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MTSS RtI Tier 1
Universal Interventions, for ALL students. For academic,Its preventive and proactive. For behavior, its for all settings, preventive and proactive. 80%-90% of students response.
MTSS RtI Tier 2
Secondary interventions. For some students. Academic : High efficiency and rapid response. For behavioral as well. 5-10 % of students
MTSS RtI Tier 3
Tertiary Interventions for individual students. Academic: Assessment-based and High intensity. Behavior: Assessment-based, intensem and durable procedures
Important Cautions Related to School-Based Interventions
Not all interventions are created equal
Not all interventions will be successful with all students
Intervention selected should always be a collaborative process
Parent involvement is critical
Data-based decision making can only occur if accurate and meaningful data are collected throughout the course of the intervention
Do not focus on one sole intervention, consider alternative options
Ethical Considerations: School psychologists
role
School psychologists often act as consultants for intervention development, selection, and/or implementation – imperative to be aware of possible ethical issues
Ethical Considerations
for intervention selections
nterventions that are selected must meet several criteria, to include:
Federal and state guidelines, district requirements, and ethical principles of practice
Ethical Considerations in Interventions
Interventions should focus on enhancing skills, not reducing unwanted behaviors or deficits; must involve parent and student participation; require documentation and evaluation; consider consultant competence; and include provisions for referrals for additional services if not effective.
NASP Ethical Considerations: Intervention Targets
Interventions should enhance skills and target environments (whole class, group, or individual). Focus on keystone behaviors that greatly impact desired outcomes.
NASP Ethical Considerations: Intervention Effectiveness
Recommended interventions must be research-based (aligned with ESSA Tiers). Continuous monitoring is essential to assess their effectiveness
Ethical Considerations: Possible undesired side effects and outcomes
Procedures should always maintain and protect the dignity of students
Always aim to minimize the risk of adverse side effects
Especially true with interdependent group contingencies – need to involve adequate teacher training as well
Ethical Considerations: Partnering with parents
Involving parents in the intervention process is essential
Parents should be involved in conversations regarding interventions
Ethical Considerations: Student involvement
Students should be involved in the intervention process to an appropriate degree
Degree of involvement depends on many factors – nature of the problem, capacity to participate, parent’s views of the child’s performance, etc.
Ethical Considerations: Evaluating intervention effectiveness
Data-based decision making is required to determine if interventions should be continued or terminated
Frequent and consistent progress monitoring should occur
Ethical Considerations: Consultant competence
All consultants must be aware of their limitations and ensure to practice within those boundaries
Consultants should be well-informed about the intervention(s) they recommend
Ethical Considerations: Provisions for referrals
The problem-solving process should not abrogate parent’s rights under IDEIA
Interventions and data must be documented
Include parents as collaborators from the beginning
The Role of the School Psychologist According to NASP
school psychologists can: (a) develop and provide system-wide prevention activities delivered within an MTSS; (b) interpret data for program planning; (c) develop and monitor program services; (d) provide system-wide, classroom, and individual case consultation; (e) develop crisis prevention and response protocols; and (f) assist in the important coordination of these potentially overlapping services.
In addition, school psychologists are uniquely trained in assessment and data-based decision making. Therefore, school psychologists can support decision making at the individual, group, classroom, grade, school, and district levels to improve instructional and behavioral health services provided in schools aligned with MTSS.
The Role of the School Psychologist: According to CASP
“a school psychologist is a credentialed professional whose primary objective is the application of scientific principles of learning and behavior to ameliorate school-related problems and to facilitate the learning and development of children in the public schools of California”
This is done through effective consultation and collaboration, intervention design/implementation, as well as data collection and data-based decision-making
