Overview of Multi Tiered Systems of Support

2.  Welcome
 Agenda and Norms
 Warm Up
 Multi-Tiered System of Support (MTSS)
 Response to Intervention (RTI)
 Positive Behavior Intervention System (PBIS)

3. Participants will…
 Gain an understanding of the principles of
RTI, PBIS (behavioral interventions) and MTSS
 Begin to think about schedules and
structuring MTSS at Fernando Rivera
3

4.  Start and end on time.
◦ We will all commit to arriving on time. Timekeeper will remind
facilitator of time left.
 Balanced participation.
◦ We will keep track of who wants to speak, and invite those who
haven’t spoken; Facilitators will develop structures to help elicit
balanced participation; Individuals will monitor their own “air time”.
 Treat each other with respect.
◦ We will disagree respectfully and assume positive
intentions
 Stay focused and on topic.
◦ Stick to agenda topics; Stay present and attentive – use
personal technology devices appropriately
 Maintain confidentiality

5. Parking Lot

6. Warm Up

7.  Take one minute and write all the words that
come to mind when you hear the word…
CHANGE

9.  Consider this change

10.  This change…

11.  This change…

12.  Think about what you already know about
RTI, PBIS or MTSS.
 Share with an elbow partner
 Popcorn out

14. Do we believe that we can ensure high levels
of learning for ALL students?
• High school + plus
• Grade-level or better
- Mike Mattos & Austin Buffum

15. To create a systematic process that
ensures every child receives the
additional time and support needed to
learn at high levels

16. All students receive CORE
General Education Instruction!
It is not core OR intervention…
It is:
Core
Core and more
Core and more and more

17. Tier 1
Tier 2
Tier 3

18.  Read pages 1-4 and highlight important
ideas (sentences, phrases and words)
that resonate with you or help you with
your understanding of RTI, MTSS or
PBIS.

19.  Share what you highlighted with
your elbow partner(s)
 Discuss:
◦ Does this information validate what
you already know or did it change
your thinking?
◦ How can we build consensus around
MTSS at Fernando Rivera?

20. Multi-Tiered
System of Support
MTSS
Response to
Intervention (RTI)
Behavioral
Support (PBIS,
etc)

21. • Universal screening
• Multiple tiers of
intervention
• Data-driven decision
making
• Problem solving
teams
• Focus on CCSS
CA MTSS
Essential Concepts
• Addresses the needs of
ALL Students
• Aligns the entire system of
initiatives, supports, and resources
• Implements continuous
improvement processes at
all levels of the system
RtI2

22.  Screening
 Progress Monitoring
 School-wide, Multi-Level Prevention System
• Primary Level- Tier 1
• Secondary Level- Tier 2
• Tertiary Level- Tier 3
22

23. 23

24. 24
Tier 2
Secondary
Level of
Prevention
(~15% of
students)
Tier 3
Tertiary
Level of
Prevention
(~ 5 % of
students)
Tier 1Primary
Level of
Prevention
(~80% of
students)

25. Identifying which
student needs
help
Identifying what
help each student
needs
Intervention
for a FEW
students
Prevention for ALL
students
Using the programs
and people available
Intentional design and
redesign of services and
supports matched to
needs of students
TO…FROM…

26.  Checklists
 To Do Lists
 Timelines
Universal
Screening
What do we
want our
students to
know?
Progress
Monitoring
How will we
know they have
learned it?
Multi-Level
Prevention
How will we
respond when
learning did not
take place?
Data-Based
Decision
Making
Next steps
4 Essential Questions
1. What do we want our students to learn?
2. How will we know they have learned it?
3. How will we respond when learning did not take place?
4. How do we respond when learning has already
occurred?

27.  Reflect upon what was presented to you
today.
 What new information do you need to
effectively do your job in relation to MTSS?
 Share these with your elbow partner

28.  Inventory
◦ Supports
◦ Data Collection Systems
 Needs Identification

29.  PowerPoint Slides:
http://www.slideshare.net/dainalujan/multi-
tiered-systems-of-support-for-ilt
PBIS.org
PBISworld.com
Rtinetwork.org
ies.ed.gov/ncee/wwc

31.  “At its core, RTI is about creating a collective
response when students need additional
support, rather than leaving this response up
to each individual teacher. This process is
predicated on the staff having the time
necessary to work together.”
Simplifying RTI: Four Essential Guiding Principals
Austin Buffum, Mike Mattos and Chris Weber

32.  Teams are comprised of educators who share curriculum and
thus take collective responsibility for students learning their
common essential learning outcomes.
 Responsibilities include:
◦ Provide effective Tier I core instruction
◦ Assess student learning and the effectiveness of instruction
◦ Identify students in need of additional time and support
◦ Take primary responsibility for Tier 2 supplemental interventions for
students
◦ Clearly defined essential student learning outcomes
Simplifying RTI: Four Essential Guiding Principals
Austin Buffum, Mike Mattos and Chris Weber

34.  Teams are comprised of representatives from collaborative
teacher teams, administration, and support staff including
intervention staff (LC, TIG, etc).
 Responsibilities include:
◦ Determine specific learning needs of students in need of intensive
support
◦ Diagnose the cause(s) of student’s struggles in Tier 1 and 2
◦ Determine most appropriate intervention(s) to address student’s needs
◦ Frequently monitor student’s progress to see if interventions are
achieving desired outcomes
◦ Revise interventions when not achieving desired outcomes
Simplifying RTI: Four Essential Guiding Principals
Austin Buffum, Mike Mattos and Chris Weber

35. Step 1
•Establish Purpose
Step 2
•Form a Team & Attend a Training
Step 3
•Establish Data Collection Method
Step 4
•Teach Behaviors & Expectations School-wide
Step 5
•Design a System for Positive Reinforcement & Acknowledgement
Step 6
•Design Discipline System
Step 7
•Review, Assess & Make Data-Based Decisions

36. Step 1
•Establish Commitment
Why MTSS/RTI/PBIS?
 To decrease levels of disruptiveness, rates of office
referrals, and suspensions
 To improve school climate, safety, and order
 To increase instructional time
 To increase administrative time for purposes other
than to manage discipline problems
 To enhance the overall operation and performance
of the school
 To more effectively partner with parents and the
community

37. # of
Referrals
1857
15
minutes
27,855
minutes
27855
# of
Minutes
60
minutes
in 1 hour
464.25
hours
464.25
# of
Hours
8 Hours
in a work
day
58
work
days

38. Step 2
•Form a Team and Attend a Training
Team Members can be made up of…
 Administrator/s
 Special Education Teacher
 Teacher/s
 School Counselors
 Classified Staff
 Other Stakeholders in the School

39. Agreements
Team
Data-based
Action Plan
ImplementationEvaluation

40. Initiative,
Committee
Purpose Outcome Target Group Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All students Dina & Bill Goal #2
Positive School
Climate
Improve
School
Climate
Improve character,
school climate, build
community
All students,
staff & faculty
Stephanie,
Aura, Luisa
& Lori
Goal #3
Safety
Committee
Improve
safety
Predictable response to
threat/crisis
High-risk
students with
behavioral
needs
Dina Goal #3
School Spirit
Committee
Enhance
school spirit
Improve morale All students Rich &
Stephanie
Goal # 3
Discipline
Committee
Improve
behavior
Decrease office referrals All Students James, Dina
& Bill
Goal #3
Screen Team Prevention &
Intervention
for
Alcohol/Drug
Use
Educate and prevent
students from using
drugs & alcohol
All 7th Grade
students
Zerreniah &
Stephanie
Goal #2
EBS Work Group Implement
3-tier model
Decrease office referrals,
increase attendance,
enhance academic
engagement, improve
grades
All students James,
Dina, Bill,
Stephanie
Goal #2
Goal #3
Sample Teaming Matrix

41. Step 3
•Establish a data collection system
 Discipline Referral System or Discipline Reports
 Attendance Reports – ATA System
 PBIS system to enter data and run reports

42. Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Academic Systems
Universal Interventions
80%
Targeted
Interventions
15%
Individual
Interventions
5%
Universal Interventions
•All settings, all students
•Preventive, proactive
Universal Interventions
•All students
•Preventive, proactive
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Behavioral Systems

43. Sprague & Golly (2012)
Best Behavior: Building
Positive Behavior Supports In
Schools
(www.soprislearning.com) 43

44. Faculty or
Staff fill out a
Discipline
Referral or
Counseling
Referral
Vice Principal
- Dina Dewes
School
Counselor -
Stephanie
Martinez
Counseling
Support
Services
Academic
Dean –
Bill West
Academic
Support
Services
Discipline
Outcome
Lunch or
Wednesday
Detention
Suspension
Expulsion
Referral Process
Example

45.  Reflect upon what was presented to you
today.
 What new information do you need to
effectively do your job in relation to MTSS?
 Share these with your elbow partner