Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking to implement multitiered systems of support for behavior (MTSS-B). The purpose of the current study was to conduct a systematic review of state department of education websites to understand what guidance is afforded to local education agencies regarding MTSS-B. Results supported that roughly half of the states provided some form of procedural guidance for MTSS-B; however, both the type (e.g., what interventions to use, how often to progress monitor) and level of guidance varied widely. When states did provide behavior-specific guidance, documents were most likely to include specification of what types of interventions and measures to utilize; information less typically focused on assessment such as indications as to how often data should be collected and reviewed or what decision rule(s) should be used to determine student responsiveness. Implications for local implementation and strengthening future state-level guidance for MTSS-B are discussed.

中文翻译：

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对实施行为支持的多层系统的国家级程序指南的审查（MTSS-B）

鉴于州政府在公共教育方面的权威，缩小最佳实践与实际实践之间的差距的一种方法是通过向学校提出明确的国家指导和建议。然而，迄今为止，人们对程序指导的国家格局知之甚少，对于希望实施行为支持的多层系统（MTSS-B）的实践者来说，程序指导很容易获得。本研究的目的是对州教育部网站进行系统的审查，以了解向地方教育机构提供有关MTSS-B的指导。结果支持大约一半的州为MTSS-B提供了某种形式的程序指导；但是，指导的类型（例如，使用何种干预措施，多长时间进行一次监测）和指导水平差异很大。当各州确实提供针对行为的指导时，文件最有可能包括对采用何种类型的干预措施和措施的说明；不太常集中于评估的信息，例如关于应该多久收集和审查一次数据或应使用何种决策规则来确定学生反应能力的指示。讨论了对本地实施的意义以及对MTSS-B的未来州级指南的加强。