1. MTSS: The Perfect Marriage PBIS & RtI
Pat Bruinsma, Pat Hubert & Stephanie Weideman

2. Universal Interventions
Multi-tier Model
Tier 3
Intensive, Individual
Interventions
1-5%
Tier 2
Targeted Group
Interventions
5-10%
Tier 1
Universal Interventions
Although three tiers are the ones most often seen, an RtI model can have any number of tiers.
One misinterpretation to guard against is that tier 1 is general education, tier 2 is Title I and tier 3 is Special Education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General ed., title I and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who need intensive intervention who do not qualify for special education ( ELL, gifted and talented, students who have missed a lot of school). The focus of this model is primarily on the Nature and Intensity of instruction that students need.
80-90%
Academic
Behavioral
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 2

3. School-wide, Culturally Responsive
Tier I:
Evidence based interventions for all students and staff that are implemented across all school settings
Universal
(All Students)
School-wide, Culturally Responsive
Systems of Support
(75-85% of students)
All settings, all students
Preventive, proactive
Defining/Teaching Expectations & Social skills
Acknowledging Expectations
Engaging in Systematic Supervision
Organizing Routines/ Procedures
Correcting Behavior

4. Selected
(At-risk Students)
Classroom & Small
Group Strategies
(10-20% of students)
Increased academic support and practice
Increased social skills teaching
Self-management training and support
School based adult mentors (CI/CO)
Parent training and collaboration
Alternatives to out-of-school suspension
Community and service learning
Tier II:
Specialized interventions typically provided in a standardized manner for small student groupings

5. Intensive academic support
Intensive social skills teaching
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
Alternatives to suspension and expulsion
Community and service learning
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Tier III:
Intensive interventions that are highly individualized to meet the particular student’s strengths and needs

6. Selected (At-risk Students) Classroom & Small Group Strategies
Intensive academic support
Intensive social skills teaching
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
Alternatives to suspension and expulsion
Community and service learning
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Increased academic support and practice
Increased social skills teaching
Self-management training and support
School based adult mentors (check in, check out)
Parent training and collaboration
Alternatives to out-of-school suspension
Community and service learning
Selected
(At-risk Students)
Classroom & Small
Group Strategies
(10-20% of students)
Universal
(All Students)
School-wide, Culturally Responsive
Systems of Support
(75-85% of students)
All settings, all students
Preventive, proactive
Defining Expectations
Teaching Expectations & Social skills
Acknowledging Expectations
Engaging in Systematic Supervision
Organizing Routines/ Procedures
Correcting Behavior
Reviewing Data- SWIS, Surveys

7. Continuum of Support for ALL
Universal
Targeted
Intensive
George Sugai
Continuum of Support for ALL
Math
Science
Spanish
Art
Reading
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Soc Studies
Sports
Label behavior…not people

8. Continuum of Support for ALL
Universal
Targeted
Intensive
George Sugai
Continuum of Support for ALL
Anger
management
Persistence
Prob Solving
Adult
relationships
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Attendance
Teamwork
Peer interac
Label behavior…not people

9. Traditional Responses to Problematic Behaviors
Reactive/Consequence Strategies
Office referral, detention, suspensions, etc.
Used to try to teach the “right way”
May actually reinforce the behavior of concern
Individual counseling and therapy
Restrictive and segregated settings
Implement packaged programs

10. Traditional Discipline versus Positive Behavior Interventions and Supports
Goal is to stop undesirable behavior through the use of punishment
Focuses on the student’s problem behavior
Positive Behavior Support:
Goal is to stop undesirable behavior by:
Replacing with a new behavior or skill
Altering environments
Teaching appropriate skills
Rewarding appropriate behavior

11. 5 Research Based Practices
Maximize structure in your classroom
Routines! - environment
Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations
Direct instruction – supervise - reinforce
Actively engage students in observable ways
Opportunities to respond – vary instructional strategies - differentiate
Establish a continuum of strategies to acknowledge appropriate behavior
Use specific praise – group contingencies – reinforcement systems
Establish a continuum of strategies to respond to inappropriate behavior
Good error correction
LOOK at Your Handout

13. Maximize structure in your classroom
Develop Predictable Routines
Teacher routines
Student routines
Design environment to:
elicit appropriate behavior and
minimize crowding and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, engagement, etc.)

14. Maximize learning in your classroom
Develop Engaging Activities
Student-Centered not teacher-centered
Embed opportunities for student choice and appropriate work for all students. i.e.-Differentiated Instruction
Design instruction to:
Explicitly teach skills
Include the foundational literacy skills
Instruction should be at a brisk pace and include opportunities for cooperative learning when able.
Ensure instruction and work assigned is appropriate for your students.
Target interventions to your students lowest skill on the continuum.

15. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
A small number (i.e., 3‐5) of positively stated rules.
Tell students what we want them to do, rather than telling them what we do not want them to do.
Publicly post the rules.
Operationally define what the rules look like across all the routines and settings in your room
Matrix
Teach expectations directly (I do, we do, you do)
Define rule in operational terms—tell students what the rule/skill looks like within routine/context.
Examples/non‐examples of rule‐following/skill understanding within routine
check for their understanding
Provide opportunities to practice rule following behavior/skill in the natural setting/context.
Provide students with visual prompts (e.g., posters, illustrations, etc).

18. Eagles Dare To SOAR S O A R

20. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations
Use pre­-corrections
verbal reminders, behavioral rehearsals, or demonstrations of rule‐following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
Active Supervision (Colvin, Sugai, Good, Lee, 1997):
Move around
Look around (Scan)
Interact with students
Reinforce correct behaviors

21. Strengthen Core Instruction to impact all students
Facilitate deep conversations about the standards and how those would look in specific lesson plans in the classroom, differentiation, and explicit instruction are part of this conversation.
Focus on foundational literacy skills in the core instruction (Tier I = all students):
Phonemic Awareness, Phonics, Fluency, Vocabulary, & Comprehension

22. Post, Teach, Review, Monitor, and reinforce a small number of positively stated skills/expectations
Collect data
Are rules being followed? What skills need strengthening?
If there are errors, who is making them?
where are the errors occurring?
what kind of errors are being made?
Summarize data (look for patterns)
Use data to make decisions

23. Universal Interventions
Multi-tier Model
Tier 3
Intensive, Individual
Interventions
1-5%
Tier 2
Targeted Group
Interventions
5-10%
Tier 1
Universal Interventions
80-90%
Although three tiers are the ones most often seen, an RtI model can have any number of tiers.
One misinterpretation to guard against is that tier 1 is general education, tier 2 is Title I and tier 3 is Special Education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General ed., title I and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who need intensive intervention who do not qualify for special education ( ELL, gifted and talented, students who have missed a lot of school). The focus of this model is primarily on the Nature and Intensity of instruction that students need.
Academic
Behavioral
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 23

24. Actively engage students in observable ways
Provide high rates of opportunities to respond
Link engagement with outcome objectives
Range of evidence based practices that promote active engagement
Direct Instruction
Computer Assisted Instruction
Class‐wide Peer Tutoring
Guided notes
Response Cards
80/20 Rule

25. Specific and Contingent Praise
Establish a continuum of strategies to acknowledge appropriate behavior
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies

26. Establish a continuum of strategies to respond to inappropriate behavior.
Error Corrections
Differential Reinforcement
Planned ignoring
Response Cost
Time out from reinforcement

27. “Well Timmy, it looks like you’ve just earned yourself 10 minutes with Mr. Whiskers.”

28. Use the continuum of skills to target where intervention/instruction should begin:

30. Tier 1(Universal)
Am I specifically, directly teaching kids a consistent process for appropriate behavior?
Do I use this routine consistently?
Do I actively monitor kids to see if they ARE following the routine?
Have I reinforced the behavior I want to see LOTS!?
Am I consistent with my classroom management expectations during instruction?
Can I get my students more actively involved in the learning activities?
Do I use positive reinforcement when students are engaged?
Am I strengthening my instruction with foundational literacy skills?

31. Researched-Based Interventions

32. Discussion Questions/Want more information?
Contact Pat Bruinsma or Kari Oyen
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