多層級系統支持（MTSS）在雙語學校國小階段之初步建構

Abstract

作者服務於雙語學校中，校內的學生與教師皆來自不同的國家，學生的文化及語言殊異而出現學習或適應困難，學校教師也因為各自背景文化不同而有管教觀點上的拉扯，在學校系統運作上面臨較多的困境，故本專業實務報告旨在雙語學校國小階段班級中，利用多層級系統支持之理念，整合校內現有資源，初步建構適用於雙語學校國小階段之多層級系統。多層級系統關注學生行為、學業與社會情緒的表現，強調學校運用實證有效之策略，持續與連續地蒐集數據資料，主動篩選出學生於學習及行為的困難，並透過團隊合作進行問題解決，目標在及早介入提供學生適性的服務，避免學生落入等待失敗的歷程中。經一學期的試行與調整後，檢驗系統執行落實度、可行性與滿意度，探討雙語學校國小階段之多層級系統支持的適用性，並提出建議與限制。初步試用發現與結果如下：一、 多層級系統支持之內涵：本多層級系統主要試行第一、二層級，初級針對行為的策略為運用班級層級功能本位介入小組方案（CW-FIT），建立明確的期待行為規範，次級的行為策略用CW-FIT之自我管理策略（Self-management）、簽到簽退（Check-in/check-out）策略及社會情緒教學（Social Emotional Learning）；初級針對學業的策略為依照課綱規劃並執行教學，適性地運用差異化教學做學習內容、學習歷程與學習成果的調整在原班教學實施；次級的學業策略為教師進行小組或個別化的補救教學。二、 系統執行落實度：指檢驗多層級系統及執行策略是否依原定之程序落實系統的步驟與要素，以確保收集之執行結果是真實且具參考性的。初步執行多層級系統支持的落實度檢核為66%。行為策略共分為三個部分，首先初級CW-FIT介入策略，五位教師的執行落實度在33%至85%間；再者次級CW-FIT的自我管理策略，兩位個案的執行落實度分別為100%與50%；最後次級Check-in/check-out策略的執行落實度為100%。三、 系統執行可行性評估：指依據學生的行為與學業表現資料進行分析，篩選高危險群學生進行策略介入，再檢視學生的改變情形，以做策略的滾動式調整。根據學生的量化數據表現，可知在行為部分，整體學生的適當行為表現頻率皆增加，顯示行為部分有其可行性；然而在學業部分因疫情之故，因線上課程增加干擾因素，且因無法實施原定測驗，調整評量方式，未能看出學業上明顯的改變。四、 系統使用滿意度回饋：為瞭解參與計畫教師對宣導及執行的滿意度及建議，故請參與計畫教師針對系統試行之初的特教宣導，與系統試行之末做系統試行的回饋，特教宣導及系統使用兩種滿意度回饋中，各向度皆達80%以上的滿意度，顯示教師們對特教宣導及系統使用的整體滿意度為佳。本報告依上述結果，提出實行多層級系統支持之建議與限制。The bilingual school, where the author currently works, comprises students and teachers from various countries. Not only these culturally and linguistically diverse students experience learning and/ or adjustment difficulties, but the teachers with different culture and background viewed students’ discipline issues in contrast perspectives. These may cause school operating in a difficult way. Therefore, the study aimed to apply the concept of Multi-tiered System of Support (MTSS), integrate existing resources, and establish a MTSS suitable for the elementary stage of a bilingual school in Taiwan. The MTSS focuses on the development and growth of students’ behavioral, academic and social emotional competence. It emphasizes that the educators at school need to apply evidence-based practices, collect data constantly, screen the students with learning and/or behavioral difficulties actively, and collaboratively work as teams to solve or prevent students’ problems becoming worse. However not only school personnel, but also the parents’ involvement and community collaboration are all included inthis system. The study implemented a trial of MTSS in the elementary stage of a bilingual school in Taiwan for six months and examined the fidelity, feasibility and the satisfaction of the participants involved. Findings of the primary implementation are as follows.1. The components of the MTSS: The MTSS in this report focused only on the primary and secondary tiers. The Class-wide Function-related Intervention Team (CW-FIT) was applied the primary tier of behavioral intervention, and Self-management, Check-in/Check-out and Social Emotional Learning were applied in the second tier for behavior interventions. As for the first tier of academic learning, the differentiated instruction was delivered on the basis of the standards aligned core curriculum and student’s individual needs. The secondary academic intervention was conducted with individual or group format by classroom teachers.2. The fidelity of MTSS: The fidelity of the primary implementation of MTSS in total was 66%. For the behavior strategies, primary CW-FIT fidelity of five teachers are 33% to 85%. Furthermore, the fidelity of the two cases of self-management strategy of the secondary CW-FIT were 100% and 50% respectively; the fidelity of Check-in/check-out strategy was 100%.3. The feasibility of MTSS: The rate of at-risk students’ data and the improvement of appropriate behavior of the overall students indicate the feasibility of the behavior aspect of MTSS. As for the academic aspect, the online courses of COVID-19 pandemic occurred during the implementation period caused more unexpected factors which caused the disruption of the final assessment of academic achievement. No significant change was found post academic interventions..4. The satisfaction of the MTSS: All the participating teachers were invited to fill out the satisfaction surveys in the end of trial MTSS period. All the dimensions of each survey showed the satisfaction rate of 80% or above in both educational promotion and implementation. Overall the MTSS was viewed positively among participating teachers. The recommendations and limitations were discussed based on the aforementioned findings.