June, 2014 RSE-TASC reporter LONG ISLAND REGIONAL SPECIAL EDUCATION—TECHNICAL ASSISTANCE SUPPORT CENTER Multi-Tier Systems of Support (MTSS) Bridging RtI and PBIS Frameworks By Gary Coppolino, Jr. — RSE-TASC Behavior Specialist Education research clearly identifies the importance of identifying struggling learners as early as possible. Both academic and behavioral evidence is critical in identifying these students. Early identification is the first step in helping students gain the necessary skills that lead to both high school graduation and positive post-high school experiences. There has been a considerable, often mandated, nationwide push in recent years to develop comprehensive, systematic Pre-K-12 intervention models for academics and behavior. These interventions have been designed as mutually exclusive systems. The classic three-tier academic model most recognizable in the field is Response to Intervention (RtI). The behavior system has been the multi -layered triangle typically associated with Positive Behavior Interventions and Supports (PBIS). Most recently, forward thinking educators across our nation have begun to weave the best elements of these once stand-alone school- wide systems of support (see figure 1 on this page) into a unified and coherent approach to educating the whole child. Using a unified school wide approach also supports the learning of the entire student body of a school. This evolutionary model has been referred to in the research as a Multi -Tier System of Support (MTSS). According to the most recent data taken from Rhode Island College, 14 out of 50 states in the United States have begun to bridge the academic components of RtI with the behavioral components of PBIS into the seamless MTSS framework. One state that has taken the lead with regard to the development of MTSS is Florida. According to Florida’s MTSS Implementation Components Handbook, the MTSS model, like its stand-alone predecessors, utilizes a data-based problem solving framework which fuses both academic and behavioral aspects of education. This framework provides school staff with mechanisms to make data-driven decisions that enable key resources to reach the appropriate students, in the appropriate domains, at the appropriate levels. As a result, the MTSS model provides for the provision of highly targeted interventions with significant potential for improving student outcomes. Given the research base and the implementation of the MTSS model in a growing number of states and school districts, schools may find it constructive to seriously consider adding a behavior component to their already existing RtI models, thus creating a MTSS framework that may help to increase students’ social-emotional well-being, and accordingly, their academic performance at the same time. It should be noted that the unified MTSS model is of particular benefit to students with disabilities who often need multiple supports in order to fully benefit from the learning environment. Key characteristics of any multi-tiered system of support include: 1) supports are provided to students early 2) once those supports are in place progress is monitored regularly and 3) interventions are adjusted accordingly to respond to individual student needs (Fox et. al, 2009). A key difference in the MTSS framework is the composition of the district/school based MTSS team. This team typically includes a cross-section of stakeholders with both academic/instructional and behavioral expertise. When both perspectives are represented in the intervention decision making process, the MTSS team is able to provide responses to academic and behavioral student difficulties, thus helping educators (cont. on pg. 2) In this issue: The Relationship Between RtI, PBIS and MTSS ~ Page 1 Critical Features of MTSS ~ Page 2 Long Island RSE-TASC Regional Workshops ~ Page 3 Full MTSS Model and Related Resources ~ Page 4 “...forward thinking educators across our nation, understanding the symbiotic relationship between academics and behavior, have begun to weave the best elements of once stand-alone school-wide systems of support into a unified and coherent ap- proach to educating the whole child, and the entire student body…” - Gary Coppolino, Jr. Please visit us on the web, at: http://www.esboces.org/Page/89 Positive Behavior Intervention Supports (PBIS) Response to Intervention (RtI) MTSS Team Successful Student Outcomes Figure 1
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Transcript
June, 2014
RSE-TASC reporter
L O N G I S L A N D R E G I O N A L S P E C I A L E D U C A T I O N—T E C H N I C A L A S S I S T A N C E S U P P O R T C E N T E R
Multi-Tier Systems of Support (MTSS) Bridging RtI and PBIS Frameworks By Gary Coppolino, Jr. — RSE-TASC Behavior Specialist
Educat ion research clear ly
identifies the importance of
identifying struggling learners as
early as possible. Both academic
and behavioral evidence is critical
in identifying these students. Early
identification is the first step in
helping students gain the necessary
skills that lead to both high school
graduation and positive post-high
school experiences. There has been
a considerable, often mandated,
nationwide push in recent years to
develop comprehensive, systematic
Pre-K-12 intervention models for
academics and behavior. These
interventions have been designed as
mutually exclusive systems. The
classic three-tier academic model
most recognizable in the field is
Response to Intervention (RtI). The
behavior system has been the multi
- layered t r i angle typica l ly
associated with Positive Behavior
Interventions and Supports (PBIS).
Most recently, forward thinking
educators across our nation have
begun to weave the best elements
of these once stand-alone school-
w i d e sy s t e ms o f su p p o r t
(see figure 1 on this page) into a
unified and coherent approach to
educating the whole child. Using a
unified school wide approach also
supports the learning of the entire
student body of a school. This
evolutionary model has been
referred to in the research as a Multi
-Tier System of Support (MTSS).
According to the most recent data taken
from Rhode Island College, 14 out of 50
states in the United States have begun to
bridge the academic components of RtI
with the behavioral components of PBIS
into the seamless MTSS framework. One
state that has taken the lead with regard to
the development of MTSS is Florida.
According to Florida’s MTSS
Implementation Components Handbook,
the MTSS model, like its stand-alone
predecessors, utilizes a data-based
problem solving framework which fuses
both academic and behavioral aspects of
education. This framework provides
school staff with mechanisms to make
data-driven decisions that enable key
resources to reach the appropriate
students, in the appropriate domains, at the
appropriate levels. As a result, the MTSS
model provides for the provision of highly
targeted interventions with significant
potential for improving student outcomes.
Given the research base and the
implementation of the MTSS model in a
growing number of states and school districts,
schools may find it constructive to seriously
consider adding a behavior component to their
already existing RtI models, thus creating a MTSS
framework that may help to increase students’
social-emotional well-being, and accordingly, their
academic performance at the same time. It should
be noted that the unified MTSS model is of
particular benefit to students with disabilities who
often need multiple supports in order to fully
benefit from the learning environment.
Key characteristics of any multi-tiered system of
support include: 1) supports are provided to
students early 2) once those supports are in place
progress is monitored regularly and 3)
interventions are adjusted accordingly to respond to
individual student needs (Fox et. al, 2009). A key
difference in the MTSS framework is the
composition of the district/school based MTSS
team. This team typically includes a cross-section
of stakeholders with both academic/instructional
and behavioral expertise. When both perspectives
are represented in the intervention decision making
process, the MTSS team is able to provide
responses to academic and behavioral student
difficulties, thus helping educators (cont. on pg. 2)
In this issue: The Relationship Between RtI, PBIS and MTSS ~ Page 1 Critical Features of MTSS ~ Page 2 Long Island RSE-TASC Regional Workshops ~ Page 3 Full MTSS Model and Related Resources ~ Page 4
“...forward thinking educators across our nation, understanding the symbiotic relationship between academics and behavior, have begun to weave the best elements of once stand-alone school-wide systems of support into a unified and coherent ap-proach to educating the whole child, and the entire student body…” - Gary Coppolino, Jr.
Please visit us on the web, at: http://www.esboces.org/Page/89
To Register for our Regional Workshops, you may visit our new and improved website by clicking on this link: http://www.esboces.org/Page/89, or...
Please go to http://webreg.esboces.org to register online. Under “Search Options”, pull-down and check RSE-TASC and then click “Search”.
Then, simply scroll down to register for the workshop you are interested in. Clicking on the hyperlinked
workshop dates below will bring you directly to the respective MyLearningPlan® registration page.
• LONG ISLAND RSE-TASC REGIONAL CATALOGUE SAMPLE •
June
PBIS Professional Learning Community (TEAMS & PRINCIPALS) (Western Suffolk) — 6/4/14 facilitated by Ms. Michelle Levy
Understanding Disproportionality/Discrepancy in Special Education PART II (Pat Med) — 6/5/14 facilitated by Ms. Arlene Crandall, Ms. Michelle Levy, Ms. Liz DeFazio-Rodriguez (Western Suffolk) — 6/13/14 and Mr. Gary Coppolino, Jr.
IEP’s for ELLs (Nassau) — 6/11/14 facilitated by Ms. Elizabeth DeFazio-Rodriguez
The RSE-TASC would like to thank all of the readers of our Newsletters for a wonderful inaugural year! While we will take a summer respite in order to reflect on our publications, your feedback and effective editorial practices from the field, rest assured that our plan is to resume monthly publications in September, 2014… Until then, we look forward to continually providing you with the same courteous and professional service that you have come to expect from the RSE-TASC. Wishing you a successful end to the school year, and a restful summer… All the best, Mr. Vincent Leone Long Island RSE-TASC Coordinator