Multi-Tiered System of Supports
Culturally Responsive Instruction - Equitable & Inclusive Learning Environments
Understanding MTSS: A Whole-System Approach
- MTSS (Multi-Tiered System of Supports) ensures that every student receives high-quality, culturally responsive, and evidence-based instruction through a strong Tier 1 core curriculum and universal assessments. - Targeted supports at Tier 2 and Tier 3 are provided based on each student’s academic, behavioral, and social-emotional needs—ensuring interventions are personalized and data-driven.
- MTSS is not a one-time fix—it’s a dynamic, ongoing process. Decisions are guided by data from universal screeners, diagnostic tools, progress monitoring, and how students respond to interventions.
- More than just tiers, MTSS is about aligning all systems within a school or district to create a cohesive framework that promotes growth and success for every learner.
MTSS
MTSS Tiers
MTSS offers a cohesive framework of academic, social-emotional, and behavioral supports that adapt to each student’s evolving needs. It emphasizes flexible access to instruction and interventions across varying levels of intensity—ensuring every learner receives the right support at the right time.
Students are not Tiers. Students are not placed in Tiers.
Intensity of instuction, intervention, and support delineates Tiers 2 and 3.
MTSS is data-driven decision-making model, not a placement model.
SDI is provided across ALL Tiers and can be delivered by any educator.
* Students should not be removed from Tier 1 universal instruction to participate in Tier 2 and 3 supports and interventions.
Tiers
There are Three Tiers Under MTSS
Click on each tier to learn more about each level.
Tier 3
Tier 2
Tier 1
Core Principles
Core Principles
District-Wide Screening Assessments
Monitoring
NWEA, MAP, iReady, & Panorama provides data to plan classroom instruction, identify students who struggle that need additional support. Typically conducted three times a year.
Monitoring data is used to adjust instruction, supports, and interventions. Should occur frequently, ideally weekly, or biweekly.
Diagnostic Data
Muliple Types and Sources of Data
Would include: the screeners, monitoring tools/method, diagnostic, and system-wide assessment data that are regularly collected.
Helps to identify a student's needs and strengths with critical skills.Individually administered to students who are not progressing as expected.
Tier 1
MTSS in Schools
Discover the keys to learn effectively, flexibly, and at your own pace
MTSS Social - Emotional
When a student feels a sense of belonging in a classroom community, he/she believes that success is possible and within his or her control. A sense of belonging also helps a student see learning activities as interesting or relevant to his or her life; thus the student is much more likely to persist at academic tasks despite setbacks, and to exhibit the kinds of academic behaviors that lead to learning and school success.
Collaborative for Academic and Social-Emotional Learning
CASEL provides five core competencies for defining and describing what SEL is and how to implement it effectively.
Personal and sociocultural identities, recognition of beliefs, mindsets & biases
Self-Awareness
Stress management, self-care, perseverance, agency
Self- Management
Perspective-taking, empathy, belonging
Social Awareness
Collaborative problem solving, co-construction, effective interpersonal communication
Relationship Skills
Ethical responsibility, distributive justie, collectie well-being
Responsible Decision-Making
Five CoreCompetencies
Tier 1 Social Emotional
A strong Tier 1 provides all students with the best opportunities for success behaviorally, socially, and emotionally, which leads to academic success in school.
Additional behavior and social-emotional supports are provided to students who need them based on the results of screenings and other data-based decision-making processes.
Core SEL practices are standards aligned, integrated with academic instruction, positive, preventive, and connected to academic and behavioral expectations.
SEL supports involve embedding practices into the delivery of academic instruction in a proactive manner, setting the foundation for application and generalization of appropriate social-emotional skills for life.
Include proactive teaching and reinforcement of school-and class-wide expectations for engagement and interactions in the learning community.
Title
SEL is an ongoing process for everyone.
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Subtitle
The digital environment gives you control: explore, learn, and evolve at your own pace, with resources designed to support you every step of the way.
What is the role of the educator?
Educator
🤝 Foster strong relationships with colleagues, students, and families.🧪 Administer and analyze Universal screening data to identify behavioral needs. 🧠 Implement the SEL (Social-Emotional Learning) curriculum with fidelity. 📚 Plan and deliver differentiated, evidence-based instruction using behavioral data. 👥 Collaborate to create flexible student groupings tailored to SEL needs. 📝 Document student behavior observations and evidence. 📞 Communicate regularly with families about student progress. 🗂️ Develop lesson plans informed by student data. 🌟 Apply PBIS (Positive Behavioral Interventions and Supports) and Restorative Practices.
What is the role of the school based administrator?
Educator
🤝 Build strong relationships with staff, students, and families.
• 📊 Analyze Universal screening data to help teachers identify SEL (Social-Emotional Learning) needs.
• 👀 Observe instruction and provide feedback to ensure fidelity to SEL curriculum and use of evidence-based practices.
• 👥 Assist teachers in creating flexible student groupings for targeted SEL instruction.
• 🧠 Oversee consistent implementation of SEL curriculum across the system.
• 📞 Maintain ongoing communication with educators regarding student progress.
What is the role of the district?
Educator
🤝 Build collaborative relationships with teachers and administrators.
📊 Analyze Universal screening data to help identify student SEL (Social-Emotional Learning) needs.
📚 Deliver SEL curriculum and professional development focused on evidence-based instructional strategies.
👀 Observe classrooms and provide feedback to ensure fidelity to SEL implementation.
👥 Assist in creating flexible student groupings for targeted SEL instruction using system-wide data.
🧠 Administer system-wide SEL assessments and guide data-informed decision-making.
Tier 2
Tier 2 Supports
How digital tools transform education and enhance your learning experience
Tier 2
- Interventions are tailored to students' needs as identified by the universal screener.
- Provides explicit instruction on one or more of the CASEL Core Competencies areas in small groups.
- Identify specific interventiosn that will address each student's area of weakness.
- Behavioral Health Team will be able to consult with teachers and may assist with small group interventions for students or pull groups of students outside of the classroomt o reinforce lessons.
- Progress is monitored to determine student's success rate with the new intervention.
Tier 2 provides select students with the best opportunities for success behaviorally, socially, and emotionally, which leads to academic success in school.
Tier 2
What happens now that the student has been receiving Tier 2 intervention?
- Students whose data demonstrates progress will exit the intervention and continue to receive Tier 1 SEL instruction.
- Some may be recommended to continue in the intervention.
- Students not demonstrating progress will be referred for a Tier 3 intervention.
Tier 2 Interventions
Tier 2 Interventions may include but are not limited to: Zones of Regulation, Stop and Think, Life Space Crisis Intervention (LSCI), Restorative Practices, and reteaching of specific SEL lessons in small groups.
Tier 3 Supports
Student shows the need for more intensive support than Tier 1 and Tier 2 supports.
Tier 3
- Some Tier 3 interventions may include Zones of Regulation, Stop and Think, LSCI, Restorative Practice conferences, Collaborative and Proactive Solutions (CPS), PBIS Check-In and Check-Out, and reteaching specific SEL lessons.
- This tier requires frequent monitoring of student progress. Frequency, dosing, and intensity should be regularly reevaluated as data is reviewed.
- Students whose data do not indicate progress will be referred to the Student Services Team (SST).
- Students whose data does indicate progess will have the Tier 3 intervention terminated, and they will exclusively receive Tier 1 SEL instruction.
Tier 1 Instruction
Tier 2 Interventions
Tier 3 Interventions
Trauma Informed Practices
Classroom Guidance Lessons
Second Step
Instruction
Tier 1
Panorama Lessons
School Wide PBIS
Restorative Practice Circles
Zones of Regulation
Health Curriculum
Unstuck and On-Target
Skills Streaming
Overcoming Obstacles
Superflex
Intervention
Tier 2
Panorama Lessons
Check in Check OUt PBIS
ReThink Ed
Zones of Regulation
Restorative Practice Conferences
Group COunseling
Collaborative proactive solutions
Individual Counseling
PEERS
Intervention
Tier 3
Panorama Lessons
Check in Check OUt PBIS
Superflex
FBA/BIP
Alternative Education Setting
ReThink Ed
MTSS - Behavioral
Behavior is an action, activity, or process which can be observed and measured. Behavior is Communication
MTSS Behavioral
Key Concepts of MTSS Behavioral
PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued connected to the school community and supported by caring adults.
Strong Tier 1 that include PBIS, Restorative Practices, and Trauma Informed instruction is essential.
Gamification
When schools implement PBIS with fidelity, students experience improved behavior outcomes, reduce exclusionary discipline (i.e., office discipline referrals, suspensions, and restraints).
It involves applying game dynamics (challenges, rewards, levels) in learning environments to increase user motivation and engagement.
PBIS
We are creating an environment for learners and others that feels predictable, safe, supportive and consistent as is practically possible. Teachers regularly check in with learners and listen to their concerns and provide support and resources.
A whole school teaching and learning approach that encourages supportive and respectful behavior. It puts the onus on individuals to be truly accountable for their behavior and to repair any harm caused to others as a result of their actions.
Immediate Feedback
Microlearning
Trauma Informed Instruction
Learning strategy based on small content units that are consumed quickly. Ideal for reinforcing concepts or learning in a flexible way.
It is the feedback the user receives right after an activity. It helps correct errors quickly and improves understanding.
Restorative Practice
Tier 1 Instruction
Develop Expectations
Focus on Standards
Use Positive Language
Are Brief
State what the students should do rather than what they should not do
Focus on ambitious standards for all students
Reflective
Are Memorable
Behavioral Expectations
Are reflective and respectful of the cultural values of the surrounding community.
Memorable and branded to your school
School-wide behavioral expectations should be developed with input and feedback from the staff, students, and families.
Define Expectations in a Behavioral Matrix
The school-wide behavioral expectations are then defined within each school setting in a behavioral matrix. Students need clearly defined expectations for each school setting. Within the classroom setting, teachers apply behavioral expectations to the specific procedures and routines within their individual classrooms (e.g., transitions, arrival, whole group work, small group work).
Make them Visible
The expectations should be visible throughout the school so that a visitor can identify the expectations within minutes of entering the school. This can be done by creating posters. It should also be in the staff handbook, school handbook, school website, or even as screen savers for computers.
Systemic Site Based Professional Development
Behavior Team staff are available to offer on-site PD.
Based on the needs of individual buildings or staff groups, Behavior Specialist and Behavior Technicicans are available to assist staff in understanding student behavior, evidence-based behavioral management strategies, crisis intervention and IEP development/implementation relating to student behavior.
Training is available on principles of ABA, conducting FBA's, and developing, implemtning, and evaluating behavior intervention plans. A request for site-based PD (some trainings could be virtual) can be made by school administrative staff through the online form.
Classroom Tier 1
Physical Environment
The environment of the classroom can either promote or hinder learning and independence. Setting and reinforcing clear and consistent classroom behavioral expectations is an extremely effective way of proactively managing student behavior. Expectations should be explicityly taught, reviewed periodically, and reinforced consistently. Children want to do well if they can; making sure they understand what is expected helps them do well.
Classroom Tier 1
No matter how well planned the classroom or how well the behavior expectations are understood by students, it is the relationships educators develop with students that fosters a positive classroom environment. The relationship between the educator and the parent is often just as important as with the student. Communication and collaboration with parents can help to increase the likelihood that strategies are used consistently at home and school.
Classroom Tier 1
Relevant, high-quality instruction and organization are key
Academic instruction should be:
- provided at a brisk pace
- with smooth and quick transitions between activities
- Instruction should be differentiated so that academic engagement and reducing academic frustration.
Classroom Tier 2
Tier 2 support and intervention targets students at risk for developing more serious behavior challenges.
Tier 2 supports build upon the strengths and interest of students and includes intensified, active supervision in a positive and proactive manner.
Tier 2 Supports provide
- increased structured
- predictability
- supportive feedback
- correction for students
Classroom Tier 2
What does Tier 2 Support Entail?
Students receiving Tier 2 behavioral intervention will need additional academic, communication or social emotional skill instruction. It is imperative to determine any underlying lagging academic, communication, or social emotional competency skill that is resulting in challenging behavior. Once determined those interventions should be provided to the student along with TIer 2 behavioral supports to improve student success.
Classroom Tier 2
Tier 2 Managing Challening Classroom Behaviors
When students make poor choices, it offers an opportunity to help them learn a better way of engaging and communication. How educators react is critical. Overreaction can escalate a situation while underreacting can increase the likelihood of the student displaying the behavior again.
- Avoid confronting students in front of a group
- Establish visual or verbal cues as reminders of expected behavior
- Use redirection wtih activities, conversations, or location when behavior begins to occur
- Use proximity control, visual cues or positivie reinforcement of positive behaviors displayed by peers
- When addressing challenging behavior, state what the student should be doing
- Intervene quickly when behaviors arives
Tier 2 Individualized Supports
Behavior Contracts
Timer Tools
Behavior Charts
Visual Schedules
Social Stories
Small Group
Fading Supports
Matched to Student Need(s)
Check In - Check Out
Opportunities to Practice
Classroom Tier 2
Consultation
Behavior Specialists are available for individual student consultative services to school teams within SST meetings. Consultation services will use a multi-disciplinary approach and can be provided to groups of school-based staff who are instructing or servicing the student. Consultation includes providing school staff with evidence-based suggestions and behavioral strategies that build upon student strengths and interests to reduce interfering behaviors. Instructional suggestions withing a multi-tiered sustem of support and adaptations or modificiations to the classroom environment can be provided.
Tier 2 Consultation
Consultation Process
- Any student within a school building can be referred for consultative services
- Four to six weeks of behavioral data must be collected and analyzed for the identified behaviors BEFORE referral
- A request for consultation can be made by the school SST chairperson.
- Schools should select one day a month to schedule SST meetings to consult with a Behavior Specialist.
- A consultation plan will be devised at the initial meeting.
Tier 2 Consultation: Regional Programs
- Teachers working in regional programs will receive consultation supports one time a month.
- School admin should invite the Behavior Specialist to a monthly regional program meeting to access these supports.
- The Behavior Specialist may invite a Behavior Technician if required.
- A consultation plan may be developed at any monthly meeting.
Tier 2 Consultation: Special Education
Student has IEP...
School teams struggling to support the behaviors of a student receiving special education services can request consultation from a Behavior Specialist. Four to six weeks of student data must be collected and analyzed prior to the referral. A request for individual student consultation should be made by the school administrator. An interdisciplinary team meeting will eb scheduled in which a consultation plan will be developed.
Tier 3
Support provided at this level are used with the students with the most significant, severe challenging behavior.
Tier 3
Tier 3 Support
Interventions and support provided at the Tier 3 level are highly individualized and are used with students with the most significant, severe challenging behavior. Some Tier 3 interventions may be similiar to those at the Tier 2 level; however, they will differ due to the use of individualized assessment to identify, a higher intensity and/or frequency of implementation, and are provided individually. Tier 3 interventions require a significant amount of time and effort by staff to develop, implement, and monitor.
Tier 3
Students receiving Tier 3 behavioral intervention will need additional academic, communication or social emotional skill instruction. School teams should consult with staff trained in best practices for behavior intervention (Behavior Specialist, School Psychologist, School Social Worker) to focus on identifying significant, student specific social, affective, cognitive and/or environmental factos associated with the occurrenceand nonoccurrence of specific behaviors. It is imperative to determine any underlying lagging academic, communication or social emotional competency skill that is resulting in challenging behavior. Once determined, academic, communication and social emotional learning interventions should eb provided to the student along with Tier 3 behavioral support to improve student success.
Student Behavior Intervention Plans
Foundational to the individual level of intervention at Tier 3 is the importance of understanding why behaviors are occurring. A Functional Behavior Assessment identifies and verifies the specific function(s) of the student's behavior(s). It is the foundation for a systematic, corrdinated, data-driven problem-solving process that ensures interventions lead to improved student outcomes. The purpose of the FBA is to understand why a student is engaging in a challending behavior and the environmental actor that elicits the behaviors. Information gathered throught the FBA is to used to develop a Behavior Intervention Plan (BIP) with the goal of making the problem behavior irrelevant, ineffective and/or inefficient, while building the desired or expected behaviors. Behavior Intervention Plans include individualized student behavior goals and objectives and proactive and reactive interventions to support the student in reaching those goals. The plans often include a combination of specific behavioral and academic strategies and environmental changes.
Tier 3 Support
Students can be referred for Tier 3 Behavior consultative supports if they:
- have an existing FBA/BIP
- have received Tier 2 instruction and intervention
- are currently making no progress on IEP goals
- are displaying behaviors that meet the criteria of serious imminent harm to self or others
A request for individual student Tier 3 support can be made by a school administrator or SST Chairperson through the online form. Once the referral is received, a Behavior Specialist will contact the referring administrator within 5 business days to schedule a meeting with the school team. A questionnaire will be sent before the meeting to collect more information about the student. A Tier 3 student assistance plan and behavior team fade plan will be devised at the initial meeting.
Reference
- Calvert County Public Schools MTSS Document
Behavior Contracts
Behavior contracts are written agreements that outline expectations for student behavior and can help improve student self-monitoring skills. This positive-reinforcement intervention is developed with student input. Target behaviors for the contract are selected and defined in the form of positive, pro-academic and/or pro-social behaviors. Behaviors selected should be targets that are easily observed and verified and described in sufficient detail to prevent disagreement about student performance. In collaboration with the student, the contract outlines the conditions for earning agreed upon rewards.
Tier 2
Refers to Strategic Trageted Supplemental Interventions and Supports for some students - those that are not progressing or responding to Tier 1 Universal Instruction as expected. Instruction, intervention, and supplemental supports are temporary, targeted and more intensive, outlined by specified criteria.
Check-in/Check-out with selected adult(s)
Studies have found that this intervention works best for students with low-level disruptive behaviors such as calling out or deiance. Students who seek attention benefit most since this intervention includes regular, positive attention from adults. Students check in with a trusted adult each morning to review behavioral goals, collaboratively set goals for the day and provide encouragement. Throughout the day, teachers observe, record and share feedback with the student during natural transitions. Daily progress is reviewed during the end of the check out meeting between the trusted adult and student. Incentives and supportive feedback is provided.
Fading Supports
As students make progress with tier 2 interventions, there should be a deliberate plan to fade the additional supports.
Social Stories
Social stories are helpful to use with younger students with language processing deficits. Social stories reinforce correct behavior through visuals and stories that help students learn routines, expectations, and behavioral standards. They are reviewed with a student daily before performing that routine, procedure or activity. After the student learns the social story well they will review it on their own.
Small Group
Grouping students with similar needs together for tier 2 interventions can be an efficient method for instruction.
Tier 1
Academic, social-emotional, and behavioral instruction and supports are designed and differentiated for all students in all settings. Tier 1 is not a program but rather a way for teachers to think effectively about whom they teach, the environment in which they teach, and how they teach to maximize potential.
Timer Tools
Timer tools support students by providing structure to their attention and performance. These tools are useful for students who need to increase work completion or increase frequency of a behavior. After selecting the targeted behavior to increase, a timer is set for a pre-set interval of time. The timer is used when the student begins the academic activity. Once the timer goes off, the student self-monitors their goal performance.
Matched to Student Need(s)
Tier 2 interventions should be deliberately selected to address the specific need(s) or function of the student's problem behavior.
- Explicit Instruction of Skills
- The focus is on explicitly teaching SEL competencies and/or additional pro-social skills to students. This includes the use of examples and nonexamples. This instruction should intentionally be linked to the big ides from tier 1 school-wide PBIS (school-wide expectations)
- Structured Prompts for Appropriate Behavior
- Additional prompts for expected behavior are intentionally provided before a problem behavior has occurred.
Opportunities to Practice
- Embedded within the explicit instruction and structured prompts are opportunities for students to practice SEL competencies and the expected behaviors and/or skills in the natural setting.
- Frequent Feedback to Student
- The intervention should set an established schedule for more frequent feedback to the student on his or her behavior.
Behavior Charts
Behavior charts are designed to increase self-management by prompting students to self-reflect on their performance and self-record their success. Behavior charts are created collaboratively with the student and are developmentally appropriate in language and expectations. Behavior charts should contain positive behaviors the students are working towards displaying. Students will need to be explicitly taught how to implement the self-monitoring tool using a gradual release of supervision.
Tier 3
Refers to intensive Individualized Intervention and Support for very few students acutely focused, intensive instruction, intervention, and support. Tier 3 instruction/intervention consists of students at high risk of not meeting grade-level standards.
Visual Schedules
Visual schedules help students learn and follow routines by helping them understand what is happening now and what is going to happen next. Visuals serve as reminders for verbal directions and help students know exactly what is expected of them. Students shoudl be explicitly taught what the schedule is and how they will use it.
Multi-Tiered System of Supports
Swartz, Rachel
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Transcript
Multi-Tiered System of Supports
Culturally Responsive Instruction - Equitable & Inclusive Learning Environments
Understanding MTSS: A Whole-System Approach
- MTSS (Multi-Tiered System of Supports) ensures that every student receives high-quality, culturally responsive, and evidence-based instruction through a strong Tier 1 core curriculum and universal assessments. - Targeted supports at Tier 2 and Tier 3 are provided based on each student’s academic, behavioral, and social-emotional needs—ensuring interventions are personalized and data-driven. - MTSS is not a one-time fix—it’s a dynamic, ongoing process. Decisions are guided by data from universal screeners, diagnostic tools, progress monitoring, and how students respond to interventions. - More than just tiers, MTSS is about aligning all systems within a school or district to create a cohesive framework that promotes growth and success for every learner.
MTSS
MTSS Tiers
MTSS offers a cohesive framework of academic, social-emotional, and behavioral supports that adapt to each student’s evolving needs. It emphasizes flexible access to instruction and interventions across varying levels of intensity—ensuring every learner receives the right support at the right time.
Students are not Tiers. Students are not placed in Tiers.
Intensity of instuction, intervention, and support delineates Tiers 2 and 3.
MTSS is data-driven decision-making model, not a placement model.
SDI is provided across ALL Tiers and can be delivered by any educator.
* Students should not be removed from Tier 1 universal instruction to participate in Tier 2 and 3 supports and interventions.
Tiers
There are Three Tiers Under MTSS
Click on each tier to learn more about each level.
Tier 3
Tier 2
Tier 1
Core Principles
Core Principles
District-Wide Screening Assessments
Monitoring
NWEA, MAP, iReady, & Panorama provides data to plan classroom instruction, identify students who struggle that need additional support. Typically conducted three times a year.
Monitoring data is used to adjust instruction, supports, and interventions. Should occur frequently, ideally weekly, or biweekly.
Diagnostic Data
Muliple Types and Sources of Data
Would include: the screeners, monitoring tools/method, diagnostic, and system-wide assessment data that are regularly collected.
Helps to identify a student's needs and strengths with critical skills.Individually administered to students who are not progressing as expected.
Tier 1
MTSS in Schools
Discover the keys to learn effectively, flexibly, and at your own pace
MTSS Social - Emotional
When a student feels a sense of belonging in a classroom community, he/she believes that success is possible and within his or her control. A sense of belonging also helps a student see learning activities as interesting or relevant to his or her life; thus the student is much more likely to persist at academic tasks despite setbacks, and to exhibit the kinds of academic behaviors that lead to learning and school success.
Collaborative for Academic and Social-Emotional Learning
CASEL provides five core competencies for defining and describing what SEL is and how to implement it effectively.
Personal and sociocultural identities, recognition of beliefs, mindsets & biases
Self-Awareness
Stress management, self-care, perseverance, agency
Self- Management
Perspective-taking, empathy, belonging
Social Awareness
Collaborative problem solving, co-construction, effective interpersonal communication
Relationship Skills
Ethical responsibility, distributive justie, collectie well-being
Responsible Decision-Making
Five CoreCompetencies
Tier 1 Social Emotional
A strong Tier 1 provides all students with the best opportunities for success behaviorally, socially, and emotionally, which leads to academic success in school.
Additional behavior and social-emotional supports are provided to students who need them based on the results of screenings and other data-based decision-making processes.
Core SEL practices are standards aligned, integrated with academic instruction, positive, preventive, and connected to academic and behavioral expectations.
SEL supports involve embedding practices into the delivery of academic instruction in a proactive manner, setting the foundation for application and generalization of appropriate social-emotional skills for life.
Include proactive teaching and reinforcement of school-and class-wide expectations for engagement and interactions in the learning community.
Title
SEL is an ongoing process for everyone.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Subtitle
The digital environment gives you control: explore, learn, and evolve at your own pace, with resources designed to support you every step of the way.
What is the role of the educator?
Educator
🤝 Foster strong relationships with colleagues, students, and families.🧪 Administer and analyze Universal screening data to identify behavioral needs. 🧠 Implement the SEL (Social-Emotional Learning) curriculum with fidelity. 📚 Plan and deliver differentiated, evidence-based instruction using behavioral data. 👥 Collaborate to create flexible student groupings tailored to SEL needs. 📝 Document student behavior observations and evidence. 📞 Communicate regularly with families about student progress. 🗂️ Develop lesson plans informed by student data. 🌟 Apply PBIS (Positive Behavioral Interventions and Supports) and Restorative Practices.
What is the role of the school based administrator?
Educator
🤝 Build strong relationships with staff, students, and families. • 📊 Analyze Universal screening data to help teachers identify SEL (Social-Emotional Learning) needs. • 👀 Observe instruction and provide feedback to ensure fidelity to SEL curriculum and use of evidence-based practices. • 👥 Assist teachers in creating flexible student groupings for targeted SEL instruction. • 🧠 Oversee consistent implementation of SEL curriculum across the system. • 📞 Maintain ongoing communication with educators regarding student progress.
What is the role of the district?
Educator
🤝 Build collaborative relationships with teachers and administrators. 📊 Analyze Universal screening data to help identify student SEL (Social-Emotional Learning) needs. 📚 Deliver SEL curriculum and professional development focused on evidence-based instructional strategies. 👀 Observe classrooms and provide feedback to ensure fidelity to SEL implementation. 👥 Assist in creating flexible student groupings for targeted SEL instruction using system-wide data. 🧠 Administer system-wide SEL assessments and guide data-informed decision-making.
Tier 2
Tier 2 Supports
How digital tools transform education and enhance your learning experience
Tier 2
Tier 2 provides select students with the best opportunities for success behaviorally, socially, and emotionally, which leads to academic success in school.
Tier 2
What happens now that the student has been receiving Tier 2 intervention?
Tier 2 Interventions
Tier 2 Interventions may include but are not limited to: Zones of Regulation, Stop and Think, Life Space Crisis Intervention (LSCI), Restorative Practices, and reteaching of specific SEL lessons in small groups.
Tier 3 Supports
Student shows the need for more intensive support than Tier 1 and Tier 2 supports.
Tier 3
Tier 1 Instruction
Tier 2 Interventions
Tier 3 Interventions
Trauma Informed Practices
Classroom Guidance Lessons
Second Step
Instruction
Tier 1
Panorama Lessons
School Wide PBIS
Restorative Practice Circles
Zones of Regulation
Health Curriculum
Unstuck and On-Target
Skills Streaming
Overcoming Obstacles
Superflex
Intervention
Tier 2
Panorama Lessons
Check in Check OUt PBIS
ReThink Ed
Zones of Regulation
Restorative Practice Conferences
Group COunseling
Collaborative proactive solutions
Individual Counseling
PEERS
Intervention
Tier 3
Panorama Lessons
Check in Check OUt PBIS
Superflex
FBA/BIP
Alternative Education Setting
ReThink Ed
MTSS - Behavioral
Behavior is an action, activity, or process which can be observed and measured. Behavior is Communication
MTSS Behavioral
Key Concepts of MTSS Behavioral
PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued connected to the school community and supported by caring adults.
Strong Tier 1 that include PBIS, Restorative Practices, and Trauma Informed instruction is essential.
Gamification
When schools implement PBIS with fidelity, students experience improved behavior outcomes, reduce exclusionary discipline (i.e., office discipline referrals, suspensions, and restraints).
It involves applying game dynamics (challenges, rewards, levels) in learning environments to increase user motivation and engagement.
PBIS
We are creating an environment for learners and others that feels predictable, safe, supportive and consistent as is practically possible. Teachers regularly check in with learners and listen to their concerns and provide support and resources.
A whole school teaching and learning approach that encourages supportive and respectful behavior. It puts the onus on individuals to be truly accountable for their behavior and to repair any harm caused to others as a result of their actions.
Immediate Feedback
Microlearning
Trauma Informed Instruction
Learning strategy based on small content units that are consumed quickly. Ideal for reinforcing concepts or learning in a flexible way.
It is the feedback the user receives right after an activity. It helps correct errors quickly and improves understanding.
Restorative Practice
Tier 1 Instruction
Develop Expectations
Focus on Standards
Use Positive Language
Are Brief
State what the students should do rather than what they should not do
Focus on ambitious standards for all students
Reflective
Are Memorable
Behavioral Expectations
Are reflective and respectful of the cultural values of the surrounding community.
Memorable and branded to your school
School-wide behavioral expectations should be developed with input and feedback from the staff, students, and families.
Define Expectations in a Behavioral Matrix
The school-wide behavioral expectations are then defined within each school setting in a behavioral matrix. Students need clearly defined expectations for each school setting. Within the classroom setting, teachers apply behavioral expectations to the specific procedures and routines within their individual classrooms (e.g., transitions, arrival, whole group work, small group work).
Make them Visible
The expectations should be visible throughout the school so that a visitor can identify the expectations within minutes of entering the school. This can be done by creating posters. It should also be in the staff handbook, school handbook, school website, or even as screen savers for computers.
Systemic Site Based Professional Development
Behavior Team staff are available to offer on-site PD.
Based on the needs of individual buildings or staff groups, Behavior Specialist and Behavior Technicicans are available to assist staff in understanding student behavior, evidence-based behavioral management strategies, crisis intervention and IEP development/implementation relating to student behavior.
Training is available on principles of ABA, conducting FBA's, and developing, implemtning, and evaluating behavior intervention plans. A request for site-based PD (some trainings could be virtual) can be made by school administrative staff through the online form.
Classroom Tier 1
Physical Environment
The environment of the classroom can either promote or hinder learning and independence. Setting and reinforcing clear and consistent classroom behavioral expectations is an extremely effective way of proactively managing student behavior. Expectations should be explicityly taught, reviewed periodically, and reinforced consistently. Children want to do well if they can; making sure they understand what is expected helps them do well.
Classroom Tier 1
No matter how well planned the classroom or how well the behavior expectations are understood by students, it is the relationships educators develop with students that fosters a positive classroom environment. The relationship between the educator and the parent is often just as important as with the student. Communication and collaboration with parents can help to increase the likelihood that strategies are used consistently at home and school.
Classroom Tier 1
Relevant, high-quality instruction and organization are key
Academic instruction should be:
Classroom Tier 2
Tier 2 support and intervention targets students at risk for developing more serious behavior challenges.
Tier 2 supports build upon the strengths and interest of students and includes intensified, active supervision in a positive and proactive manner.
Tier 2 Supports provide
Classroom Tier 2
What does Tier 2 Support Entail?
Students receiving Tier 2 behavioral intervention will need additional academic, communication or social emotional skill instruction. It is imperative to determine any underlying lagging academic, communication, or social emotional competency skill that is resulting in challenging behavior. Once determined those interventions should be provided to the student along with TIer 2 behavioral supports to improve student success.
Classroom Tier 2
Tier 2 Managing Challening Classroom Behaviors
When students make poor choices, it offers an opportunity to help them learn a better way of engaging and communication. How educators react is critical. Overreaction can escalate a situation while underreacting can increase the likelihood of the student displaying the behavior again.
Tier 2 Individualized Supports
Behavior Contracts
Timer Tools
Behavior Charts
Visual Schedules
Social Stories
Small Group
Fading Supports
Matched to Student Need(s)
Check In - Check Out
Opportunities to Practice
Classroom Tier 2
Consultation
Behavior Specialists are available for individual student consultative services to school teams within SST meetings. Consultation services will use a multi-disciplinary approach and can be provided to groups of school-based staff who are instructing or servicing the student. Consultation includes providing school staff with evidence-based suggestions and behavioral strategies that build upon student strengths and interests to reduce interfering behaviors. Instructional suggestions withing a multi-tiered sustem of support and adaptations or modificiations to the classroom environment can be provided.
Tier 2 Consultation
Consultation Process
Tier 2 Consultation: Regional Programs
Tier 2 Consultation: Special Education
Student has IEP...
School teams struggling to support the behaviors of a student receiving special education services can request consultation from a Behavior Specialist. Four to six weeks of student data must be collected and analyzed prior to the referral. A request for individual student consultation should be made by the school administrator. An interdisciplinary team meeting will eb scheduled in which a consultation plan will be developed.
Tier 3
Support provided at this level are used with the students with the most significant, severe challenging behavior.
Tier 3
Tier 3 Support
Interventions and support provided at the Tier 3 level are highly individualized and are used with students with the most significant, severe challenging behavior. Some Tier 3 interventions may be similiar to those at the Tier 2 level; however, they will differ due to the use of individualized assessment to identify, a higher intensity and/or frequency of implementation, and are provided individually. Tier 3 interventions require a significant amount of time and effort by staff to develop, implement, and monitor.
Tier 3
Students receiving Tier 3 behavioral intervention will need additional academic, communication or social emotional skill instruction. School teams should consult with staff trained in best practices for behavior intervention (Behavior Specialist, School Psychologist, School Social Worker) to focus on identifying significant, student specific social, affective, cognitive and/or environmental factos associated with the occurrenceand nonoccurrence of specific behaviors. It is imperative to determine any underlying lagging academic, communication or social emotional competency skill that is resulting in challenging behavior. Once determined, academic, communication and social emotional learning interventions should eb provided to the student along with Tier 3 behavioral support to improve student success.
Student Behavior Intervention Plans
Foundational to the individual level of intervention at Tier 3 is the importance of understanding why behaviors are occurring. A Functional Behavior Assessment identifies and verifies the specific function(s) of the student's behavior(s). It is the foundation for a systematic, corrdinated, data-driven problem-solving process that ensures interventions lead to improved student outcomes. The purpose of the FBA is to understand why a student is engaging in a challending behavior and the environmental actor that elicits the behaviors. Information gathered throught the FBA is to used to develop a Behavior Intervention Plan (BIP) with the goal of making the problem behavior irrelevant, ineffective and/or inefficient, while building the desired or expected behaviors. Behavior Intervention Plans include individualized student behavior goals and objectives and proactive and reactive interventions to support the student in reaching those goals. The plans often include a combination of specific behavioral and academic strategies and environmental changes.
Tier 3 Support
Students can be referred for Tier 3 Behavior consultative supports if they:
A request for individual student Tier 3 support can be made by a school administrator or SST Chairperson through the online form. Once the referral is received, a Behavior Specialist will contact the referring administrator within 5 business days to schedule a meeting with the school team. A questionnaire will be sent before the meeting to collect more information about the student. A Tier 3 student assistance plan and behavior team fade plan will be devised at the initial meeting.
Reference
Behavior Contracts
Behavior contracts are written agreements that outline expectations for student behavior and can help improve student self-monitoring skills. This positive-reinforcement intervention is developed with student input. Target behaviors for the contract are selected and defined in the form of positive, pro-academic and/or pro-social behaviors. Behaviors selected should be targets that are easily observed and verified and described in sufficient detail to prevent disagreement about student performance. In collaboration with the student, the contract outlines the conditions for earning agreed upon rewards.
Tier 2
Refers to Strategic Trageted Supplemental Interventions and Supports for some students - those that are not progressing or responding to Tier 1 Universal Instruction as expected. Instruction, intervention, and supplemental supports are temporary, targeted and more intensive, outlined by specified criteria.
Check-in/Check-out with selected adult(s)
Studies have found that this intervention works best for students with low-level disruptive behaviors such as calling out or deiance. Students who seek attention benefit most since this intervention includes regular, positive attention from adults. Students check in with a trusted adult each morning to review behavioral goals, collaboratively set goals for the day and provide encouragement. Throughout the day, teachers observe, record and share feedback with the student during natural transitions. Daily progress is reviewed during the end of the check out meeting between the trusted adult and student. Incentives and supportive feedback is provided.
Fading Supports
As students make progress with tier 2 interventions, there should be a deliberate plan to fade the additional supports.
Social Stories
Social stories are helpful to use with younger students with language processing deficits. Social stories reinforce correct behavior through visuals and stories that help students learn routines, expectations, and behavioral standards. They are reviewed with a student daily before performing that routine, procedure or activity. After the student learns the social story well they will review it on their own.
Small Group
Grouping students with similar needs together for tier 2 interventions can be an efficient method for instruction.
Tier 1
Academic, social-emotional, and behavioral instruction and supports are designed and differentiated for all students in all settings. Tier 1 is not a program but rather a way for teachers to think effectively about whom they teach, the environment in which they teach, and how they teach to maximize potential.
Timer Tools
Timer tools support students by providing structure to their attention and performance. These tools are useful for students who need to increase work completion or increase frequency of a behavior. After selecting the targeted behavior to increase, a timer is set for a pre-set interval of time. The timer is used when the student begins the academic activity. Once the timer goes off, the student self-monitors their goal performance.
Matched to Student Need(s)
Tier 2 interventions should be deliberately selected to address the specific need(s) or function of the student's problem behavior.
Opportunities to Practice
Behavior Charts
Behavior charts are designed to increase self-management by prompting students to self-reflect on their performance and self-record their success. Behavior charts are created collaboratively with the student and are developmentally appropriate in language and expectations. Behavior charts should contain positive behaviors the students are working towards displaying. Students will need to be explicitly taught how to implement the self-monitoring tool using a gradual release of supervision.
Tier 3
Refers to intensive Individualized Intervention and Support for very few students acutely focused, intensive instruction, intervention, and support. Tier 3 instruction/intervention consists of students at high risk of not meeting grade-level standards.
Visual Schedules
Visual schedules help students learn and follow routines by helping them understand what is happening now and what is going to happen next. Visuals serve as reminders for verbal directions and help students know exactly what is expected of them. Students shoudl be explicitly taught what the schedule is and how they will use it.