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Multi-Tiered Systems of Support (MTSS) and PBIS Overview for Educational Improvement

This professional development session focuses on the integration of Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) in K-12 education. Through a structured agenda, attendees will revisit previous learnings and delve into the purpose, organization, and evaluation of MTSS. Discussion will cover the evolution of accountability measures in education, assessment technologies, and strategies to support all students' literacy and behavioral needs effectively. The session emphasizes data-informed decision-making and collaboration among educators to foster student success.

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Multi-Tiered Systems of Support (MTSS) and PBIS Overview for Educational Improvement

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Presentation Transcript

  1. Professional DevelopmentHHS 9-12 January 21, 2012 10:15-3

  2. Overview • 10:15-11:15 PBIS wrap up • 11:15-12:15 Lunch • 12:15-3 The CCSS and literacy

  3. Last time we met • Review front of hand out (from 10/31) • Multi-tiered system of support • Purposeful • Organized • Monitored and evaluated • Systemic • Check in with tables: Overall, what might be some of the benefits of having a multi-tiered system of support?

  4. Where did this come from? • 1994: All states required to design standards • 2002: NCLB and “accountability” movement • “Accountability” led to bigger expectations of accessible data • Assessment technologies became available due to increased demand • Teachers had the ability to monitor students both during and after instruction • 2002: Questions regarding the diagnosis and support of LD students and the support they receive • In Holt: Started as Courageous Leaders, then FNO, then RtI and PBIS. To simplify, is all MTSS. (ALL A PART OF SCHOOL IMPROVEMENT) • 2012: RtI MTSS

  5. What is the major philosophy? • Goal: for ALL students to be successful • Gresham, VanDerHeyden, and Witt (2005) eloquently summarize the philosophy of RtIas finding "which children need what services, delivered with how much intensity.” • How does this compare with Love and Logic? (Take a minute to talk at tables)

  6. Why do we need data? • Decide which students • Decide what services • Evaluate the services • Monitor the students

  7. What is happening K-8? K-4 (Some variations between buildings) • Data days 3 times a year • At least once a month grade level meeting to discuss progress monitoring • PBIS posters in the hall • First week of school to teach explicit behavior • Many schools have created videos • All schools work from the 90 minute core, 30 minute tier II and 30 tier III. • Interventionists and resource teachers • All schools provide extra literacy 5-6 (Some variations between buildings) • Literacy and math screeners are given (identify which students) • Data Meetings (decide which supports) • Tier III Interventions • Pull-out from Arts and Fitness for 25 to 50 minutes 4 to 5 times per week (how much intensity) • Based on benchmark data and teacher input at data meetings • PBIS systems in place • Posters • Data collected

  8. Holt Junior High • PBIS curriculum written by PBIS leadership team • Special emphasis on providing interventions as data reveals need. • Aligning with CCSS, literacy emphasis • All students take the R-Maze 3 times a year as a screener; all ELA teachers now have access to use this data on the classroom level. All students will take the M-Comp screener starting this winter. • Intervention Period • 2 math and 2 literacy labs in place to close the gap for struggling readers in addition to elective classes • FIRST, building-wide data meeting on Wednesday, 10-31-12. At this time we will look at behavior and academic data. • Student success coordinator

  9. NGC • Intervention period and Reflection Thursday • Rams Class • Common Core Transition • PST process • PBIS curriculum and videos • GO RAMS matrix and signs • Freshmen focus • Mentors • Strategic Teams • Student success coordinator • PBIS support coordinator • TLTs/Tier 1 engagement 10-12 bldg. • Several sections of Algebra 1 with added teacher support • Mentors • Strategic Teams • Literacy class • Literacy support person • PBIS videos • GO RAMS matrix and signs • Common Core Transition • TLTs/tier 1 engagement

  10. Based on the Tiered interventions we have at the 9-12 level, which on the list do you recognize as something that is happening or effecting your classroom? (Talk at tables)

  11. Looking at MTSS through behavior • Classroom behaviors: social and academic • Treated differently traditionally • PBIS- using MTSS to treat behaviors the same • Using the matrix to emphasize the desired behaviors • Video?

  12. At your table • Decide upon three undesired classroom behaviors that you see/experience • Complete the table similar to the example for those behaviors (as a group)

  13. PBIS wrap up • Reflection sheet to use at the “tier 2” mark • Videos: February 4th for “tier 1” instruction • Feedback and Evaluation sheet

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