PBIS Leadership Forum October 7, 2016 Integrating Multi-tiered System of Supports (MTSS) for Academics and Behavior: Current Status in Vermont PBIS Leadership Forum October 7, 2016 Tracy B. Watterson, Richard Boltax, Emma Louie Agency of Education MTSS Team

AGENDA Grounding Question Agency of Education’s Overview of MTSS in Vermont Reflection on the Importance of This Work   Two Schools’ Journey and Future Directions in Building Their Academic and Behavioral MTSS Questions

Based on your knowledge of MTSS, what are the benefits and challenges for Vermont schools?

LOOK THROUGH THE LENS OF… What is the Current State of MTSS in Your Setting? What Would You Like Your MTSS to Look Like by Next School Year? How Can the AOE MTSS Team Support You?

ESSENTIAL SUPPORT FOR VERMONT’S EDUCATIONAL QUALITY STANDARDS EQS 2121.5 Tiered System Of Academic And Behavioral Support 16 V.S.A. §2902 and State Board Rule 2194- each school shall ensure that a tiered system of academic and behavioral supports is in place to assist all students in working toward attainment of the standards.

THE MTSS TEAM We believe, and research supports, that Multi-Tiered System of Supports (MTSS) improves student outcomes by building capacity within schools and supervisory unions to meet the academic and behavior needs of all students. We believe that all students, including those with the most extensive needs, should experience high-quality instruction within inclusive educational settings.

INTEGRATED EDUCATIONAL FRAMEWORKS* MTSS -Components and Principles (see handout) -Tiers of Support (person-first language) SWiFT -Domains and Features (see handout) -VTPBIS *additional resources on AOE website

IDEALLY, WHAT DOES MTSS LOOK LIKE? Universal Supports Every student Evidence-Based Practices Common Planning Time with GenEd and SpEd educators Differentiation Universal Design for Learning Accommodations and Adaptations Universal Screening Formative and Summative Assessment

IDEALLY, WHAT DOES MTSS LOOK LIKE? (Part Two) Targeted Supports Supplemental Some students (< 15%) Small group Six weeks Entrance/exit criteria Progress monitoring every two weeks Skill-based Diagnostic Assessments

IDEALLY, WHAT DOES MTSS LOOK LIKE? (Part Three) Intensive Supports Few students (< 5%) Individual or group of two Six weeks Entrance/exit criteria Progress monitoring every week Skill-based Diagnostic Assessments

WHAT IS YOUR REALITY? Take a minute to jot down two things you have observed in a multi-tiered system that is working for the students in your setting. Find someone to share your observations with, and listen to what they have observed. What is the same? What is different?

What is the Current State of MTSS in Your Setting?

What Would You Like Your MTSS to Look Like by Next School Year?

How Can the AOE MTSS Team Support You?

THE MTSS TEAM Tracy B. Watterson, Program Manager Tracy.Watterson@Vermont.gov Richard Boltax, Coordinator Richard.Boltax@Vermont.gov Emma Louie, Coordinator Emma.Louie@Vermont.gov Vacant, Coordinator