Response to Intervention Within Colorado Multi-Tiered System of Supports

Colorado Multi-Tiered System of Supports

• Focus is on the entire system ensuring resources, high-quality professional learning, and supports are allocated equitably across the entire organization.
• Organized teaming structures for decision-making are established; distributive leadership is prioritized. 

Colorado Multi-Tiered System of Supports

• Problem-solving culture of continuous improvement is established across the system.
• The 4-step problem solving process occurs at all tiers (problem identification, problem analysis, plan implementation, and plan evaluation).
• Thoughtful analysis (including root cause and contributing factors) of implementation and outcome data is conducted to prioritize needs and define measurable goals.
• Resources are mapped, aligned, and reallocated in response to needs and outcomes (e.g., fiscal, personnel, time, facilities). 

Colorado Multi-Tiered System of Supports

• High-impact strategies are used to build trusting relationships between staff, students, and families throughout the entire system.
• School decision-making teams embed family and student voice and shared leadership throughout the system.
• Communication mechanisms for families and staff emphasize multiple ways of gathering feedback, sharing information, and building capacity for active partnerships. 

Colorado Multi-Tiered System of Supports

• Assessment practices are systematically evaluated across the system to consider overall functionality, efficiency, cultural sensitivity, and usefulness.
• Assessment measures for academic and behavioral content areas are selected that align to the four assessment purposes including universal screening/benchmarking, diagnostic/prescriptive, formative (progress monitoring), and summative (outcome).
• Non-assessment measures are selected that target school climate, culture, and environment. 
• An assessment schedule is developed that includes the frequency of universal screeners and progress monitoring assessments in the areas of academic, social, emotional, and behavioral supports across the tiers.
• An emphasis on fidelity of implementation data in conjunction with other types of assessment and non-assessment data is used to inform and support equitable decision-making practices across student groups.

Colorado Multi-Tiered System of Supports

• Prevention is prioritized.
• Best, First Instruction at Tier 1 including evidence-based classroom management strategies are defined and consistently implemented school-wide.
• An Inventory is created that defines, organizes, and aligns Tier 1, 2, and 3 practices, interventions, and supports across the school.
• Opportunities exist to receive ongoing, high quality professional learning on the delivery of each evidence-based academic, social, emotional, and behavioral intervention across the tiers.
• A formal selection process of evidence-based practices, instruction, and interventions is utilized across the tiers.
• Standardized decision-making procedures are used to determine when student supports need to be intensified or faded.
• School-wide behavioral systems including a proactive, instructional, and restorative approach to discipline are established.
• Annual training is provided to all staff on current safety and crisis plans, how to recognize and respond to early symptoms of mental health challenges, and everyday strategies for promoting mental health in themselves and their students.