A Seamless Approach to MTSS

1. ASeamlessApproach to MTSS Marysville Junior High School

2. Marysville Junior High • Cindy Scarbrough, Principal cscarbrough@marysvilleschools.org • Joel Naaf, Academy Coordinator jnaaf@marysvilleschools.org • Tina Bruna, Special Education tbruna@marysvilleschools.org • Julie Meinhardt, General Education/At Risk jmeinhardt@marysvilleschools.org

3. Demographics of MJHS • Total number of students: 118 • Number of SPED students: 18 (11%) • Number on free/reduced lunch: 31 (34%) • Number of teachers who are assigned to JH & HS students: 13 • Number of teachers exclusively assigned to JH students: 5

4. Philosophy & Purpose The successful transition of ALL students to high school & post-secondary success through a continuum of school-wide positive behavioral and academic supports.

5. We Have Abandoned the “Triangle”(No Offense)

6. MJHS Positive Behavioral Interventions and Supports Systems

7. Keys toSuccess • Administrative Commitment & Support • Core Team Commitment • Multi-Team Support Structure • Tier 2 and Tier 3 Programs • Student Involvement • Parental Training & Involvement • Data Driven Decisions & Reflection

8. Administrative CommitmentandSupport • Honest Reflection on Success/Failure • Willingness and Commitment to Change Self and School • Development and Implementation of New Ideas/Interventions • Involvement In and Knowledge of All Components • Deliberate Selection of Core Team Members

9. CoreTeamCommitment • Diversity in Team Structure – Gen Ed, SPED, At-Risk,Behavior Specialist, Counselor/Social Worker, Administration • Professional Rapport • Identification of Needed System Changes • Courage and Commitment to Implement Changes • Presentation, Guidance, and On-going Support of Implemented Interventions

10. Multi-Team SupportStructure • Collaboration through Roundtable Time • Implementation of Interventions • Shared Responsibility for Teacher Supports • Shared Responsibility for Student Supports • Decreased Classroom Disruptions = Increased Instructional Time

12. Multi-Team Responsibilities Tier 1: Roundtable • Identification of systemic problems • Development, implementation and evaluation of school-wide and student-specific activities Tier 2: Impact • Targeted, small-group reading, math, and organizational instruction Tier 2: RtI (Pre-Referral) • Brainstorming. monitoring, and data collection of response to intervention of teacher-identified students Tier 3: Academy / SPED / 504 • Individualized educational environment that provides intense and high frequency academic and behavioral supports • Individualized educational plan or 504 Plan

13. Tier 2andTier 3Programs • On-site • Scheduled into School Day • Flexible and Reflective • Student Integration at Individualized Levels • Staff Integration

14. Student Involvement • Created Building Leadership Team • Elimination of Student Council • Student Led Events: • SOS Day • Blockbuster Year (Service, Teaming, Celebrations) • Student Behavior Expectation Training

15. Parent Training and Involvement • Educating Parents • 7th/8th Grade Parent Orientation • Distribution of School-Wide PBIS Guide for Students/Parent/School • Utilization of Proactive Approach to Parent Communication • Elimination of Wait to Fail Mindset • Language Change • Increased Parental Volunteerism

16. Data Driven Decisions and Reflection • Collection and Monitoring • Homework/Material Slips: Daily • Positive Contacts: Daily • Discipline Referrals: Daily • D’s and F’s: Bi-quarterly and Quarterly • Tardies: Bi-quarterly and Quarterly • School Transparency of Collected Data • Student body, handbook, parents, community, presentations