1. 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

2. 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

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

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

5. 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).

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

7. 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

8. 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

9. 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

10. Discussion
Format: small and large group

11. 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?

12. 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?

13. 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?

14. 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

15. References
National Association of School Psychologists (2010). Model for Comprehensive and Integrated Services retreived from
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 ), Washington, DC: NASP.