# data[].attributes.headline
Teaching to an Evidence-Based Curriculum

# data[].attributes.subject
Teaching to an Evidence-Based Curriculum

# data[].attributes.body
Evidence-based curriculum + explicit teaching + data-driven differentiation =

Strong Tier 1 instruction that prevents many students from needing Tier 2 or 3 support.

# data[].attributes.body
Teaching to an evidence-based curriculum means teachers faithfully implement a high-quality, research-validated core program, with fidelity - while still using professional judgment to meet student needs.

# data[].attributes.headline
Student Engagement Instrument (SEI): Check & Connect

# data[].attributes.subject
Student Engagement Instrument (SEI): Check & Connect

# data[].attributes.body
SEI is a brief 35 item self-reporting survey measuring cognitive & affective engagement and is validated for students in 6th through 12th grade. Data allows school professionals to gain insights into a student’s sense of control, intrinsic motivation, and future aspirations (cognitive engagement factors). Support teams working with students will also have a better understanding of a student’s relationships with teachers, peers, and family support (affective engagement factors). Download PDFs available at bottom of page

# data[].attributes.attachment_link.description
The Student Engagement Instrument (SEI) is a brief 35 item self-reporting survey measuring cognitive and affective engagement and is validated for students in 6th through 12th grade. Data allows school professionals to gain insights into a student’s sense of control, intrinsic motivation, and future aspirations (cognitive engagement factors). Support teams working with students will also have a better understanding of a student’s relationships with teachers, peers, and family support (affective engagement factors).

# data[].attributes.headline
Nevada MTSS Coaching: Google's Data Studio for Schools

# data[].attributes.subject
Nevada MTSS Coaching: Google's Data Studio for Schools

# data[].attributes.body
Google's Data Studio was formally known as Google Looker Studio

# data[].attributes.headline
Nevada MTSS Coaching: Competing Behavior Pathway

# data[].attributes.subject
Nevada MTSS Coaching: Competing Behavior Pathway

# data[].attributes.body
Turning behavior problems into goals.

# data[].attributes.headline
Five Positive & Proactive Classroom Strategies 

# data[].attributes.subject
Five Positive & Proactive Classroom Strategies 

# data[].attributes.body
"Am I dedicating more time to teaching and reinforcing expected behaviors rather than correcting misbehaviors?"

# data[].attributes.headline
The Science Behind Routines and the Brain 

# data[].attributes.subject
The Science Behind Routines and the Brain 

# data[].attributes.body
Children and adolescents face challenges in focusing due to their maturing brains. Establishing routines in the classroom minimizes stimuli for the prefrontal cortex, helping students better engage with learning.

# data[].attributes.body
Ways to establish classroom rules linked to school-wide expectations in order to promote appropriate behavior.

# data[].attributes.headline
High-Impact Student Engagement Practices 

# data[].attributes.subject
High-Impact Student Engagement Practices 

# data[].attributes.body
Engaged students

Are more motivated to participate

Enjoy achieving learning goals

Persist through challenges

Feel intrinsically motivated to deepen understanding

# data[].attributes.body
Extensive research shows Behavior-Specific Praise (BSP) dramatically increases on-task behavior while reducing challenging and disruptive classroom actions.

# data[].attributes.body
Punishing problem behavior without teaching alternative skills increases aggression, vandalism, and dropouts.

# data[].attributes.body
Follow up with Behavior-Specific Praise the moment the student displays the correct behavior.

# data[].attributes.body
Build relationships with students outside of academics.

# data[].attributes.body
Use this tool to help name precise problems and create an action statement/plan.

# data[].attributes.body
While examining your Tier 1 follow the flowchart for fidelity. Adapted from: Harlacher, Potter, Collins, 2024

# data[].attributes.body
A pathway for Nevada educators.

# data[].attributes.body
Recommended monthly for Departments & Grade-Level Teams

# data[].attributes.body
Key points for effective educational planning:

Use recent student data for informed planning.

Teachers explain their instructional strategies.

Flexible groups adjust based on data.

Focus data discussions on actionable changes.

Action plans detail who, what, when, and how to measure progress.

# data[].attributes.body
Using the Tiered Fidelity Inventory (TFI) & student data to strengthen Tier 1.

# data[].attributes.headline
TFI-Informed Actions for Tier 1 Improvement 

# data[].attributes.subject
TFI-Informed Actions for Tier 1 Improvement 

# data[].attributes.body
1. System -Level Review

2. Selecting Advanced Tier Practices

3. Decision-Making Questions for Teams

# data[].attributes.body
“Fix Tier 1 first.” A strong Tier 1 system decreases the need for advanced supports, improving overall outcomes. Utilize TFI for system health and aggregated student data for effective prevention and support.

# data[].attributes.body
Evidence of Strong Communities of Practice

Conversations stay focused on teaching and learning

Data is used to guide decisions

All voices are heard and valued

Meetings result in clear action steps

Teachers leave feeling supported

# data[].attributes.headline
Nevada MTSS Training Team Compiled List of Universal Screeners

# data[].attributes.subject
Nevada MTSS Training Team Compiled List of Universal Screeners

# data[].attributes.body
Use this link for Academic Screening Tools Chart: https://charts.intensiveintervention.org/ascreening

# data[].attributes.body
Untangling Data-Based Decision Making: A Problem-Solving Model to Enhance MTSS (A practical tool to help you make sense of student data for effective use in MTSS)

by Jason E.l Harlacher (Author), Jon Potter (Author), Adam Collins (Author)

# data[].attributes.attachment_link.authors[].name
Jason E.l Harlacher (Author), Jon Potter (Author), Adam Collins (Author) & 0 more Format: Kindle Edition

# data[].attributes.attachment_link.title
Untangling Data-Based Decision Making: A Problem-Solving Model to Enhance MTSS (A practical tool to help you make sense of student data for effective use in MTSS)

# data[].attributes.attachment_link.description
Buy Untangling Data-Based Decision Making: A Problem-Solving Model to Enhance MTSS (A practical tool to help you make sense of student data for effective use in MTSS): Read Kindle Store Reviews - Amazon.com

# data[].attributes.headline
Nevada MTSS Coaching: District Systems Fidelity Inventory

# data[].attributes.subject
Nevada MTSS Coaching: District Systems Fidelity Inventory

# data[].attributes.attachment_link.description
\n. PDF to flipbook converted using heyzine.com

# data[].attributes.headline
Nevada MTSS Coaching: Family to School Relationship part 1

# data[].attributes.subject
Nevada MTSS Coaching: Family to School Relationship part 1

# data[].attributes.body
Part 1 of a 3-part mini series

# data[].attributes.attachment_link.title
FINAL 1 Community Engagement Mini Series - Communicating Effectively

# data[].attributes.headline
Nevada MTSS Coaching: Family to School Relationship part 2

# data[].attributes.subject
Nevada MTSS Coaching: Family to School Relationship part 2

# data[].attributes.body
Part 2 of a 3-part mini series

# data[].attributes.attachment_link.title
FINAL 2 Community Engagement Mini Series - Building Trust

# data[].attributes.body
To access the document use this link: https://drive.google.com/file/d/1yXgudbIHjkHFFs4Qur0YkhdzLJnsSspa/view?usp=drive_link

# data[].attributes.body
5:1 Magic!

# data[].attributes.headline
Nevada MTSS Coaching: Timeline of Completing your TFI 3.0

# data[].attributes.subject
Nevada MTSS Coaching: Timeline of Completing your TFI 3.0

# data[].attributes.body
Check out the great TFI resources we have compiled here!

# data[].attributes.headline
Nevada MTSS Coaching: TFI Overview at Tier 1 Level

# data[].attributes.subject
Nevada MTSS Coaching: TFI Overview at Tier 1 Level

# data[].attributes.attachment_link.title
TFI 3.0: A Practical Overview | PDF to Flipbook

# data[].attributes.attachment_link.description
Your quick introduction to the Tiered Fidelity Inventory (TFI) 3.0. Learn what it is, why it matters, and how it help. PDF to flipbook converted using heyzine.com

# data[].attributes.attachment_link.title
PBISApps | Tiered Fidelity Inventory (TFI)

# data[].attributes.attachment_link.description
The PBIS Tiered Fidelity Inventory (TFI) provides a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS).

# data[].attributes.headline
3 Ways to Use the DSFI to Build District Coaching Capacity

# data[].attributes.subject
3 Ways to Use the DSFI to Build District Coaching Capacity

# data[].attributes.headline
Nevada MTSS Coaching: Family to School Relationship part 3

# data[].attributes.subject
Nevada MTSS Coaching: Family to School Relationship part 3

# data[].attributes.body
Part 3 of a 3-part mini series

# data[].attributes.attachment_link.title
FINAL 3 Community Engagement Mini Series - Participation

# data[].attributes.body
Explicit instruction is one of the most effective teaching methods, especially for struggling learners.

# data[].attributes.headline
Research-Based Opportunities to Respond 

# data[].attributes.subject
Research-Based Opportunities to Respond 

# data[].attributes.body
Giving students frequent chances to actively respond to instruction. Research shows 3-5

OTRs per minute during guided practice significantly increases engagement, achievement, and on-task behavior in both literacy and math.

# data[].attributes.attachment_link.description
Opportunities to respond, or OTR, are structured chances for students to engage with content by answering questions, sharing ideas, or participating in discussions.

# data[].attributes.body
The more ways students can represent an idea, the deeper their understanding becomes.

# data[].attributes.body
Am I adjusting my instruction based on data so that most students can access and succeed with grade-level content?

# data[].attributes.body
Goal: Create inclusive Tier 1 instruction that affirms students' identities and improves outcomes for all learners. The culture and lived experiences we all have affect how we learn.

# data[].attributes.body
Ask yourself, "Am I checking for understanding often enough to adjust my teaching in the moment?"