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Positive Behavioral Interventions and Supports (PBIS): Proactive strategies aimed at reducing disciplinary issues and fostering positive behavior in schools. PBIS is a framework used across various age groups, from early childhood to high school and beyond.

Numerous studies and research initiatives provide strong evidence supporting the effectiveness of PBIS. The evidence supporting PBIS comes from various research methodologies, including randomized control trials, effectiveness studies, and meta-analyses. Researchers use implementation fidelity measures to assess the extent to which schools accurately implement the core components of PBIS, ensuring that the positive outcomes are directly linked to the framework itself.

The positive effects of PBIS are most consistently observed when the framework is implemented with fidelity across all three tiers of support (universal, targeted, and intensive). The effectiveness also hinges on the consistency of its application, especially in addressing unwanted behaviors in a respectful and instructional manner. The integration of student voice and culturally responsive adaptations into the framework also plays a crucial role in improving outcomes, particularly for students from marginalized racial and ethnic groups and students with disabilities.

PBIS implementation is a long-term journey requiring ongoing commitment and adaptation. It typically takes several years to implement PBIS fully and successfully within a school or educational setting. In the first year of implementation, it focuses on setting up the fundamental elements of PBIS. This includes training staff, establishing a PBIS team, defining clear school-wide behavioral expectations (typically 3-5 positive behaviors), and developing a system for recognizing and acknowledging positive behavior. In the second year, schools typically begin implementing Tier 1 supports and gathering data from site-based assessments (like the Tiered Fidelity Inventory - TFI and the Self-Assessment Survey - SAS) to inform decisions about progressing to Tier 2 supports. The focus in these years is on solidifying the implementation of Tier 1, creating a predictable environment with consistent routines, acknowledging positive behavior, and establishing fair discipline procedures. Schools might also explore incorporating Tier 2 interventions like Check-in/Check-out systems and social skills groups in this phase. Some sources suggest full implementation of Tier 1 can take between 2-4 years.

Materials needed are, the facilitator's guides for training, PowerPoint presentations and video materials.

Collecting and analyzing data is fundamental to PBIS, allowing schools to track progress, identify areas needing improvement, and adjust strategies. Fidelity measures like the Tiered Fidelity Inventory (TFI) to assess the implementation fidelity of the core features of PBIS at each tier. Spreadsheets and other tools for tracking data, such as the SAS/TFI Triangulation Spreadsheet to compare survey responses. School climate surveys (SCS) to measure student, staff, and family perceptions of school climate. Also needed is the TIPS Fidelity Checklist and TIPS School Readiness Checklist for monitoring progress and readiness for intervention implementation.

Behavior matrices outlining expectations across different school settings should be posted throughout the school building and inside classrooms. Visual aids and posters displaying behavioral expectations are needed as well.

The PBIS framework uses a reward system (e.g., school store, tokens, or privileges) to acknowledge positive behavior.

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MTSS is Multi-Tiered System of Supports. It is a framework used to identify and support students who are struggling with academics, behavior, or social-emotional well being. It is a tiered approach that provides increasingly intensive levels of support based on student needs, aiming to ensure all students have access to the resources and interventions they need to succeed. MTSS is a long-term approach to student support, emphasizing continuous improvement and adaptation based on student needs and data analysis.

MTSS is designed to be applicable to students across the entire age range of formal education, from early childhood to high school, typically spanning from birth through age 21. Implementation of MTSS is an ongoing framework that can be implemented for several years.

MTSS utilizes a multi-tiered structure, typically with three or more tiers of support.

Tier 1: represents universal supports and interventions provided to all students, such as high-quality classroom instruction and universal screening.

Tier 2: offers targeted interventions for students who need more support than Tier 1 provides, often in small groups.

Tier 3: provides intensive, individualized interventions for students with the most significant needs.

MTSS relies on data to identify students in need of support, monitor their progress, and make decisions about interventions. It addresses academic, behavioral, and social-emotional needs, recognizing that these areas are interconnected and impact student success. MTSS involves collaboration among teachers, administrators, specialists, and families to support students.  Progress monitoring is crucial. Student progress is monitored frequently, typically weekly or bi-weekly, to track their response to interventions and adjust support as needed. Teams of educators analyze student data to determine the effectiveness of interventions and make informed decisions about instructional adjustments, resource allocation, and, if necessary, consider referrals for specialized services.

Materials needed are assessment tools, intervention materials and programs. Progress monitoring measures to track student progress and determine the effectiveness of interventions. Evidence-Based Interventions that are structured programs that target specific academic, behavioral, or social-emotional needs. These can range from small-group instruction to individualized support. Tools to generate reports and visualizations of student progress, intervention effectiveness, and other key data points are important to use for MTSS. Team Meeting Agendas and protocols, and resources to structure and guide MTSS team meetings are used.

Monitoring fidelity in an MTSS framework is important to ensure that interventions are implemented as intended and to maximize their effectiveness. It involves systematically collecting and analyzing data to evaluate the degree to which MTSS components (core instruction, interventions, assessments, and decision-making processes) are being delivered consistently and accurately.

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Fundations is a phonics based reading program that is designed to teach foundational literacy skills to K-3 students. It focuses on decoding and word recognition, spelling, and handwriting. The program is often used as part of Tier 1 instruction in classrooms and as an intervention for students needing extra support (Tier 2).

Fundations utilizes a multisensory approach, engaging students' visual, auditory, and kinesthetic senses to teach skills like letter formation, letter-sound associations, and word structure. Materials needed are a kit of teacher materials that includes a Teacher's Manual with daily plans and strategies, access to the Fundations Learning Community for online resources, Activity Cue Cards, and a Home Support Pack for parent involvement. Teachers also utilize aids like Echo Owl Puppets, Sentence & Syllable Frames, and an Alphabet Wall Strip. Sound cards, Trick Word Flashcards, and Classroom Poster Sets are used for concept reinforcement. A Fluency Kit is available for reading practice, and a Wilson Cursive Writing Kit is specific to Level 3. Core student materials include a Letter Board and Magnetic Letter Tiles for word building, a Dry Erase Writing Tablet for practice, and a Student Notebook and Composition Book for reference and dictation. Students also use a Desk Strip for quick reference. Supplemental materials include Practice Books for Levels 1 & 2 and Fundations Readers for Levels K, 1, and 2.

The key skills Fundations teaches is phonological/phonemic awareness, phonics and word study, high frequency words, handwriting and spelling. Fundations is designed as a yearlong program for each grade level, from Kindergarten through third grade.

Fundations is researched based. Fundations is grounded in the science of reading and aligns with college and career readiness standards, including the five critical components of reading specified in the National Reading Panel report: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Fundations employs both formative and summative assessments to monitor student progress throughout the program.

Daily observations by teacher, progress monitoring tools, fluency checks, targeted instruction and anecdotal records are how teachers monitor students growth. Students will take a unit test at the end of each unit which helps teachers identify if students are ready to move on to the next unit. The tests focus on encoding, to identify which students have mastered this skill and identifies those needing more support. By combining these various assessment methods, Fundations provides a comprehensive system for monitoring student progress and ensuring that students receive the support they need to develop strong foundational literacy skills.

To monitor fidelity, the Teacher's Manual serves as the guide for daily lessons, outlining the specific activities and procedures to be followed. Teachers must use an online platform that provides resources, including unit-by-unit materials, planning aids, and professional development tools that support fidelity of implementation. Fidelity checklists are also used to for teacher preparation and lesson planning, order of lesson activities, use of multisensory procedures, referencing of posters and student notebooks, interactive feedback and error correction using questioning techniques. Teachers can use logs to self-assess and document their implementation, including whether activities were completed as planned, any adaptations made, and challenges encountered.

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RTI, or Response to Intervention, is an educational framework designed to identify and support students who are struggling academically or behaviorally. It uses a multi-tiered system of supports, with increasingly intensive interventions provided based on student needs, aiming to prevent academic failure and reduce special education referrals.

Key components of RTI include universal screening to identify students at risk, a tiered intervention system with increasing levels of support (Tier 1: general education, Tier 2: small-group interventions, Tier 3: intensive individualized interventions), progress monitoring to track student progress, and data-based decision making.

RTI offers several benefits, such as early intervention, potentially reducing special education referrals, providing timely support, improving student outcomes, and empowering teachers with a structured framework.

RTI can be implemented at any grade level, from preschool through high school. It's designed to provide support for students who are struggling academically or behaviorally, regardless of their age or grade. While RTI may be particularly important in the early grades to address foundational skills like literacy, its benefits extend to all age groups experiencing difficulties.

The three tiers include:

Tier 1: Universal screening helps identify students needing further support. The duration of this tier is ongoing as it involves high-quality instruction and universal interventions within the regular classroom.

Tier 2: Targeted interventions in small groups typically last around six to eight weeks, according to research, although this can be adjusted based on student progress. A typical range can be anywhere from 10–20 weeks. If the student shows sufficient improvement, they can return to Tier 1; otherwise, they might move to Tier 3.

Tier 3: Intensive, individualized interventions are more flexible in duration, lasting anywhere from several semesters to even years, depending on the student's needs.

The goal of RTI is to provide support for the shortest possible duration needed for students to achieve success and return to a less intensive level of support, ideally back to Tier 1. The RTI process emphasizes monitoring student progress and making adjustments as necessary, moving students between tiers as their needs change.

Materials needed for RTI include:

Universal Screeners: quick, grade-level appropriate assessments given to all students to identify those at risk for academic or behavioral difficulties.

Progress Monitoring Tools: used to regularly track the progress of students receiving interventions and determine if the interventions are effective and whether adjustments are needed. Curriculum-based measurement (CBM) is often employed for progress monitoring.

Diagnostic Assessments: provide more in-depth information about a student's specific academic or behavioral deficits, helping to guide intervention planning.

Intervention resources include:

Evidence-based Instructional Materials: high-quality core curriculum for Tier 1 instruction and supplemental materials for targeted interventions in Tiers 2 and 3.

Intervention Programs/Strategies: designed to address identified areas of struggle (e.g., reading fluency interventions, math skills support resources).

Documentation tools include:

RTI Forms and Templates: needed to document student information, intervention plans, parent communication, progress monitoring data, and meeting notes.

Data Management System: to collect, analyze, and report student data is important for informed decision-making within the RTI framework.

Intervention Logs: help document intervention details, frequency, and fidelity of implementation.

Other helpful resources include:

Professional Development Resources: toolkits, guides, and research articles can support educators in implementing and refining RTI practices.

Family Communication Resources: Materials to inform and involve families, such as parent guides, fact sheets, and letters, are essential for successful RTI implementation.

Teacher Resources and Tools: Worksheets, activities, games, and technology tools can be helpful for both instruction and intervention purposes.

To progress monitor, you need to do the following:

Baseline Data Collection: Before beginning an intervention, a baseline measure of the student's current skill level is established using a reliable assessment tool.

Goal Setting: A clear and specific goal is set for the student to achieve by the end of the intervention period. This goal should be measurable and realistic.

Frequent Assessment: Students receiving interventions are assessed regularly using reliable and valid measures, such as Curriculum-Based Measurement (CBM) . These assessments are typically brief and can be administered weekly or bi-weekly depending on the student's needs and the tier of intervention.

Data Graphing and Analysis: Student scores are plotted on a graph to visually represent their progress over time. The graph includes the baseline score, the goal line, and the student's actual performance (trend line).

Decision-Making: The trend line helps educators analyze the student's rate of improvement and determine if they are on track to meet their goal. Based on this analysis, decisions are made to continue, adjust, or discontinue the intervention.

Tier 1 Monitoring: Students identified as struggling through universal screening are monitored to assess their response to high-quality core instruction.

Tier 2 and 3 Monitoring: Students in Tiers 2 and 3 receive more frequent monitoring, typically weekly or every other week, to ensure that the interventions are effective.

Also, Curriculum-Based Measurement (CBM) is a common form of progress monitoring used in RTI. CBM involves using standardized assessments that measure a student's performance in specific skill areas like reading, math, or spelling. These assessments are designed to be sensitive to small changes in student performance over time, making them effective for tracking progress and guiding instructional decisions.

To monitor fidelity, you will check that interventions and assessments are delivered accurately, guidelines or restrictions set by their developers.

Fidelity checks are crucial for the overall effectiveness of the RTI program and should be conducted regularly, such as at least three times per year. Teachers use rubrics or checklists based on the specific intervention's steps and procedures to ensure consistency and thoroughness in data collection. Collaboration and open communication between teachers, instructional coaches, and administrators to address fidelity concerns and make data-informed decisions for students.

When monitoring fidelity, you must consider if the intervention procedures being followed as planned? Is the intervention delivered for the intended amount of time and frequency? How well are the interventions being delivered? Is the instruction delivered with enthusiasm and good classroom management? Are students actively participating and engaged in the intervention activities?

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Math 180 is a comprehensive, research-based math intervention program that is designed to support struggling k-3 students. It focuses on building foundational math skills and preparing students for algebra by addressing learning gaps and accelerating their progress towards grade-level proficiency using adaptive technology and personalized learning pathways.

Math 180 is designed for students who are struggling in math, aiming to close achievement gaps. The program emphasizes building a strong foundation in core math concepts, particularly those related to number and operations, which are crucial for algebra readiness.

The program utilizes a blended learning model, combining teacher-led instruction with personalized, adaptive software. This allows students to learn at their own pace and receive targeted instruction based on their individual needs.

The typical implementation timeframes are:

Instructional Blocks: Math 180 consists of 2 courses, each with 9 instructional blocks, making a total of 18 instructional blocks.

Daily Sessions: The program is designed to be implemented in a 45-55 minute block each day, meeting five days a week.

Rotational Model: Within that block, there's a rotational model where students spend time in teacher-led small group instruction (around 20-25 minutes) and engage with the personalized software (another 20-25 minutes)

Half-Year Modules: The curriculum is divided into seven half-year modules

Self-Paced Learning: The software component allows students to work at their own pace, meaning the overall completion time can vary for individual students based on their needs and engagement levels.

Student materials needed:

Math 180 software and student digital subscription: This is a crucial element of the program, providing personalized learning and adaptive practice

mSpace Books (workbooks): These are printed materials that support and complement the software, allowing students to engage in activities, practice problems, and reinforce concepts learned

Calculator (recommended): A calculator, such as the TI-30XS, is helpful for certain exercises and tasks

Pencils and notebook: Basic supplies for taking notes, working through problems, and completing assignments

Computer with internet access: As the program utilizes a blended learning model, students will need a computer or tablet with internet connectivity to access the software and online resources

Headphones (recommended): Helpful for individual learning activities and focusing on audio instructions or explanations within the software

Teacher materials needed:

Teacher guides: These provide step-by-step instructions for lessons, guidance for monitoring student progress, and information on using other program components

SAM Central license: This online platform offers downloadable resources, interactive whiteboard tools, and data analytics tools for teachers.

Resources for differentiated instruction: Additional lessons and resources to help teachers cater to diverse student needs and learning styles.

Professional learning guides and resources: Support for teachers to refine their implementation of the program and address students' needs

Classroom Materials Box (for Course I): Contains supplementary materials that can be used in the classroom.

Interactive whiteboard or projector: Useful for whole-class instruction and engaging students with visual content.

Math 180 uses the following to monitor student progress:

Scholastic Math Inventory (SMI): This computer-adaptive test (CAT) is administered three times a year (fall, winter, and spring) to gauge a student's readiness for math instruction and track their growth in math achievement.

mSkills: These curriculum-embedded assessments are given at the end of each instructional block in the teacher-led portion of the program to assess students' understanding of concepts taught.

Formative assessments: Built-in to the program are daily opportunities for teachers to check for understanding and adjust instruction based on student needs.

Performance tasks: At the completion of each block, students engage in Explore Zone and mSpace performance tasks, demonstrating their understanding and growth in skill development.

Mindset Scan: This assessment measures shifts in students' mindsets toward math, helping identify areas where a growth mindset needs to be nurtured

The following software is also used to monitor student progress:

Student progress dashboard: The Math 180 software automatically records student activity, including time spent in different zones (Explore, Learn, Success, and Brain Arcade) and successful completion of topics.

Data analytics: The program translates this data into meaningful data snapshots and interactive analytics, providing teachers with insights into student performance and areas requiring further attention.

Administrator program activity report (PAR): This report provides aggregated usage and performance data at the class, school, and district level, allowing administrators to monitor program implementation and student performance

Teachers have access to comprehensive data at both the class and student level, allowing them to track progress, pinpoint areas of difficulty, and compare student performance against peers and grade-level standards.

Differentiation suggestions: Based on assessment results, teachers can utilize the program's suggestions for differentiation to tailor instruction and provide additional support to students who are struggling or need further challenge.

Collaborative grouping: The Groupinator™ analysis tool uses data to help teachers create targeted small groups for teacher-led instruction, ensuring students receive the support they need

Teachers can monitory fidelity by:

Structured observations: Regularly observing classrooms implementing Math 180 allows administrators or coaches to assess adherence to the program's structure and activities.

Checklists: Using a checklist based on Math 180's recommended daily schedule and lesson components can help ensure that key aspects of the program are being implemented consistently

Teacher-led instruction: Observing the teacher-led small group instruction to ensure that the content and strategies align with the program's guidelines.

Student engagement with software: Monitoring how students interact with the software, ensuring they are engaged and using the various zones as intended (Explore, Learn, Success, and Brain Arcade)

Daily or weekly logs: Teachers can self-report their implementation of Math 180 using fidelity logs, documenting activities completed, time spent on each component, and any deviations from the plan

Reflection tools: Regularly reflecting on their implementation practices, identifying areas where they might be drifting from the program's design, and setting goals for improvement.

Software data: Math 180's software provides data on student engagement, time spent, and performance within different zones and lessons, offering insights into fidelity of student use.

Progress monitoring data: Tracking student progress through assessments like SMI and mSkills can indirectly indicate fidelity. If students are not making expected gains despite consistent implementation, it might signal a need to re-evaluate the fidelity of specific instructional practices.

Administrator dashboard: The Leadership Dashboard, available in SAM Central, provides administrators with metrics to monitor implementation fidelity across classrooms and schools.

Training adherence: Ensuring that teachers have received and are applying the initial Math 180 training on the program's structure, methodology, and use of materials.

Ongoing coaching and support: Providing opportunities for teachers to receive coaching and feedback on their implementation practices helps them refine their skills and address challenges.