The Multi-tiered System of Supports Initiative

1. The Multi-tiered System of Supports Initiative Response to Intervention (RtI) Positive Behavioral Interventions and Supports (PBIS)

2. Welcome! • Becky Cain • 13 years with the DOE • Based out of Hartford

3. Agenda • 1. What is MTSS? • 2. Implementation • 3. Questions • You can also type your questions in the text box as we go along • Email your questions to: Rebecca.cain@state.sd.us or call 280-3568

4. Purpose Of This Call To give participants a better understanding of what a Multi-tiered System of Supports can do for your district.

5. Don’t Stress Out!

6. First Things First… • What is Your VISION for Your District? • Write 2-3 things that come to mind

7. What is a Multi-tiered System of Supports? (MTSS) • Combines Response to Interventions (RtI) and Positive Behavioral Interventions and Supports (PBIS) • District level implementation • Redesigns and establishes teaching and learning environments • Effective and efficient for all students, families, and educators. • Matches instructional and intervention strategies and supports to student needs • Ongoing approach for planning, implementing, and evaluating • Help avoid a “wait to fail” situation

8. Integrated Elements Outcomes Systems Practices Supporting Social Competence & Academic Achievement Data Supporting Adults Supporting Decision Making Supporting Students Adapted from the OSEP TA Center for PBIS

9. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90% Multi-tier Model • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% 5-10% 5-10%

10. MTSS=Whole Child Approach • Behavior and academics need to be looked at together. • Is the academic issue caused because the student is not in the classroom to receive instruction? • Is the behavior issue caused by academic frustration? • Do your current TAT/SAT teams consider both? Academics Behavior Kids need both to fly!

11. Continuum of Supports • Tiers are continuous- not isolated • Intensity of interventions increases based on data • Movement through the tiers is based on • fidelity of implementation of interventions • data • Movement is fluid • One size does not fit all

12. What is Tier 1? • Goal: 80% or more of students: • 1. Reach the benchmark criteria established by the screening tool • 2. Receive two or less office discipline referrals If the percentage is significantly lower than 80%: 1.Focus on improving Tier I instruction • Buildings do not have the resources to intervene with a large percentage of students • You cannot “intervene” you way out of ineffective core instruction or systemic behavior issues • 2. Coordinators will work with your MTSS team

13. Tier I: Analyze what is working and what needs work 1. Time • How much time is allocated to instructional time? • How much do we actually use? • How long are students engaged? • Do we take time to teach behavior expectations and rules? 2. Materials • Do our teaching materials meet all students needs? • Do we have materials to teach behavior? 3. Delivery of core instruction • Are students given time to respond? • Are student receiving constant feedback? • What routines are used? • Behavior • Academics

14. Tier 2: • Steps for implementation • Gathering accurate screening data on all students • Analyze the data • Validate student needs • Match students with intervention with highest probability of success • Monitor student progress • Track intervention effectiveness • Goal is to remediate skill deficits with the idea that in doing so, students will be successful in Tier I without support.

15. Tier 3: • Same as for moving students to Tier 2 supports • Designed to address significant problems • Intensive interventions • What can Tier 3 offer that Tier 2 does not? • Again, the goal is to remediate skill deficits with the idea that in doing so, students will be successful in Tier 2 and eventually Tier 1 without support.

16. Billy Smith Anger management Continuum of Supports for a Student Science Reading Spanish Music Soc skills Basketball Attendance Adapted from the OSEP TA Center for PBIS

17. What Do You Currently Have? • UNIVERSAL SUPPORT: Every student has access • TARGETED SUPPORT: Some students receive focused intervention support in identified areas of need • INTENSIVE SUPPORT: Individual students receive intensive intervention support in identified area/s of need

18. Traditional Approach vs. MTSS Traditional Approach MTSS 1. Main focus is on Universal Level supports 2. Use data to ensure interventions are implemented early 3. Biggest bang for your buck! 4. Using data to drive decisions. 5. Use data to implement skill specific interventions 6. Systematic approach to student achievement • 1. Focus on students who need tier three supports • 2. Wait for students to need intensive interventions • 3. Most resources for the smallest # of students • 4. “Guessing” as to what the issues are. • 5. Implementing “blanket” interventions • 6. Everyone doing their own thing

19. MTSS Implementation

20. “But I Can’t Take On One More Thing!”

21. Things to Think About: • What isn’t working that we can stop doing? • What practices are working at your school? • How do you know? • What sources do you use to collect behavior data? • How do you progress monitor the growth of the students?

22. Implementation • MTSS coordinators will go through district self-assessment to help districts find where their strengths and needs are • MTSS coordinators will help develop a plan of action for districts to help them begin MTSS implementation. • 4-5 Year implementation process • Start with either RtI or PBIS

23. Support from the State: Training • Districts starting with PBIS will be required to send their PBIS team to three days of training: • East river training, Sioux Falls, May 29-June 30, and August 1, 2019 • West river training, Rapid City, June 5-June 6 and July 30, 2019 • Districts starting with RtI will be required to send their RtI team to a one day training • East river training, Sioux Falls, May 30, 2019 • West river training, Rapid City, June 5, 2019

24. Support from the State: Grant Money • All State sponsored MTSS trainings are free to all districts in the MTSS initiative.   • Providing grants on four year schedule of $1,500.00 per building for years one and two, $1,000.00 for year three, $500.00 for year four. The district will be responsible for all funding following year four. The grants are to be used for: • Expenses related to MTSS trainings including mileage, lodging, substitute pay or teacher stipends (meals cannot be reimbursed with these funds) • DIBELS, FastBridge, AIMSweb assessment subscriptions, materials or training • Materials needed to support PBIS or RtI (no food or beverages of any kind)

25. Support from the State: Onsite Coordinator Assistance • Help with meetings • Help look at data • Help build capacity within the district PBIS Coordinators RtI Coordinators Pat Hubert Pat Bruinsma Stephanie Weideman Barb Rowenhorst Kari Oyen Julie Popham Penny McCormick-Gilles Lori Stoltenburg

26. District Commitments • Guaranteed administrator support • District level team • Building level teams • Make MTSS one of the top three school improvement goals • Send school level team to trainings • Secure funding to maintain MTSS after grant is complete • Begin using RtI for Specific Learning Disability (SLD) identification

27. Evaluation • Data school will be required to submit to their district coordinator: • RtI: • DIBELS or AIMSweb data: three times per year, fall/winter/spring benchmarking • Reading-Tiered Fidelity of Implementation (R-TFI): completed in fall and spring year one • R-TFI completed remaining years: spring only • Intervention tracking forms: three times per year • PBIS: • Office Discipline Referrals (ODR): two times a year • Climate survey: two times per year • Tiered Fidelity of Implementation (TFI) completed for year one only: fall and spring • TFI completed remaining years: spring only

28. What MTSS Can Do Review • Develop a common language • Provide a continuum of support for all students • based on student needs • both academics and behavior • Build a long-term plan • Effectively develop competencies • Use data to effectively and proactively respond to students’ needs • Establish a problem-solving framework for continuous improvement • Create a common vision within the school district

29. Can MTSS Help You Make Your Vision a Reality?

30. For More Information: • Rebecca Cain rebecca.cain@state.sd.us or 280-3568 • http://miblsi.cenmi.org • http://www.florida-rti.org/floridamtss/index.htm • http://www.kansasmtss.org • http://doe.sd.gov/oess/mtss.aspx • http://www.rtinetwork.org/ • https://www.pbis.org/

31. Questions