Integrated multi-tiered systems of support: blending RTI and PBIS

Cover --
Half Title Page --
Series Page --
Title Page --
Copyright --
Dedication --
About the Authors --
Contents --
Part I. Foundations --
1. Introduction --
Multi-Tiered Systems of Support --
Academic and Behavior Response-to-Intervention Systems --
Integration into MTSS --
Components of Academic RTI and PBIS --
Not Just Literacy and PBIS --
Why Consider Combining Systems? --
Conceptual Origins of RTI, Multi-Tiered Systems, and Integrated Models --
Response to Intervention --
A Tiered Approach to Service Delivery --
MTSS Misrules --
A History of Integrated Models --
Orientation to This Book --
Purpose and Intended Readership --
Structure --
2. The Relationship between Academic Skills and Behavior --
Research Showing a Connection between Academic Skills and Behavior --
How Combined Academic and Behavior Challenges Develop over Time --
Pathway 1: Behavior Challenges Reduce Access to Instruction --
Pathway 2: Underlying Attention Deficits Cause Challenges in Both Areas --
Pathway 3: Early Academic Challenges Increase Social Rejection --
Pathway 4: Inadequate Response to Academic Intervention Leads to Behavior Challenges --
Intervention Research on the Relationship between Academic Skills and Behavior --
Crossover Effects of Academic Interventions on Behavior --
Crossover Effects of Behavior Interventions on Academic Skills --
Some Big Ideas about the Relationship between Academics and Behavior --
Part II. Core Components --
3. Integrating Data --
Resistance to Data-Driven Education: Concerns and Solutions --
Common Concerns Regarding Data Collection and Use in Schools and Potential Solutions --
Categories of Assessment Tools for Data Collection --
Fidelity of Implementation --
Screening for Additional Support --
Diagnostic Assessment --
Progress Monitoring --
General Outcomes Measurement --
Guidance in Selecting Integrated Tools. Quality of Tools --
Trustworthy Sources for Selecting Tools --
Selecting Tools by Identifying Which Data Systems Are Already in Place --
Putting It All Together --
Creating an Assessment Plan --
Creating an Evaluation Plan --
Integrating Data Systems --
Necessary Components for Effective Integration --
Integrated Data Analysis --
Team Checklists: Integrating Data --
APPENDIX 3.1. Reading Tiered Fidelity Inventory (R-TFI)-Elementary-Level Edition --
APPENDIX 3.2. Reading Tiered Fidelity Inventory (R-TFI)-Secondary-Level Edition --
APPENDIX 3.3. Reading Tiered Fidelity Inventory-Comprehensive Edition (R-TFI-CE) --
APPENDIX 3.4. Multi-Tiered Systems of Support Needs Assessment-Elementary Version --
APPENDIX 3.5. Multi-Tiered Systems of Support Needs Assessment-Secondary Version --
APPENDIX 3.6. Integrated Academic and Behavior Request for Assistance Form --
APPENDIX 3.7. Inventory for Identifying MTSS Assessment Needs --
APPENDIX 3.8. Tiers 2 and 3 Intervention Tracking Tool --
4. Integrating Practices --
Smarter Integration --
Integrated Practices within a Tiered Model --
Tier 1: Universal Supports --
Tier 2: Secondary Supports --
Tier 3: Tertiary Supports --
Guidance in Selecting Integrated Practices --
Selecting Evidence-Based Practices --
Selecting Practices by Assessing Practices Already in Place (Resource Mapping) --
Team Checklists: Integrating Practices --
APPENDIX 4.1. MTSS Quick Audit --
APPENDIX 4.2. Tier 2 Function-Based Intervention Resource Mapping Worksheet --
APPENDIX 4.3. Integrated Instructional Plan: Literacy and Behavior --
5. Integrating Teaming --
The Team Approach --
Why Is a Team Approach So Important? --
Teams in MTSS --
Common MTSS Teams at the School Level --
Common MTSS Teams at the District Level --
Strategic Integration of Teams --
Finding the Right Balance --
Alignment of Teams --
Strategies for Effective Teaming. Effective Teaming Structures --
Integrated Problem-Solving and Decision-Making Processes --
Team Checklists: Integrating Teams --
APPENDIX 5.1. School Leadership Team Meeting Agenda --
APPENDIX 5.2. Student Support Team Meeting Agenda --
APPENDIX 5.3. Grade-Level Team Postbenchmarking Meeting Agenda --
6. Integrating District Support Systems --
How Districts Can Support Individual Schools in Implementing MTSS --
Effective Practices --
Effective Implementation Process --
Effective District Supports --
The Drivers of District Support --
Leadership Drivers --
Contexture Drivers --
Competency Drivers --
Assessing Implementation Drivers --
A Model for Organizing District Support --
District Teams and Their Functions --
Coordination across Teams --
Variations in District Support --
Variations in District Support Based on District Size --
Differentiating Support for Schools Based on Need --
Team Checklists: Integrating District Support --
APPENDIX 6.1. EBISS Systems Coach Self-Assessment --
APPENDIX 6.2. Integrated MTSS Implementation Readiness Application --
7. Integrating Entire Systems --
Moving to Integrated MTSS Models: How Do We Get There? --
Simultaneous Adoption and Implementation --
A Staggered Approach to Integration --
Which Comes First: Academics or Behavior? --
Stages of Implementation --
Stage 1: Exploration/Adoption --
Stage 2: Installation --
Stage 3: Initial Implementation --
Stage 4: Elaboration --
Stage 5: Continuous Regeneration --
Addressing Concerns Regarding Integration --
"I Teach Science, Not Behavior." --
"I Just Don't Want to Integrate Practices." --
"I Don't Know How to Do Integration." --
"I Will Not Be Adequately Supported to Integrate." --
"Our Policies and Procedures Don't Allow for Integration." --
"If We Add This New Focus, We May Stop Doing What We Do Well." --
"There Is Not Enough Time to Work on Integration." Team Checklists: Integrating Entire Systems --
APPENDIX 7.1. MTSS Initiative Alignment Worksheet --
Part III. Case Studies of Successful Systems --
8. Oregon's Effective Behavioral and Instructional Support Systems Initiative: Implementation from District- and State-Level Perspectives --
Overview --
District Level --
State Level --
History of Implementation --
District Level --
State Level --
Current Status --
District Level --
State Level --
Unique Features --
District Level --
State Level --
Evaluation of Outcomes --
District Level --
State Level --
Lessons Learned --
District Level --
State Level --
9. Florida's Multi-Tiered Support System for Academics and Behavior --
Overview --
History of Implementation --
Florida Positive Behavior Support Project --
Problem Solving/Response to Intervention Project --
RTI and PBIS to MTSS --
Systems-Level Impact and Collaboration --
District Action Planning and Problem Solving --
Current Status --
Unique Features --
Evaluation of Outcomes --
Lessons Learned --
10. Michigan's Integrated Behavior and Learning Support Initiative: A Statewide System of Support for MTSS --
Overview --
History of Implementation --
Origins --
Professional Development Sequence --
Current Status --
Scaling Up a Statewide Project While Continuing to Influence Student Outcomes --
Structuring MTSS Support --
Sustainable Infrastructure --
Unique Features --
Investing in Leadership and Existing Structures --
District Management Structure --
MTSS Coordination --
Braiding with Current Statewide and District Initiatives --
MiBLSi Project Structure --
Evaluation of Outcomes --
Future Directions --
Lessons Learned --
Start Small and Use Learning to Scale Up --
Sustainable Change --
Continuous Improvement through Use of Data --
Key Points from the Case Studies --
Part IV. Looking Back, Looking Forward --
11. Conclusion. Key Lessons in Integrating Systems --
Lesson 1: Integrate Strategically --
Lesson 2: Function Is More Important Than Form --
Lesson 3: Lead with a Team --
Lesson 4: Focus on Doing a Few Things Well --
Lesson 5: Integration Is Hard Work --
Lesson 6: Integration Is Worth the Effort --
What We Still Need to Know --
Data --
Practices --
Teaming --
Integration --
New Directions for Integrated MTSS Models --
Integrating to Form Comprehensive Educational Systems --
Expanding beyond Educational Systems --
Final Thoughts --
References --
Index.