Amy McCart is an Associate Research Professor with the Life Span Institute and Adjunct Faculty with the Department of Special Education at the University of Kansas. She is the Co-Director for the Schoolwide Integrated Framework for Transformation (SWIFT) Education Center, established in 2012 as part of the largest grant award received in KU history. SWIFT is a national technical assistance center providing academic and behavioral support for all students, including those with the most needs. SWIFT Center combines the strengths of general and special educators in a three-tiered model of instruction. Amy leads a team of professionals serving urban, rural, and high-needs schools across the nation including California, New Hampshire, Maryland, Mississippi, Oregon, and Vermont. Additionally, she is the Principal Investigator for multiple federal projects through the U.S. DOE to support urban schools implementing schoolwide positive behavior support. As part of her work with schoolwide PBS, she serves as a collaborating partner in the National Technical Assistance Center on Positive Behavior Intervention and Support. Amy has worked in a number of urban schools, including the Recovery School District in New Orleans, Louisiana; the Kansas City, Kansas Public Schools; and the District of Columbia, Washington Public Schools. She was Site Director at an agency supporting individuals with extensive disabilities working to improve quality of life. Amy traveled to South Africa as part of a delegation from the United States Office of Special Education Programs to share ideas with the Department of Basic Education for the Republic of South Africa.

Dawn Miller is part of SWIFT Center's Executive Team at the University of Kansas, and with Michael McSheehan, authored the SWIFT Technical Assistance Playbook, which outlines and describes SWIFT's six TA practices. Dawns role at SWIFT focuses on content and process support for LEA Facilitators. She is also a published author of works about implementation and sustainability of MTSS, use of a problem-solving process, assessing written language, and family communication and involvement. Prior to her work with SWIFT, Dawn was a district team member leading planning, staff development, implementation, and evaluation for MTSS efforts around integrated academic and behavior supports in Kansas schools. She was also instrumental in statewide implementation of the problem-solving process and developing the Kansas Multi-Tiered System of Support. As part of the statewide efforts, Dawn was involved with a statewide committee that led state regulation changes regarding child find and eligibility and has helped to translate these changes into district procedural changes linked to the School Improvement Process. Based on her work in Kansas and it other states, she became a blog writer, guest host, and provided virtual coaching for the National Association for Learning Disabilities RTI Network for several years.

Foreword Wayne Sailor
Preface
Acknowledgments
About the Authors
Introduction: Equipping You for the Journey to Effective MTSS
What Do We Mean by Equity-Based MTSS?
Constructing Your MTSS
What is Your Analogy for Equity-Based MTSS?
Why Do You (Yes, You) Want to "Do" MTSS?
How to "Do" MTSS in Your School
1. Foundations of MTSS
A Foundational Framework for Teaching and Learning
Foundational Transformation in Action Practices
Your Local Resources Are Foundational Too
What Is Resource Mapping and Why Do It?
How to Do Resource Mapping
2. Structuring Your MTSS
What Is a Tiered Instruction Matrix and Why Do It?
How to Create a Tiered Instruction Matrix
Matrix Part 1: Universal Support
Matrix Part 2: Universal Screening
Matrix Part 3: Instruction and Support
Matrix Part 4: Progress Monitoring
3. Engineering Your MTSS
Revisit What and Why
How to Do a MTSS Master Schedule
4. Making It Your Own MTSS
Resource Matching
Data Routines
Organizing Your Data
Processing Your Data
Acting on Your Data
Continuously Improving Your MTSS
Conclusion: Equity-Based MTSS-A Reality!
Appendix
References
Index