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MTSS, Multi-Tiered Systems of Support, in Birdville

BIRDVILLE ISD ACADEMIC MTSS MODEL:

A major premise of the Â鶹¹ÙÍø Academic Response to Intervention or RtI / Mutlit-Tiered Systems of Support or MTSS model is that everyone has the responsibility to address the learning needs of students and to respond appropriately when students need interventions, regardless of grade level. The elementary and secondary academic RtI / MTSS model in Birdville is designed to be implemented within the unique parameters of each level. Since teachers are the initial responders and must become equipped to implement research-based Tier 1 strategies in reading and mathematics for all students, the district is committed to providing all teachers with required resources and professional learning opportunities.  In addition, each PLC also has a responsibility to work collaboratively to address the learning difficulties that become apparent when studying assessment data. The campus interventions, when coupled with the district interventions, provide the safety net for learning that our students will need to be successful learners for life. Teachers and administrators construct this safety net by:

• Focusing on Tier 1 Instruction
  Question #3 of the Professional Learning Committee, “How do we respond when a student experiences initial difficulty in learning?” requires an initial response from the general education classroom teacher.  This is referred to as a Tier 1 response.  Teachers use formative assessments throughout the instructional process to determine the progress of an individual student or groups of students relative to the curricular standards.  Also, teachers use other types of data to determine if student(s) are experiencing difficulty.  Evidence-based strategies are used to address student(s) appropriately so that progress is made quickly and the need to advance to more intensive interventions is minimized.   As a system, our intent is to address learning gaps immediately and group within the classroom to address specific students with identified needs.  If the Tier 1 response is timely, appropriate, and supportive, students will most likely make academic progress within the classroom without receiving more intensive instruction and support. 

• Participating in Appropriate Professional Development
  Teachers and administrators receive the necessary professional development to support the Birdville ISD academic RtI / MTSS model and process.  The district’s Professional Development Plan specifically addresses the various Tier 1 strategies that teachers need for reading and math instruction.

• Identifying Students in Need of Intervention
  The district’s Assessment Plan provides information about the assessments that are used for placement on RtI / MTSS tiers and the timelines that will be followed for administering beginning, middle, and end-of-year (BOY, MOY, and EOY) universal screeners.  If a Tier 2 or 3 response is necessary, this handbook will address the appropriate steps to take at the campus level.

•  Implementing Effective Interventions
  Students who meet the criteria for placement into Tier 2 or Tier 3 receive targeted intervention in small groups utilizing evidence-based resources delivered by trained Â鶹¹ÙÍø interventionists or classroom teachers. Intervention is intensive instruction that provides students with strategies designed to close gaps in their learning. It differs from remediation or tutoring, which are designed to help students master classroom assignments.

BIRDVILLE ISD BEHAVIOR MTSS MODEL:

The Behavior RtI / MTSS Model mirrors the Academic EOY Model in structure and intent. Everyone has the responsibility to address the learning needs of students and to respond appropriately when students need interventions regardless of grade level. The Birdville RtI / MTSS model is designed so that it can be implemented within the unique parameters of each level. Teachers and administrators must become equipped to implement research-based strategies to support positive behavior in students. The district is committed to providing all teachers with the required resources and professional learning opportunities.  Each campus will be required to implement a Positive Behavior Intervention System (PBIS) framework. The campus interventions, when coupled with the district interventions, provide the safety net for learning for students struggling with behavior challenges. Teachers and administrators construct this safety net by:

• Focusing on Tier 1 Instruction
  The core components of Tier 1 instruction are the provision of social/emotional learning opportunities and PBIS, Positive Behavioral Interventions, and Supports. Social/emotional learning is essential in that it enhances academic performance, improves the learning environment, promotes positive social behavior, decreases problem behavior and emotional stress, and increases attendance and graduation rates. PBIS creates a positive learning environment with common expectations, targeted instruction, positive reinforcement, support strategies and interventions, collaborative teams, data-driven dialogue, and a schoolwide system approach. If the Tier 1 response is timely, appropriate, and supportive, students will most likely make progress within the classroom without receiving more intensive instruction and support.
   
• Participating in Appropriate Professional Development
  Teachers and administrators receive the necessary professional development to support the Birdville ISD RtI / MTSS model and process. 
  
  
•  Identifying Students in Need of Intervention
  Students who exhibit persistent and ongoing behaviors of concern may be placed on RtI / MTSS Tiers.  Factors to consider are the frequency, intensity, and duration of the behavior. If a Tier 2 or 3 response is necessary, this handbook will address the appropriate steps to take at the campus level.
  
  
• Implementing Effective Interventions
  Students who meet the criteria for Tier 2 or 3 placement receive targeted intervention in small groups utilizing evidence-based resources delivered by trained Â鶹¹ÙÍø staff.