MTSS and School Psychology: How a Multi-tiered Approach Can be Implemented to Create School-Wide Success Jessica Jaimes Department of School Psychology, National University PED 614: Academic Intervention Professor Mark Nguyen January 21, 2023 1 MTSS and School Psychology: How a Multi-tiered Approach Can be Implemented to Create School-Wide Success The failure of the public school system to close the achievement gap is a commonly discussed issue in society. Our educational system is designed to prepare students to succeed in the workforce as well as higher education. If our k-12 education system fails to adequately prepare its students, we do our society a disservice by producing alumni that lack the knowledge and skills they need to succeed. Something educators have come to realize is that students’ academics are very much interconnected with their psycho-social well-being, so schools are beginning to develop systems too address all of these issues, with the overall goal of supporting academic development through supporting the student as a whole. As a result of this need, the idea of Multi-Tiered Systems of Support (MTSS) has emerged and is now the driving framework for successfully addressing all of students’ diverse needs. MTSS is a multi-tier, school-wide prevention and intervention model, designed to support students’ academic, social-emotional, and behavioral needs (Schaffer, 2022) Perhaps the most familiar way to explain MTSS would be to compare it to a house. MTSS has some key components of a house: a foundation, framework and walls. These components come together to form a holistic system of supports that address not only students’ academic needs, but their socio-emotional and behavioral needs, to best support the student to succeed in their education. A key concept of MTSS is preventing academic, behavioral, and social-emotional difficulties through early identification and, therefore, early intervention (Braun et al., 2020). Early identification is made possible through frequent assessments of a student’s school-based functioning. Interventions are targeted, evidence-based, and require continuous collection of data so that data-based decision-making can be implemented (Loftus-Rattan et al., 2023). 2 The Foundation of MTSS: Six Foundational Principles MTSS’ foundation consists of six principles. First, MTSS assumes that all children can achieve grade-level expectations. Second, the MTSS model is proactive and emphasizes early identification of students in need of support based on their academic, behavioral, or socialemotional needs. Third, MTSS emphasizes the use of evidence-based interventions and instruction. Fourth, MTSS utilizes data collection to enable data-based decision-making regarding instruction, intervention planning, allocation of resources, and the overall effectiveness of school practice. Fifth, instruction under MTSS must be individualized to meet each child’s unique needs. Finally, sixth, along with promoting school-wide learning for all students, MTSS gives districts an opportunity to revise and revolutionize their school culture (Schaffer, 2022). The Four Pillars of the MTSS House Now that a solid foundation has been established, we can examine the next step to forming a successful MTSS house- the four pillars. The first pillar consists of varying levels of evidence-based supports (Schaffer, 2022). This is a three-tiered approach, with supports intensifying as the student moves down the tiers. These interventions are supplementary and are not meant to replace the Tier 1 supports (Loftus-Rattan et al., 2023). This means students receive support in addition to their general instruction, not instead of it. The second pillar of the MTSS house is universal screening. Universal screening measures are an essential part of an MTSS model, as they allow for early identification of, and therefore early intervention for, struggling students. Universal screening measures should take place three times a year (fall, winter, spring) and should be used to predict students who are atrisk of poor learning, behavioral, or social-emotional outcomes (Malone & Turner, 2022). These 3 measures should be brief (less than eight minutes) and do not need to tell us everything about a student, rather, they serve as a quick indicator as to whether there is a potential concern (Schaffer, 2022). The third pillar that forms the MTSS house is progress monitoring. Progress monitoring is a type of formative assessment that allows educators to determine if the interventions being implemented are beneficial to the student (Schaffer, 2022). At Tier 2, progress monitoring should take place on a bimonthly basis, while at Tier 3 progress monitoring should occur either weekly or biweekly (Nguyen 2022; Schaffer, 2022). Frequent assessment is necessary because it enables educators to ensure that a student is not kept in an intervention that is not working, nor are they kept in an intervention that is no longer needed (Braun et al., 2020). Regular review of data is essential to ensure that students are receiving the correct type and amount of support that they need to succeed. The fourth and final pillar of the MTSS house is data-based decision making. Data-based decision making is a continuous process of gathering and analyzing screening, progress monitoring and other data points (grades, behavioral incidents, etc.) to make decisions about whether an intervention is beneficial for the student receiving it. If data shows that a student is not responding to the interventions, more intense interventions may be required. With data-based decision making, we can make quick, effective choices about our interventions so that we do not waste time implementing an intervention that is not working. The Walls of the MTSS House There are four walls that make up the MTSS House. Each wall represents a multi-tiered system of supportive and intervention services designed to support every student in achieving 4 academic success. The systems that comprise the MTSS house are: Response to Intervention, School-Wide Positive Behavior Support, Social-Emotional RTI & Trauma-informed Practices, and Suicide Prevention and Intervention. These service-delivery models are designed to address the child as a whole- academically, behaviorally, and social-emotionally (Schaffer, 2022). The MTSS framework is built upon the idea that prevention is preferable to remediation. Response to Intervention: RTI RTI is a triangular, three-tiered intervention service delivery model that is part of the general education curriculum. The focus of RTI is on providing quality evidence-based instruction and remediating academic deficits for students. (Schaffer, 2022). RTI is based on the concept that all students should be ensured high-quality instruction and that universal screening, early identification, and evidenced-based interventions can reduce and prevent future learning delays (Schaffer, 2022). Tier 1 of RTI is designed to deliver academic interventions and supports to all students in the general education classroom resulting in approximately 80%–85% of students responding to the intervention. In Tier 2, supplemental instruction that is more rigorous and intense than Tier 1 instruction is given to approximately 10%–15% of students who have been identified at-risk for not meeting proficiency. This supplemental instruction tends to involve either providing groups of 5–8 students push-in or pull-out support delivered by a content specialist or teacher. If students do not respond to Tier 2 interventions, they move to Tier 3. Interventions at Tier 3 are delivered in exceedingly small pull-out groups of one to three students by a content specialist or special education teacher (Nguyen, 2022; Schaffer, 2022). 5 School Wide Positive Behavioral Supports (SWPBS) School-Wide Positive Behavior Support (SWPBS) focuses on preventing and intervening in children who present with externalizing behaviors. Like the other intervention service delivery models, SWPBS employs a multi-tiered continuum of supports and interventions to prevent and address challenging behaviors in children. Tier 1 of SWPBS typically involves school staff working together to foster, embrace, and model school expectations, routines, and mottos, and approximately 80% of students should respond to this model (Schaffer, 2022). Those who don’t respond move to Tier 2. Students at Tier 2 greatly benefit from interventions that offer them explicit expectations and feedback. Tier 2 supports can include interventions such as behavior contracts or Check-in Check-out (CICO) routines. The 1-5% of students who do not respond to Tier 2 interventions tend to have constant and severe maladaptive behavior patterns that may endanger themselves or others wind up in Tier 3 (Schaffer, 2022). Tier 3 supports are designed to address the function of the behavior and require a behavior support team to meet up and outline the individual needs, preferences, and strengths/weaknesses of the student (Loftus-Rattan et al., 2023). A Functional Behavior Assessment (FBA) may be complete to determine why a student in engaging in the behavior and a Behavior Intervention Plan (BIP) may be developed in response to the FBA (Schaffer, 2022). This would likely be performed by a school psychologist; in fact, a school psychologist would likely be instrumental in supporting all tiers of SWPBS. Social-Emotional RTI and Embedding Trauma-Informed Practices Social-emotional RTI consists of three tiers with a specific focus of teaching students mental wellness strategies and providing support for social-emotional concerns (Schaffer, 2022). Tier 1 of social-emotional RTI is similar to Tier 1 of SWPBS, in that a central component of both is the creation of a warm, welcoming, and caring school environment that fosters safety and 6 security in students (Malone et al, 2022). Supports at Tier 2 are designed to be short-term and typically last between six to t welve weeks (Schaffer, 2022). Tier 2 programs might include group counseling, Cognitive-Behavioral Interventions, or social-emotional CICO with a teacher or trusted staff. Students at Tier 3 require intensified supports that are specific to their needs and areas of deficit. Tier 3 services are designed to treat children who present with the highest mental health care needs outside of special education (Schaffer, 2022). At this level, the intervention would likely be provided by the school psychologist, and a treatment plan would be developed. Suicide Prevention and Intervention Suicide prevention and intervention endorses the idea that not all children who are experiencing social-emotional concerns or engaging in self-injurious behaviors are suicidal (Schaffer, 2022). As with the other ‘walls’ of the MTSS house, Suicide Prevention and Intervention operates using a three-tiered model. Tier 1 of suicide prevention and intervention builds on universal supports already in place through school-wide positive behavior support (SWPBS) and social-emotional response to intervention, including the creation of a culture that models and emphasizes respect, empathy, and kindness for one another (Schaffer, 2022). Supports at this level also include ‘gatekeeper training’, or educating staff regarding youth suicide. If a student expresses Suicidal ideation, but does not yet have a concrete plan and has not attempted, the student is moved to the second tier. In Tier 2, a risk-assessment is typically performed by the school psychologist or another qualified professional, and a support/safety plan is developed. In addition, psychoeducational interventions and information on community-based service providers who may further assist the child can be provided. Students who are at high-risk for committing suicide are placed in Tier 3. These students may have a documented history of suicide attempts, self-identify as suicidal, or may have been identified by others as high risk due 7 to suicidal thoughts and behaviors. The biggest difference between a student at Tier 2 and one at Tier 3 is that a student at Tier 3 is at imminent risk of committing suicide, has a detailed method to complete the act, has access to materials to attempt suicide, and is showing one or more of the warning signs. Tier 3 efforts consist of school-based mental health practitioners and administrators working with the local hospital, community mobile mental health unit, or outside mental health agency to ensure the child is connected with outside support. At this step, the school psychologist’s role is critical in guiding administration, the student, and the family down the correct path. School Psychologists as Instruments of Change in the MTSS System The implementation of MTSS in schools presents school psychologists with many opportunities to expand their roles and take responsibilities across different domains. School Psychologists are trained to be critical readers of research and can be instrumental in determining if there is quality research to support a teaching method. They can also collaborate with leaders on the interventions of various subgroups of students (Loftus-Rattan et al., 2023). In urban settings, where schools may face high turnover and more inexperienced teachers, leadership needs to step in to help prepare teachers to meet the diverse needs of their students (Braun et al., 2020). School psychologists can be a critical part of this leadership team, providing critical evidence-based supports to ensure we have high-quality teachers in our classroom who are wellprepared and well-supported. Universal Design Learning Universal Design for Learning (UDL), is based on the idea that “what is essential for some, is good for all”. In the classroom, this means that the teaching strategies that might be 8 necessary for facilitating comprehension for students with disabilities are beneficial for all students, regardless of their disability status. This approach increases the likelihood that students will understand a concept, by guiding classroom education to respond to individual student learning styles and interests (Murawski & Scott, 2019). UDL also removes barriers to learning by providing accommodations, support, and additional challenges when needed (Nguyen, 2022). The three principles are the engagement, representation, and action/expression. Engagement is the idea that motivated, purposeful learners will be more interested and driven to learn. Representation creates resourceful, knowledgeable learners by presenting the material in different ways. Finally, Action and Expression creates strategic, goal-directed learners by providing different options for students to express what they know (Murawski & Scott, 2019). How Does UDL Impact Placement Along the Tiered System? UDL is a highly effective instructional pedagogy and, if correctly implemented, should result in approximately 80% of students being successful with Tier 1 supports (Edyburn, 2021; Murawski & Scott, 2019). Therefore, UDL can be instrumental in supporting the RTI wall of the MTSS house, as it can assist in supporting the diverse academic needs of the students in the general education classroom. Without a robust, evidence-based pedagogy like UDL driving curriculum design and instruction, students will be more likely to struggle or need increasing levels of support to achieve academic success. The multi-tiered MTSS framework cannot function correctly without an effective service model to ensure students are placed in the correct tiers and that most students (approx.. 80%) are able to be supported with Tier 1 interventions (Edyburn, 2021; Murawski & Scott, 2019). For academics, UDL is an effective instructional pedagogy to ensure the tiered-model functions appropriately. 9 Conclusion MTSS has created a framework to assist educators in making data-driven decisions through the monitoring of student progress, thereby strengthening instructional supports and the likelihood that a student will succeed (Braun et al., 2020). By providing multi-tiered academic, behavioral, and social-emotional interventions a school effectively addresses its students’ diverse needs and fosters an environment that sets students and teachers up for success. Furthermore, when teachers implement an effective instructional pedagogy like UDL, students are more likely to be distributed appropriately along the tiered-model of supports, which is critical to the success of the MTSS framework-based systems. 10 Works Cited Braun, Kumm, S., Brown, C., Walte, S., Hughes, M. T., & Maggin, D. M. (2020). Living in Tier 2: educators’ perceptions of MTSS in urban schools. International Journal of Inclusive Education, 24(10), 1114–1128. https://doi.org/10.1080/13603116.2018.1511758 Edyburn, D. L. (2021). Universal Usability and Universal Design for Learning. Intervention in School and Clinic, 56(5), 310–315. https://doi.org/10.1177/1053451220963082 Loftus-Rattan, Wrightington, M., Furey, J., & Case, J. (2023). Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery. Teaching of Psychology, 50(1), 77–85. https://doi.org/10.1177/00986283211024262 Malone, Wycoff, K., & Turner, E. A. (2022). Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth. Psychology in the Schools, 59(12), 2438–2452. https://doi.org/10.1002/pits.22606 Murawski, W. W., & Scott, K. L. (2019). What Really Works With Universal Design for Learning. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781544338699 Nguyen, M. (2022). Lesson 1: Multi-Tiered Systems of Support (MTSS) https://nationalu.brightspace.com//content/enforced/46460-PED614-106882301/Module%201/Lesson%201/Lesson%201.pdf?_&d2lSessionVal=KgiH6OHd6khJY CFZ9W70Rf8M4&ou=46460 Nguyen, M. (2022). Universal Design for Learning (UDL). https://nationalu.brightspace.com//content/enforced/46460-PED614-106882301/Module%202/content/index.html?ou=46460#/lessons/fG0A_4V68Vgf7saq0RYa RA426Eihc1sM O’Neill, John L. (2021). Accessibility for all abilities: How universal design, universal design for learning, and inclusive design combat inaccessibility and ableism. Journal of Open Access to Law, 9(1), 1–15. Schaffer, G. E. (2022). Multi-Tiered Systems of Support. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781071831120 Scheuermann, Brenda, K. et al. Positive Behavioral Supports for the Classroom. Available from: VitalSource Bookshelf, (4th Edition). Pearson Education (US), 2021.
