1. Going for Gold: How MTSS Supports Social and Emotional Growth
VBCPS Administrators’ conference 2016

2. Learning Target for Today’s Session
By the end of this session, I can
Discuss new parallels between academic and behavioral practices
Explain core components of multi-tiered systems of support
Facilitate exercises to begin exploring multi-tiered systems of support with my staff

3. Rethinking Discipline in Our Schools
If a child doesn’t know how to read, we
teach.
If a child doesn’t know how to swim, we
teach.
If a child doesn’t know how to multiply, we
teach.
If a child doesn’t know how to drive, we
teach.
If a child doesn’t know how to behave, we…
teach?
punish?
Why can’t we finish the last sentence as automatically as we do the others?
(Herner, 1998)

4. Rethinking Discipline Activity
TASK: Review the chart in front of you and write a synthesis statement (GIST) that explains your understanding of this information.

5. Our Rethinking Discipline GIST
Academic Responsiveness
Behavioral Responsiveness

6. Contrasting Solutions for Similar Problems
Approaches for Academic Problems
Approaches for Social Problems
Reason for Behavior
Assume student is trying to make correct responses
Academic error was accidental
Skill deficit(s) exists
Student has learned the wrong way
Student was instructed incorrectly
Assume student is choosing to be “bad” and knows right from wrong
Assume student is refusing to cooperate and is defiant
Assume student “learned” lesson and will behave better in the future
Action Taken
Identify problem
Provide additional assistance
Provide more practice and feedback
Monitor student progress
Adjust instruction
Enroll in tutoring/remedial program
Issue a warning
Use consequences and/or punishments
Remove student from instructional setting
Increase severity of consequences over time if there are no signs of improvement
Provide no practice for improvement
Adapted from MO SW-PBS Team Workbook

7. MTSS: Going for Gold
The multi-tiered system of support (MTSS) framework closely aligns with
the strategies outlined in Goal 3 of our strategic framework and
the teaching and learning framework
Like our frameworks, MTSS is driven by
data analysis,
evidence-based practices,
an embedded curriculum,
& a problem-solving partnership between administrators and instructional leaders.

8. Multiple Acronyms, One Goal
Multi-tiered
System of Support for Behavior (MTSS-B)
Designing and Implementing
School-Wide Systems Change

9. Dispelling Seven Myths & Misconceptions
Some believe that PBIS …
Myth #1
is different from VTSS and MTSS
Myth #2
a packaged program of interventions & a behavioral curriculum
Myth #3
products can be used interchangeably between schools
Myth #4
emphasizes the use of tangible rewards for the display of appropriate behaviors
Myth #5
is something new that was designed for students with disabilities
Myth #6
is exclusively designed for managing discipline
Myth #7
simply requires schools to define behaviors, create matrices, and issue reward tickets
Adapted from Positive Behavior Interventions and Supports: History, Defining Features, and Misconceptions, (2012)

10. What is Multi-Tiered Systems Change?
PBIS/MTSS-B/VTSS is a data-driven decision making framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment (academic, social, and behavior) for all students.
Increase Effectiveness and Efficiency
Process for Continuous Improvement
Multi-tiered
System of Support for Behavior (MTSS-B)
(OSEP Center on PBIS, 2010)

11. What are the Evidence-Based Outcomes of MTSS?
Reductions in…
Improvements in…
problem behaviors
staff turnover / teacher burnout
teacher reported bullying behaviors
peer rejection
academic performance
daily attendance
teacher self-efficacy
instructional effectiveness
perceived safety
school climate
organizational efficiency
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2),
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4),
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11,
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral
Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled
Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):

12. MTSS in Our Division

13. Multi-Tiered Systems Work: Process vs. Product
INTENSIVE
TARGETED
UNIVERSAL

14. Exploring MTSS Readiness as a Leader
In this initial “call to readiness,” we encourage you to continue fostering a safe environment to:
Build a partnership with staff members in our initial steps of exploration
Share and analyze aggregate discipline data with your staff
Understand current staff perceptions about discipline practices and procedures in your building
Invite staff to engage in the problem- solving and decision-making process

15. How Does MTSS Align with the Teaching and Learning Framework?

16. Tools to Support Exploration
Your next step is to gain a fluent understanding of perceptions in your building
Data Awareness: Use the affinity diagram labeled “Perceptions vs. Reality” and follow that attached lesson plan to replicate with your staff
Exploring Definitions: Use the sorting activity labeled “Defining Our Behaviors” and follow the attached lesson plan to replicate with your staff

17. Next Steps w/MTSS to Support Equity & Excellence in VBCPS Schools
MTSS Pre-service week requirement:
For Schools Exploring MTSS:
Complete “Definitions” and “Perceptions vs. Reality” activities with your staff (lesson plans available digitally).
For Schools Currently Implementing PBIS/MTSS:
Complete the “Rethinking Discipline” and “Myth Buster” activity modeled during this presentation.
This presentation and the guide will be on the Shared Drive as well as linked from the Teaching and Learning Framework.

18. Next Steps w/SRT to Support Equity & Excellence in VBCPS Schools
Pre-service Week Staff Discussion on Equity and Excellence for All Students
Review Your School’s Equity Data With Staff
Identify School-Wide Problem for focus
Identify available resources.
Review SRT purpose and process. TO
#1: equity story
#2: resources mapping
#: Review the SRT purpose and process/ ideally it should be an AP serving as the SRT facilitator
examples:
AP assigned to oversee Drop-out task force at HS level
AP who does not oversee SEC
Elementary Aps
SHARED PROCESS: you are filtering the process; it will filter through you.
Establish a set day for your SRT meetings to occur
ID members
Create a contact group
Decide on a Day to meet

19. School Based Facilitators for Professional Development
Psychologist
Social Worker
School Counselor
Seven – Classroom Teachers & Instructional Support Staff
Professional Development Days Focus:
Equity and Excellence for All Students
October 10, 2016
March 8, 2017
Principals memo will come out in August with details.