Establish foundational Tier 1 practices, such as schoolwide positive behavior expectations and a social-emotional learning curriculum. Develop and implement Advanced Tier (2/3) systems in the school including 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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(7a) Establish schoolwide positive behavior expectations and acknowledgment systems, as guided by the district plan, to serve as a consistent foundation for MTSS-B.
Review steps for creating and teaching Tier 1 positive schoolwide behavior expectations and acknowledgement systems
Use these examples as a springboard for creating your own schoolwide behavior expectations
See an example of an elementary-level behavior acknowledgment system
(7b) Establish a schoolwide behavior response plan, as guided by the district plan, that is aligned with behavior expectations and focuses on restorative disciplinary policies and processes. Ensure consistency across the staff.
Articulate a schoolwide, consistent plan for staff response to student behaviors
See examples of how to define minor versus major problem behaviors to help guide staff responses to behavior
Use these examples to help design your own schoolwide behavior response flow to support consistency amongst staff
Incorporate disciplinary strategies that favor restorative and inclusive rather than punitive and exclusionary practices
(7c) Implement a universal social-emotional learning (SEL) curriculum, as guided by the district plan, 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
(8a) Implement a universal screening process as defined by the district plan. If screening is school-specific, 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
(8b) Establish a request for assistance process as guided by the district plan, 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
(8c) Develop community mental health facilitated referral pathway(s) as guided by the district plan, 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
(8d) Select and implement advanced tier evidence-based practices (EBPs)/interventions, guided by district priorities/menu; identify professional development/coaching support needs of providers.
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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