1. Multi-tiered system of support

Question 1

MTSS:

Answer 1

Multitier, school-wide prevention and intervention model designed to support academic, social, emotional and behavioural needs

Key component for it to be successful is the feeling of “shared responsibility”

Question 2

From RTI and PBIS to MTSS

Answer 2

• Response To Intervention: same structure but with focus on academics
• Positive Behavioural Interventions and Supports: same structure but focus on behaviour and socio-emotional well-being

Question 3

Tier 1:

Answer 3

• High quality, evidence-based, differentiated and culturally responsive instruction, curriculum and practices.
• Provided to all students.
• Screened 3 times a year

80% are expected to only require tier 1

Question 4

Tier 2:

Answer 4

• Targeted, small-group and evidence-based interventions
• Provided to some at-risk students
• Progress is monitored

15% are expected to require tier 2

Question 5

Tier 3:

Answer 5

• Evidence-based, intensive, individualized interventions
• For a few students with significant needs
• Progress is monitored frequently

5% are expected to require tier 3

Question 6

Application of MTSS and EBP in academic domains

Studies of multi-tiered literacy models
Outcomes

Answer 6

• higher reading outcomes
• decreased number of at-risk students for tier 2
• accelerated learning among students in tier 2 and 3
• fewer students in special education

Question 7

Application of MTSS and EBP in academic domains

Studies of multi-tiered literacy models
Tiers

Answer 7

Universal (T1): by general teacher, planned lessons that target key literacy outcomes.

Tier 2: more exposure, more time and more opportunities to learn (supplementing more, more and still more)
3-5 times a week, (20-40mins), opportunities to practice with immediate feedback
Benefits when provided very early

Tier 3: customized instruction. More time and resources

Question 8

Application of MTSS and EBP in Socio-emotional and Behavioural domains

Positive Behaviour Support (PBS) or School-Wide Positive Behaviour Support (SWPBS)

Answer 8

Universal (T1): SEL (Social-Emotional learning) programs for 5 positive social competencies (self-awareness, self-management, social awareness, relationship skills and decision making)

Targeted (T2): active supervision and monitoring. Problem prevention through frequent recognition and positive consequences to students for meeting expectations. (Stop and Think, Check-in/check-out, Taking Action-depression, Coping Cat-anxiety)

Intensive (T3): extinction, + consequences maybe even - consequences to eliminate severely disruptive behaviour. Longer duration