SCHOOL PSYCHOLOGISTS IN
MULTI-TIERED SYSTEMS OF
SUPPORT: A DISCUSSION OF
ROLES, CHALLENGES, AND
SUCCESSES
ELENA DIAMOND, LEWIS & CLARK COLLEGE
ANGELA WHALEN, UNIVERSITY OF OREGON
APRIL 27, 2017
OREGON RTII CONFERENCE
EUGENE, OR
SESSION OBJECTIVES
 Provide a forum for participants to discuss shared experiences and learn
from each other
 Examine the role of school psychologists within multi-tiered systems of
support (MTSS)
 Explore challenges faced as school psychologists expand their role in
MTSS implementation
 Identify strategies to address common challenges faced by school
psychologists in MTSS implementation
SESSION FORMAT
 Introductions
 Overview of MTSS framework and evolving role of school psychologists
 Facilitated participant discussion
 Roles
 Challenges
 Strategies
INTRODUCTIONS
 Who are we?
 Who are you?
 Name
 District or Organization
 Position/Title
 Brief Description of Role Participation in
MTSS Implementation
MTSS DEFINED
“MTSS refers to a multi-component, comprehensive, and
cohesive school-wide and classroom-based positive support
system through which students at risk for academic and
behavioral difficulties are identified and provided with
evidence-based and data-informed instruction, support, and
intervention.”
(Stoiber, 2014, adapted from Adelman & Taylor, 2012; Denton, 2012;
McIntosh, Chard, Boland, & Horner, 2006).
CORE COMPONENTS OF MTSS (STOIBER, 2014)
1) Differentiated instruction
2) Screening, assessment, and progress monitoring
3) Prevention and intervention focus
4) Intervention fidelity
5) Evidence-based practices
6) Professional development
MTSS IMPLEMENTATION CONSIDERATIONS
(STOIBER, 2014)
 Cohesive and integrated support system
 Integration of differentiated instruction and interventions within general
education
 Reallocation of resources
 Collaboration at the individual and team levels
 New professional development and training initiatives
ROLES FOR SCHOOL PSYCHOLOGISTS IN MTSS
IMPLEMENTATION
adapted from Stoiber, 2014
Tier 3
• Provide guidance regarding decision rules for entering and exiting Tier 3 intervention
• Facilitate the design of interventions matched to student need, based on data
• Ensure that instruction/intervention occurs for sufficient duration
• Ensure regular and sufficient data collection on intervention effectiveness and
efficiency corresponding to goals and severity of concerns
• Provide professional training to staff on intervention programs and strategies,
progress monitoring, and the use of data to inform and alter interventions
Tier 2
• Guide, monitor, follow up on collaborative team decisions for student interventions
• Consult with teachers & parents regarding effective implementation of evidence-based
programs, approaches, and strategies
• Provide resources and support teachers in using effective strategies
• Support data-based differentiation of instruction, fidelity
• Assist in selection & implementation of progress monitoring measures
Tier 1
• Assist with selection & identification of evidence-based core classroom instruction
• Assist with selection & implementation of universal screening measures
• Support data-based differentiation of instruction, fidelity
• Facilitate selection and use of classroom management strategies & environmental
supports
• Support school-based professional development
SCHOOL PSYCHOLOGISTS PLAY EXPANDED
ROLES IN MTSS (SKALSKI, 2015)
 MTSS problem solving team facilitator
 Student intervention specialist
 Assessment and evaluation specialist
 Data director, coordinator, analyst
 Universal screening and/or progress
monitoring coordinator
 Professional development provider
 Peer coach, mentor, consultant
 Liaison to families and community members
DISCUSSION
FORMAT: SMALL AND LARGE GROUP
ROLE OF SCHOOL PSYCHOLOGISTS IN MTSS
In your district/setting, how
would you describe the roles
and activities of school
psychologists within Tiers
1, 2, and 3 of MTSS
implementation?
What role does the school
psychologist play in MTSS
leadership at the school
and/or district levels?
CHALLENGES FACED BY SCHOOL
PSYCHOLOGISTS IN MTSS IMPLEMENTATION
In your district/setting, what
challenges have school
psychologists faced when
taking on a more
comprehensive role across
Tiers 1, 2, and 3?
What challenges have you
faced in supporting MTSS
implementation?
Are there different
challenges that occur
district-wide vs. within
specific buildings/programs?
STRATEGIES FOR ADDRESSING CHALLENGES BY
SCHOOL PSYCHOLOGISTS IN MTSS
What strategies have you
used to promote involvement
of school psychologists in
MTSS implementation
across Tiers 1, 2, 3?
What strategies have you
used to promote involvement
in leadership at the school or
district level?
What strategies have you
used to address specific
MTSS implementation
challenges?
NEXT STEPS FOR PARTICIPANTS
 Consider one aspect of your current role in
MTSS implementation that you’d like to change
(e.g., add or eliminate a service, take on a new
role). Name at least one strategy discussed
today that could help you to accomplish this
change.
 Identify at least one MTSS implementation
challenge you currently face. Name at least one
strategy discussed today that could help you to
address this challenge.
REFERENCES
 National Association of School Psychologists (2010). Model for
Comprehensive and Integrated Services retreived from
http://www.nasponline.org/standards/practice-model/
 Skalski, S. (2015, January). Exploring the role of the school
psychologist in a multi-tiered system of supports. Session
presented at the Park County #6 & WY School Psychologists
Association Forum, Cody, WY.
 Stoiber, K.C. (2014). A comprehensive framework for multitiered
systems of support in school psychology. In P.L. Harrison & A.
Thomas (Eds.) Best Practices in School Psychology-VI: Data-Based
and Collaborative Decision Making, (pp. 41-70), Washington, DC:
NASP.