1. Office of Learning Supports
4/16/2019
Positive Behavioral Interventions and Supports (PBIS) within a Multi-Tiered System of Supports (MTSS)
Welcome to the Positive Behavioral Interventions and Supports overview module. In this module, we will review how PBIS fits within a Multi-tiered System of Supports or MTSS.
Office of Learning Supports
February 2, 2015

2. Office of Learning Supports (OLS)
4/16/2019
Office of Learning Supports (OLS)
Vision Every Colorado school and district will successfully implement and sustain a multi-tiered system of supports to improve academic and social emotional outcomes for every student. Mission The mission of the Office of Learning Supports is to shape, develop, and increase the collective capacity of schools and districts to implement and sustain a multi-tiered system of supports, through a problem-solving culture that integrates data, practices, and systems which improve educational outcomes for every student.
Please note the priorities we have for our office.
Vision
Every Colorado school and district will successfully implement and sustain a multi- tiered system of supports to improve academic and social emotional outcomes for every student.
Mission
The mission of the Office of Learning Supports is to shape, develop, and increase the collective capacity of schools and districts to implement and sustain a multi-tiered system of supports, through a problem-solving culture that integrates data, practices, and systems which improve educational outcomes for every student.

3. Multi-Tiered System of Supports (MTSS)
4/16/2019
Multi-Tiered System of Supports (MTSS)
Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through a layered continuum of evidence-based practices & systems
MTSS is defined as a whole school, data-driven, prevention-based framework for improving learning outcomes for all students through a layered continuum of evidence-based practices and systems. Later in this module, we’ll further explore the essential components of MTSS.

4. MTSS Academic Continuum Behavior Continuum Integrated Continuum
4/16/2019
Every Student, Every Staff, Every Family, and Every School Setting
Academic Continuum
Behavior Continuum
MTSS
Integrated Continuum
So now that you have seen the video let’s review some ideas about MTSS. MTSS is the idea of bringing all of our supports together within one integrated continuum of supports. Nothing we do to support our students is left out of this continuum. And it includes everyone, not just some of us.
Universal supports are foundational for ALL learners. Supplemental supports we refer to as targeted supports and intensive supports are IN ADDITION TO universal supports—that’s the layered continuum.
[Make reference to RtI and PBIS.]
Every Educational Program—including Special Ed., ESL, GT, Title, etc.
Adapted from the OSEP TA Center for PBIS
Adapted from the OSEP TA Center for PBIS

5. Behavior MTSS Additional Learning Supports Academics
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MTSS
Shared Leadership; Data-based Problem Solving and Decision Making; Layered Continuum of Support; Evidence-based Instruction, Intervention, and Assessment Practices (both academic and social/behavioral); Universal Screening and Progress Monitoring; Family, School, and Community Partnering
Behavior
SWPBS/PBIS
School-wide Discipline & Climate, Classroom Management, Function-based Support
Academics
Instruction & Curriculum
Literacy, Numeracy, Social Studies, Physical Sciences, History, Physical Education, Art, etc.
Additional Learning Supports
School-based Mental Health, Health & Wellness
Every Student, Every Staff, Every Family, and Every School Setting
Seen in another way, MTSS is the overarching umbrella that connects behavior supports, academic supports and additional learning supports for every student, every staff, every family member every school setting and every educational program. For this overview, we are going to focus on the behavior supports portion or PBIS.
Every Educational Program—including Special Ed., ESL, GT, Title, etc.
Adapted from George Sugai 2012

6. Colorado MTSS Essential Components
4/16/2019
Shared Leadership
Data-Based Problem Solving and Decision Making
Layered Continuum of Support
Evidence-based Instruction, Intervention and Assessment Practices
Universal Screening and Progress Monitoring
Family, School, and Community Partnering
These are the six essential components of MTSS within the state of Colorado – we’ll go through each one in more depth and share the connection of PBIS with each one.

7. Positive School Climate School-wide Discipline Numeracy
Shared Leadership
Data-Based Problem Solving and Decision Making
Layered Continuum of Supports
Evidence-based Instruction, Intervention and Assessment Practices
Universal Screening and Progress Monitoring
Family, School, and Community Partnering
4/16/2019
Social Studies
Positive School Climate
School-wide Discipline
Numeracy
Behavior Management
We can also visualize this “MTSS system” idea in an overarching umbrella. Within the overall system, MTSS consists of six components including shared leadership, family, school, community partnering, data based problem solving and decision making, universal screening and progress monitoring, evidence based instruction, intervention and assessment practices and a layered continuum. Academic, behavior and any other supports are all housed under this one system or umbrella.
School-based Mental Health
Science
Function-Based Support
Specialized Content Areas
Health & Wellness
Literacy

8. A Shift in Thinking STOP!!!
4/16/2019
A Shift in Thinking
What about the interaction of the curriculum, instruction, learners, and learning environment should be altered so that the student(s) will learn?
What about the student is causing a problem?
STOP!!!
Instead
NOTE: This slide is revisited later; select notes that fit; do not duplicate identically.
Here is the language that is in both notes:
Connect back to earlier connection of “the shift.” When thinking about ICEL, this is the where the shift in thinking takes place.
This is a major conceptual shift. It puts the problem in the context of alterable variables and moves it outside of the student.
When the focus of team meetings is on the discovery of instructional changes that will enable learning, the content of the meeting is quite different from one focused on the discovery of a disability.
We have noticed that this visualization can bring about significant “aha”s as people attend to what can be changed and thinking about those alterable variables.
We need to continue to ask ourselves, “What's within our sphere of influence?” As you might imagine, with a shift in thinking can come a shift in conversation...and can lead to positive change.
An additional example of an FSCP connection:
Use of out-of-school time is considered a major factor in the achievement gap; and can be altered with family and community partnering; coordinated before and after-school programs, summer learning, homework support, technology access – and their interaction with the other variables can be influential
This shift alters everything else!
Adapted from Batsche and Elliott materials (citing Ken Howell)

9. Layered Continuum of Supports
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Layered Continuum of Supports
Every student has access to Universal supports
Some students also receive Targeted supports
Few students also receive Intensive supports
This graphic is a great representation of the layered continuum of supports. Ever student has access to universal supports. So students receive targeted supports, however those supports are layered on top of the universal supports and not instead of. Few students receive intensive supports, but again still have access to universal and targeted supports.

10. Continuum of Support for ALL “Josh”
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
One of the misapplications of the triangle that has occurred, is to label the student as a “yellow zone” or “intensive student”.
Just because a student needs intensive intervention for reading, does not mean they need intensive support for all academic content areas – in fact, they will probably be very successful in other areas! Instead, we need to shift our language to labeling the type of supports the student needs.
This same continuum applies to whole schools, whole districts and when partnering with families.
Soc skills
Soc Studies
Basketball
Label supports…not people 10

11. Supporting Social Competence &
Academic Achievement
Integrated Elements
SYSTEMS
PRACTICES
DATA
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
These are the integrated elements of a multi-tiered system of support.
- We should identify measureable, achievable, contextually relevant outcomes (click for animation)
- We use local data to:
-Specify measureable outcomes
-Select practices
-Assess progress toward our goals
That drives us to select practices that are evidence-based; and
Create systems to support practice implementation
In order to facilitate success, those systems should be: accurate, efficient, and effective
Notice that each circle is interlinked and not one of the elements stands alone. Each one is critical the success or implementation of the others.
We’ll go through each circle in further detail.
Supporting
Student Behavior 11

12. 4/16/2019
Focus on the System
To get to “all”, we must pay attention to “every”. We must pay attention to the “system” first, and then, we move to small groups and individuals. Dave Tilly
Ideas:
How is every stakeholder included as a part of the system; the systematic inclusion of everyone as a part of the universal core is essential;
A focus on all of the components should lead to effective systems implementation

13. Implementation Science National Implementation Research Network

14. Stages of Implementation
Focus
Stage
Description
Exploration/
Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/ Regeneration
Make it easier, more efficient. Embed within current practices.
We should do it!
Work to do it right!
Activity: Where is your team with RtI? Where is it with PBIS? How can we leverage those to do MTSS?
Work to do it better!
(Steve Goodman—Adapted from Fixsen) 14

15. Formula for Success
So in summary, our goal in education is to improve student outcomes with efficiency and effectiveness. This graphic highlights explicitly the “how” to do this. If we utilize effective interventions (the what) and implement them using effective implementation methods (the how), in enabling contexts (the where), we will accomplish socially significant outcomes . (the why)
Education isn’t about exploration; We need to utilize an organized and intentional approach to plan and provide the learning for students.
Extra note if needed: An important note is Creating and sustaining an hospitable environment is necessary to “grow” whatever we hope will flourish; in this case, we’re talking about MTSS implementation. So, our culture, climate, and collaboration need to facilitate the process of implementation, not take away from it…and not be a barrier to progress.

16. Formula for Success MTSS RtI PBIS Districts Schools Classrooms
Stages & Drivers
Implementation Tools
Feedback Loops
Continuous Improvement/ PS Process
Districts
Schools
Classrooms
Community
So in summary, our goal in education is to improve student outcomes with efficiency and effectiveness. This graphic highlights explicitly the “how” to do this. If we utilize effective interventions (the what) and implement them using effective implementation methods (the how), in enabling contexts (the where), we will accomplish socially significant outcomes . (the why)
Education isn’t about exploration; We need to utilize an organized and intentional approach to plan and provide the learning for students.
Extra note if needed: An important note is Creating and sustaining an hospitable environment is necessary to “grow” whatever we hope will flourish; in this case, we’re talking about MTSS implementation. So, our culture, climate, and collaboration need to facilitate the process of implementation, not take away from it…and not be a barrier to progress.

17. 4/16/2019
Resources
Where can you go to get support on your implementation efforts?
PBIS District Coach (if you have one)
PBIS Regional Implementation Coordinator (IC)
Colorado PBIS website:
National PBIS website:
Colorado MTSS website:
Erin Sullivan, Statewide PBIS Coordinator
Resources and support for your PBIS implementation efforts can be found at the following sites. If you’re unsure of who is assigned to support your district, please contact our statewide PBIS coordinator, Erin Sullivan.

18. Project Officer, Jennifer Coffey, PhD.
4/16/2019
The contents of this training were developed under a grant from the US Department of Education, #H323A However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Project Officer, Jennifer Coffey, PhD.