Learn about MTSS-B routines and procedures and what it takes to implement these strategies with fidelity. Strengthen and build district infrastructure to support MTSS-B practices including the adoption of a social-emotional learning curriculum, universal social-emotional screening, a request for assistance process, facilitated referral pathways for accessing community mental health services, and other evidence-based interventions.
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(9a) Develop knowledge and understanding of school-level MTSS-B routines/procedures.
Familiarize yourself with key MTSS-B strategies and routines
(9b) Establish guidelines for schoolwide positive behavior expectations and acknowledgment systems to serve as a consistent foundation for MTSS-B in schools.
Review steps for creating and teaching Tier 1 positive schoolwide behavior expectations and acknowledgement systems
(9c) Establish guidelines for schoolwide behavior response plans that are aligned with behavior expectations and focus on restorative disciplinary policies and processes.
Articulate a schoolwide, consistent plan for staff response to student behaviors
Incorporate disciplinary strategies that favor restorative and inclusive rather than punitive and exclusionary practices
Use these examples to help design your own schoolwide behavior response flow to support consistency amongst staff
(9d) Select a universal social-emotional learning (SEL) curriculum that aligns with schoolwide positive behavior expectations to aid both students and teachers in learning and applying SEL skills.
Review criteria for evaluating and selecting a high-quality social-emotional learning curriculum
(9e) Select a universal social-emotional screener based on scholarly evidence, cost/resources, fit with other initiatives, and readiness/capacity to implement. Establish routines and procedures for administering the screener and collecting, managing, analyzing & sharing data. Ensure a response plan including adequate personnel and continuum of interventions in place to address needs.
Learn about a data-informed, universal social-emotional screening process to identify students with social-emotional and behavioral health needs
Review common universal social-emotional screening measures used in schools to determine the right fit for your district/school
A comprehensive guide to the research supporting universal social-emotional screening and tips for implementing a screening process in your district/school
(9f) Establish a request for assistance process to be managed by an identified person (e.g., advanced tier team lead) and educate all stakeholders on process (e.g., school staff, community partners, students).
Develop a structured process by which staff, students, and parents can request advanced tier supports for a student
Adapt this sample template to create your own advanced tier request for assistance form
(9g) Develop community mental health facilitated referral pathway(s) to assist youth with behavioral health needs and their families access community-based supports and services when indicated.
Learn ways to enhance “warm hand-offs” for students and their families to community-based mental health supports
(9h) Establish a protocol for selecting evidence-based practices (EBPs) for installation across all schools, including annual review of existing interventions.
Review a structured approach to selection of Tier 1, 2, and 3 practices that are feasible, culturally responsive, and that will meet student needs
Use this tool to rate, and select your own high-leverage MTSS-B practices at Tier 1, 2, and 3
Use this tool to assess the fit and feasibility of new and existing practices within your MTSS-B system
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