1. 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

2. 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

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

4. 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?

5. ESSENTIAL SUPPORT FOR VERMONT’S EDUCATIONAL QUALITY STANDARDS
EQS Tiered System Of Academic And Behavioral Support 16 V.S.A. §2902 and State Board Rule 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.

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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?

12. What is the Current State of MTSS in Your Setting?

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

14. How Can the AOE MTSS Team Support You?

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