Format

    Select the Primary Instructional Format for the course.  For an explanation of the format options, click here.

    If Lecture is a component, it must be the primary.

  • Instructional Format:*

  • Contact Hours & Additional Components

    To add a secondary Instructional format, add contact hours to another component. Courses typically do not have more than two formats.

  • Clinical contact hours:
    Discussion contact hours:
  • Field Studies contact hours:
    Independent Study contact hours:
  • Internship contact hours:
    Laboratory contact hours:
  • Lecture contact hours
    3
    3
    Practicum contact hours:
  • Research contact hours
    Studio contact hours:
  • Course Typically Offered:*
  • Description (please limit to 50-75 words):*

    This course will emphasize the components of evidence-based implementation within integrated MTSS for academic, social, emotional, and behavioral success. Historical and foundational elements of MTSS, principles of implementation science, and models of special education eligibility determination will be included.

  • Crosslisting (only complete if applicable):
    Two pre-existing courses may not be cross-listed with each other. Please email curriculog@udel.edu for questions about course number availability for cross-listing purposes.

  • Requisites & Restrictions

    Only specific UD courses can be coded as requisites in UDSIS and enforced for enrollment purposes.  Non-course restrictions will be included in course descriptions but are not system-enforced.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

    Prerequisites

    These are course(s) or conditions that must be met before a student can register. In this context, conditions refer to non-course requirements such as a minimum score on the Math placement exam.

    Examples: 

    • FREN 211 and one 300-level French class.
    • Grade of C- or better in MMSC 428
    • NTDT 400 or NTDT611
  • Prerequisite(s) (only complete if applicable):

  • Corequisites

    These are courses that must be enrolled concurrently or may be satisfied by previously earned credit.

    Examples:

    • MATH 117 or MATH 231 or MATH 241
    • NURS 358 and NURS 359
  • Corequisite(s) (only complete if applicable):
    A corequisite operates as a prerequisite if a student has already earned credit in the course.

  • Antirequisites

    When a department offers different courses that have similar content, they can prevent students from registering in a course if they have earned credit in a similar course

    Examples:

    • Students who have received credit in ECON 101 or ECON 103 are not eligible to take this course without permission.
    • Students who have received credit in CISC465, CPEG465, ELEG465, MISY465, CISC 665, CPEG665, or MISY665 are not eligible to take this course without permission
  • Antirequisite(s) (only complete if applicable):

  • Restrictions

    Restrictions are used to convey information that students should be aware of prior to enrolling in the course.  These are included in the course description but are not enforceable as specific enrollment restrictions in UDSIS.

    Examples:

    • Knowledge of probability and statistics recommended.
    • Laboratory requires some out of class time for hands-on experience

    Please note:

    No requisite information (minimum grades, completion of specific courses, etc.) should be included as restrictions. That information should be in the appropriate requisite section above.

    Enrollment restrictions that are not based on specific courses may be enforced on individual class sections as Reserve Capacities.

    Contact grading-registration@udel.edu with questions about requisites and restrictions

  • Restriction(s) (only complete if applicable):
Routing
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  • Which College Approval Routing needs to be utilized?*
    Select the proper College or Program in order to ensure proposal is on the correct track. Ignore any symbols, they are used on the back end of the form so the number of routing questions could be limited.
  • Departmental Committee Routing*
    If your department is not listed, select 'Other'.
Attachments
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  • Attachments can be added using the paperclip icon to the right.

    1. Provide a syllabus/precise description of content.
    2. Provide support letter(s) from any cross-listing department(s).

    Supporting documentation, e.g., letters of support, syllabi, etc., does not constitute the "approved" language that will be imported into the Catalog.

  • Attached: Documentation*
Administrative Fields (DO NOT EDIT)
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  • User Tracking

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