School Psychologists in Multi-Tiered Systems of Support: A Discussion of Roles, Challenges, and Successes Elena Diamond, Lewis & Clark College Angela Whalen, University of Oregon April 27, 2017 Oregon rtii conference Eugene, or

Session objectives Provide a forum for participants to discuss shared experiences and learn from each other Examine the role of school psychologists within multi-tiered systems of support (MTSS) Explore challenges faced as school psychologists expand their role in MTSS implementation Identify strategies to address common challenges faced by school psychologists in MTSS implementation

Session format Introductions Overview of MTSS framework and evolving role of school psychologists Facilitated participant discussion Roles Challenges Strategies

introductions Who are we? Who are you? Name District or Organization Position/Title Brief Description of Role Participation in MTSS Implementation

MTSS Defined “MTSS refers to a multi-component, comprehensive, and cohesive school-wide and classroom-based positive support system through which students at risk for academic and behavioral difficulties are identified and provided with evidence-based and data-informed instruction, support, and intervention.” (Stoiber, 2014, adapted from Adelman & Taylor, 2012; Denton, 2012; McIntosh, Chard, Boland, & Horner, 2006).

core components of mtss (Stoiber, 2014) Differentiated instruction Screening, assessment, and progress monitoring Prevention and intervention focus Intervention fidelity Evidence-based practices Professional development

MTSS implementation considerations (Stoiber, 2014) Cohesive and integrated support system Integration of differentiated instruction and interventions within general education Reallocation of resources Collaboration at the individual and team levels New professional development and training initiatives

Roles for School Psychologists in MTSS Implementation Tier 3 Provide guidance regarding decision rules for entering and exiting Tier 3 intervention Facilitate the design of interventions matched to student need, based on data Ensure that instruction/intervention occurs for sufficient duration Ensure regular and sufficient data collection on intervention effectiveness and efficiency corresponding to goals and severity of concerns Provide professional training to staff on intervention programs and strategies, progress monitoring, and the use of data to inform and alter interventions Tier 2 Guide, monitor, follow up on collaborative team decisions for student interventions Consult with teachers & parents regarding effective implementation of evidence-based programs, approaches, and strategies Provide resources and support teachers in using effective strategies Support data-based differentiation of instruction, fidelity Assist in selection & implementation of progress monitoring measures Tier 1 Assist with selection & identification of evidence-based core classroom instruction Assist with selection & implementation of universal screening measures Facilitate selection and use of classroom management strategies & environmental supports Support school-based professional development adapted from Stoiber, 2014

School psychologists play expanded roles in mtss (Skalski, 2015) MTSS problem solving team facilitator Student intervention specialist Assessment and evaluation specialist Data director, coordinator, analyst Universal screening and/or progress monitoring coordinator Professional development provider Peer coach, mentor, consultant Liaison to families and community members

Discussion Format: small and large group

Role of school psychologists in mtss In your district/setting, how would you describe the roles and activities of school psychologists within Tiers 1, 2, and 3 of MTSS implementation? What role does the school psychologist play in MTSS leadership at the school and/or district levels?

Challenges faced by school psychologists in mtss implementation In your district/setting, what challenges have school psychologists faced when taking on a more comprehensive role across Tiers 1, 2, and 3? What challenges have you faced in supporting MTSS implementation? Are there different challenges that occur district-wide vs. within specific buildings/programs?

Strategies for addressing challenges by school psychologists in mtss What strategies have you used to promote involvement of school psychologists in MTSS implementation across Tiers 1, 2, 3? What strategies have you used to promote involvement in leadership at the school or district level? What strategies have you used to address specific MTSS implementation challenges?

NEXT STEPS FOR PARTICIPANTS Consider one aspect of your current role in MTSS implementation that you’d like to change (e.g., add or eliminate a service, take on a new role). Name at least one strategy discussed today that could help you to accomplish this change. Identify at least one MTSS implementation challenge you currently face. Name at least one strategy discussed today that could help you to address this challenge. Image: jeffblogs.com, creative commons

References National Association of School Psychologists (2010). Model for Comprehensive and Integrated Services retreived from http://www.nasponline.org/standards/practice-model/ Skalski, S. (2015, January). Exploring the role of the school psychologist in a multi-tiered system of supports. Session presented at the Park County #6 & WY School Psychologists Association Forum, Cody, WY. Stoiber, K.C. (2014). A comprehensive framework for multitiered systems of support in school psychology. In P.L. Harrison & A. Thomas (Eds.) Best Practices in School Psychology-VI: Data-Based and Collaborative Decision Making, (pp. 41-70), Washington, DC: NASP.