1

University of Wisconsin River Falls

SPSY 620: Introduction to Multi-Tiered Systems of Support
- Fall Semester 2016 Tuesdays 4:30 7:15 PM
3 credits
Professor Contact Information & Office Hours:
Instructor

Phone:
E-mail:
Office Hours:

Heidi Springborg, Ed.S.2, NCSP

Ad Hoc Instructor
School Psychologist, Independent School District 196 (Rosemount, Apple Valley,
Eagan)
(Cell) (651) 329-9846
heidi.springborg@uwrf.edu
After class sessions and as scheduled by appointment

Class Time: Tuesdays, 4:30 7:15 p.m.

Fall 2016 Course

Meeting Schedule
Sept. 13th Session 1
20th Session 2
27th Session 3
Oct 4th Session 4
11th Session 5
18th Session 6
25th Session 7
Nov. 1st Session 8
8th Session 9
15th Session 10
22nd XXX
29th Session 11
Dec. 6th Session 12
13th Session 13
20th Session 14

Credit Hours: 3

Location: UWRF, Wyman Rm #121

Highlights
(see full table below for ALL info)
WELCOME!!!
Iris Module in-class quiz
e-Resource/Google Site shell due (share link in
Dropbox)
Presentation in-class: PBIS
Online Live Session
2 reading group presentations
Presentation in-class: Supporting Transgender Youth
5 reading group presentations
Online Live Session (over by 6:30-election
day!!)
3 reading group presentations
No Class in RF meet with group members
Summative Reflective Project due in Dropbox
Poster Session-School District Appraisal
FINAL e-Resource/Google Site Due
No Class in RF

Course Description:
This course will introduce multi-tiered systems of service delivery in schools. Three strands of service
delivery will be included: 1) academic/cognitive, 2) behavioral/social, and 3) mental health/emotional.
Emphasis will be on Tier One of a Three-Tiered system. Tier One focuses on universal strategies for
prevention and early intervention services in all strands. Topics will include evidence-informed
curriculum and other services or interventions available to all school students. The roles and goals of
school-based mental health professionals will be emphasized.

UWRF College of Education and Professional Studies Conceptual Framework:

The education unit at the University of WisconsinRiver Falls takes a balanced approach to teaching
and preparation of education professionals. As part of this college, the School Psychology Program rests
on a foundation of Inclusivity, Constructivism, Creativity, and Collaboration.
School Psychology Program Philosophy:
The school psychology program at the University of Wisconsin-River Falls (UW-RF), located in the
Department of Counseling & School Psychology in the College of Education and Professional Studies, is
founded on the scientist-practitioner model of training in professional psychology. The program is
committed to educating professionals with comprehensive knowledge and skills, particularly in the
areas of data-based decision-making and culturally responsive practice. As a nationally and stateapproved program, it is aligned with the training domains developed by the National Association of
School Psychologists (NASP) and the Wisconsin State Department of Public Instruction (DPI) School
Psychology and Pupil Services Standards. These domains of school psychology education and practice
guide program curricular content, future performance-based observations and evaluations, and
outcomes for program candidates.
Course Goals & Objectives:
The following course goals and objectives reflect the broad training goals and objectives of the
program. The program goals and objectives incorporate ideas from the training domains established by
NASP and the Wisconsin DPI.
1) Recognize the role of tiered service delivery in prevention, early intervention, and evidence-informed educational practices.
2) Demonstrate knowledge of Tier 1 service delivery strategies (e.g., universal curricula and strategies for all students in
schools).
3) Demonstrate knowledge of aspects of each of the three strands of service delivery: 1) academic/cognitive, 4)
behavioral/social, and 3) mental health/emotional.
4) Demonstrate emerging skills of school-based mental health professionals in a tiered service delivery system (e.g., data-based
decision making)

Course Structure:
The instructional format of this course will include lecture (face-to-face and online via D2Ls
Collaborate), discussion, demonstration, practice, and readings. Most importantly, this class will
require extensive collaboration. Students will find that a large amount of time outside of class is
required to complete this course successfully. Each student needs to be aware of this situation and to
budget her or his time accordingly. All learning is assessed via periodic in-class formative assessments
(which take different formats), written work, presentations to the class, etc. I ENCOURAGE students to
bring and use personal technology! There are many opportunities to look up information on the
fly and share it with the class. The use of personal email and social media (including texting) during
class time is discouraged (see use of technology during class section below)
Required Reading:
Primary Texts:
Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to
Achievement (1st Ed). Routledge.
McIntosh, K., and Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI
and PBIS 1st Edition. Gilford.
AND. Pick ONE for small group study and presentation (groups of 3)

Between the World and Me by Ta-Nehisi Coates (2015)

Disgraced: A Play by Ayad Akhtar (2013) and Threading My Prayer Rug: One Woman's Journey
from Pakistani Muslim to American Muslim by Sabeeha Rehman. (2016)
Invisible Man, Got the Whole World Watching: A Young Black Mans Education by Mychal Denzel
Smith (2016)

Masterminds and Wingmen: Helping our Boys Cope with Schoolyard Power, Locker-Room Tests,
Girlfriends, and the New Rules of Boy World by Rosalind Wiseman (2014)
Pushout: The Criminalization of Black Girls in Schools by Monique Morris (2016)
Queen Bees and Wannabes, 3rd Edition: Helping your Daughter Survive Cliques, Gossip, Boys,
and the New Realities of Girl World by Rosalind Wiseman (2016)
Redefining Realness: My Path to Womanhood, Identity, Love & So Much More by Janet Mock
(2014)
The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the
Collision of Two Cultures by Anne Fadiman (2012)
The Distance Between Us: A Memoir by Reyna Grande (2013)
We Should All Be Feminists & Purple Hibiscus by Chimamanda Ngozi Adichie (2015)

Additional Readings will be assigned from the following:

NASP (2014). Best Practices in School Psychology VI (Grimes & Harrison, Eds.). Bethesda, MD: National
Association of School Psychologists.
MTSS Blog in WI: http://mtss4wisconsin.blogspot.com/
PBIS: OSEP technical assistance center: https://www.pbis.org/school/rti
Werner, S., Purper, C, and Vanderpyl, T. (2014). Managing classroom behavior: Learning how. In The
Special Edge, Vol 27, No 3. https://iris.peabody.vanderbilt.edu/wpcontent/uploads/2014/08/edge_summer2014_iris_professional_development.pdf
Other readings as assigned (and provided)
Materials Needed for the Course:
- Access to a computer or devise that
(1) can access the internet, and
(2) has audio and video capability (i.e., a web cam)
(3) can be brought to class for in-class web-based work
**We will be using Socrative and other learning apps during class. Please come prepared!

- Headphones with microphone

- Access to a scanner for uploading assignments to D2L (NOTE: there are a few free apps that can be
used with smartphones or tablets that use your devices camera to take a picture and convert
content to a PDF. These include FastScanner and CamScanner. If interested, please see what apps
would work best with your personal devices.)
Policies and Procedures Relevant to this Course
Statement of expectations:
The Department of Counseling & School Psychology is charged with the dual task of nurturing the
development of professionals-in-training and ensuring quality client care. In order to fulfill these dual
responsibilities, faculty must evaluate students based on their academic, professional, and personal
qualities. A students progress in the program may be interrupted for failure to comply with academic
standards or if a students interpersonal or emotional status interferes with being able to provide
ethical services to clients. For example, in order to ensure proper training and client care, a
professional-in-training must abide by relevant ethical codes and demonstrate professional knowledge,
technical and interpersonal skills, professional attitudes, and professional character. These factors are
evaluated based on ones academic performance and ones ability to convey warmth, genuineness,
respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should
demonstrate the ability to accept and integrate feedback, be aware of their impact on others, and
accept personal responsibility, and be able to express feelings effectively and appropriately.

Attendance and Withdrawal Policy:

The candidate is expected to attend all scheduled class meetings in-person and online and to
engage actively in class discussions and group activities. For the second and each subsequent
unexcused absence, the final total number of points earned in class will be lowered by 25 points. The
instructor will discuss with the candidate the potential for withdrawal from the course should a pattern
of absences and/or late assignments emerge.
Attendance and active participation is a critical aspect of this class. The overall quality of learning for
class members will be enhanced if all students are present and participate in each class session. In
case of an emergency, please notify the instructor prior to class. Individualized assignments will be
developed by the student with consultation from the instructor to cover missed content. It is
the students responsibility to request an individualized assignment in a timely fashion and
propose an alternative activity. As part of this alternative activity, students will be
required to independently connect with a fellow student to obtain information covered
during the missed class session. Failure to do so will be considered when computing
grades.
In the event the University is closed due to weather, there will be no class. Check email frequently on
days with inclement weather. Please use good judgment during inclement weather and do not put
yourself or others at risk. Up-to-the-moment information will be shared with students via
Remind please sign up for this free service that preserves your confidentiality.
Technical Requirements:
Access to Learn at UWRF (powered by D2L) will be used for this course. You can log into D2L using your
UWRF ID and password. UWRF uses your UWRF email address (firstname-lastname@UWRF.edu) for
communications. Check your UWRF email on a regular basis. If you have problems accessing your
email accounts, including operating D2L, contact the HELP DESK at 423-425-2676.
Use of technology during class:
Unless otherwise discussed with your instructor, please set cell phones to vibrate or turn off during
class. Laptop use for taking notes and accessing learning tools in class is not only acceptable, but
encouraged! Please, however, do not use for other purposes during class (e.g., checking email,
texting, surfing the internet). You are welcome to check email, voicemail, and text messages during
breaks. If there is an urgent situation needing your attention, please step out of the classroom space
to converse or communicate in text.
Food and Beverages:
Please be mindful of building requirements related to food and beverages. That being said these are
LONG classes. You are welcome and encouraged to bring a water bottle and snacks for
breaktime. As adults, I trust your ability to manage your own needs. Just please make sure that you
leave the classroom space neat and clean when you depart.
Late Work:
ALL assignments must be submitted to receive a final grade for the course. It is expected that all
assignments will be completed by the noted due date. If a student experiences extraordinary
circumstances, extensions of no more than one week can be arranged with the instructor. Note that
such extensions may have a cost of a point reduction to your final grade. Assignments must be
crafted according to the guidelines contained in this syllabus.
Incomplete Policy:

5
Students must request a grade of Incomplete, using the programs incomplete request form.
Incompletes are not automatically granted.

Per university policy 8.2.18.1, a grade of incomplete (I) may be given for a verifiable, non-academic
reason at the instructors discretion upon student request. If the student does not complete the
coursework and an A-F grade is not given within two semesters (excluding J-term and summer terms)
the course grade becomes an F. See Instructor Preference paragraph (8.2.18.4) below for exceptions to
this rule. When a student completes the work, the incomplete (I) grade is replaced with the new grade
(A-F). The notation for I and SP is taken off of the students records when the course work is completed.
The student is responsible for being aware of the financial aid implications of his or her grades.

Additionally, per university policy 8.2.18.2, a grade of satisfactory progress (SP) may be given by the
instructor when the work of the course extends logically or for pedagogical reasons beyond the end of
the term. The instructor will give the SP after assessing that the work to date demonstrates progress. If
the work is not completed at the conclusion of two semesters (excluding J-term and summer terms) and
the instructor does not submit a grade, the course grade becomes an F. The student is responsible for
being aware of the financial aid implications of his or her grades.

Candidates carrying two or more I grades will be unable to register for additional coursework. Please,
be aware, many program classes are offered only one time per year. A delay in registration may delay
progress through the program by one full year. Candidates may not carry any incompletes at the time
of graduation (M.S.E. and Ed.S.). Additionally, per university policy, all Incomplete (I) or Satisfactory
Progress (SP) grades will automatically lapse to a Failure (F) grade after two completed semesters
beyond the semester the I or SP was issued.
Additional Comments re: Incompletes: You are encouraged to stay with the due date schedule as noted.
Late work has a tendency to pile up quickly, as assignments are due weekly. Late work also delays
feedback. The feedback is critical to the learning that takes place and can be used for later
assignments.
Finally, the schedule experienced in this course mimics that of a practicing school psychologist in many
ways. Your ability to organize your work and persist through unknowns reflects early life as a school
psychologist. The faculty will observe your ability to work within such a system during this course and
other courses (measured, in part, by the Professional Work Characteristics rubric found in the Program
Handbook). Please see me early in the semester if you are struggling to keep pace or need assistance
in any way. All assignments must be submitted in order to pass the course, even if not submitting them
would still result in an overall percentage of points that would be considered passing.
Inclusivity Expectations and Academic Policies:
The UWRF promotes safe, inclusive and effective learning environments that protect the rights and
support the interests of both students and faculty. For additional information regarding our inclusivity
expectations, academic accommodations, academic conduct expectations and processes, and other
syllabi information, please consult http://go.uwrf.edu/Syllabi. This site contains the inclusivity
expectations and academic policies and procedures to which all staff and students are accountable.

The University of Wisconsin-River Falls strives to maintain our campus as a place of work and
study for faculty, staff, and students that is free of all forms of prohibited discrimination and
harassment. If you have concerns about such behavior, contact your instructor, the Office of
Student Conduct and Community Standards at 715-425-0720, or the Office of Equity, Diversity,
and Inclusion at 715-425-3833. For a list of prohibited behaviors and protected classes or to
report something that is inappropriate using an online process, please use
this form: http://www.uwrf.edu/EquityDiversityInclusion/incident.cfm.

The University of Wisconsin-River Falls welcomes students with disabilities into its educational
programs, activities, residential halls, and everything else it offers. Those who will need
academic adjustments or accommodations for a disability should contact the Ability Services
Office. Decisions to allow adjustments and accommodations are made by the Ability Services
Office on the basis of clinical documentation that students provide to sufficiently indicate the
nature of their situation.

Academic Misconduct:
Academic misconduct (e.g., cheating, plagiarism) will not be tolerated in this class. For further
information regard academic misconduct, refer to the UWRF Student Handbook available online at
http://www.uwrf.edu/policies/welcome.htm#discipline. Plagiarism is the unauthorized use of another
persons work, or the misrepresentation of another persons work as your own. Specific examples
include but are not limited to: purchasing a research paper, reusing a paper/assignment written by
another student, copying directly out of a book without proper citation, improper citation of direct
quotes, or paraphrasing without proper credit given to the source. Any work that is plagiarized will be
given zero credit and the student will be reported in violation of the Student Honor Code.
Illness Epidemic Policy:
School psychology program requirements and expectations cannot be excused due to an H1N1 virus or
other illness epidemic. In the event a student contracts the H1N1 virus or other extended illness, the
student may receive a grade of Incomplete (I) until all requirements are properly met. Practicum
students are expected to complete all 600 hours and interns are expected to complete all 1,200 hours
of the required field-based experiences, even if it requires continuing the field experience into an
additional school year. Should a practicum students or interns field-based supervisor become ill for an
extended length of time, another appropriately credentialed supervisor with three or more years of
experience must be assigned immediately. Missed field-supervision hours may necessitate extending
the field experience beyond the normal time frame. Practicum students and interns are encouraged to
have a backup supervisor identified early in the fall semester. Should the H1N1 virus or other illness
become problematic at UW-RF or the surrounding areas, the School Psychology Program faculty will
utilize flexibility in terms of due dates and attendance. However, please, check with each individual
professor for specific expectations.

Required reading:
Readings are identified related to each topic in the class schedule. The Required Text is not optional.
Students are expected to attend all lectures and complete assigned readings prior to class sessions.
Each student will be responsible to teach classmates about their portion of the readings each week,
so falling behind on required reading has a negative impact for every student in the class. The
instructors lectures will not be exclusively based upon textbook readings, but rather, designed to
complement and expand upon that which was covered in the text. It will be much easier to grasp
lecture material (and to ask questions if you need clarification) if you keep up with assigned readings.
The instructor reserves the right to institute quizzes based on readings as part of the participation
grade should students demonstrate difficulty independently managing this requirement.
Grades and Grading Policies:

7
This class will be taught on the basis of a learning mastery model. Students will therefore be
required to demonstrate a mastery of material covered during the course by achieving no less than a
grade of B- or 80% on all assigned work. If a grade of less than B- is received on any single
assignment, students are required to:
a. Meet with course instructor to review those factors that contributed to less than satisfactory
performance and develop a plan of action to correct them, and
b. Resubmit the assignment.
Students will be given two additional opportunities to demonstrate mastery (i.e., achieve a grade of
B-) following submission and initial grading of assignments. If a grade of B- is still not attained, the
highest grade attained will be recorded and used in determining a final grade. This policy applies to all
work undertaken as part of this course. Re-submission of assignments that do not meet mastery
criteria is a required part of this course. Failure to take part in this process will result in 0%
of possible points for the assignment in question and probable failure of the course.
Final grades will be calculated by adding the number of points students receive for completed work.
Final grades will be determined as indicated below:
94 100%
90 93.9%
87 89.9%
83 86.9%
80 82.9%
Below 80%

=
=
=
=
=
=

A
AB+
B
BF

Course Requirements and Evaluations

1

Book Review and 15 minute presentation in small groups (100 points)

(Learner outcome #2, 4)
As indicated earlier in the syllabus, students will select one of several options for this book
review and presentation. The options are as follows:
o
o
o
o
o
o
o
o
o
o

Between the World and Me by Ta-Nehisi Coates (2015)

Disgraced: A Play by Ayad Akhtar (2013) and Threading My Prayer Rug: One Woman's
Journey from Pakistani Muslim to American Muslim by Sabeeha Rehman. (2016)
Invisible Man, Got the Whole World Watching: A Young Black Mans Education by Mychal
Denzel Smith (2016)
Masterminds and Wingmen: Helping our Boys Cope with Schoolyard Power, LockerRoom Tests, Girlfriends, and the New Rules of Boy World by Rosalind Wiseman (2014)
Pushout: The Criminalization of Black Girls in Schools by Monique Morris (2016)
Queen Bees and Wannabes, 3rd Edition: Helping your Daughter Survive Cliques, Gossip,
Boys, and the New Realities of Girl World by Rosalind Wiseman (2016)
Redefining Realness: My Path to Womanhood, Identity, Love & So Much More by Janet
Mock (2014)
The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and
the Collision of Two Cultures by Anne Fadiman (2012)
The Distance Between Us: A Memoir by Reyna Grande (2013)
We Should All Be Feminists & Purple Hibiscus by Chimamanda Ngozi Adichie (2015)

You will work in small groups (~3) to complete this assignment. Each group member will
thoroughly read the groups selection. Then you will work collaboratively to develop a short
(~15 min, no more than 20 min) presentation for the class. This presentation will address the
following issues:
-

A short summary of the book

8
-

Your hypothesized intent for the authors writing of this book (what did the author want us to know or
do based on this information?)
As a school psychologist or school counselor, what main point(s) stood out to you or challenged your
assumptions?
After reading this book, what implications rise to the surface for educators including school based
mental health professionals? (what do educators need to know?)
What are two or three things (or more!) that schools could do to support persons who are similar to
those represented by your book choice? What could a complete MTSS system include so that its
supportive of members of this population?
Would you recommend this book? If so, for whom? Why?

Successful completion of this assignment will include:

-

Evidence that each group member completed the selected reading

Evidence of equal participation of all group members in presentation development
At least 2 specific things that schools Multi-Tiered Systems of Support could do to support students
and families represented by your groups selection.

NOTE: Your grade will be based on both ratings from the instructor (50%) and an
average of your classmates ratings (50%)
2

Ecological Appraisal of a School District: Group Research and Presentation via a

Class-wide Poster Presentation (200 points) - School Psych Students: this
assignment is to be uploaded to your portfolio to address Domain 5: School-Wide
Practices to Promote Learning. Be sure to upload your documents or slides, along with the
graded rubric for the assignment, do your One Drive e-folio. You do not need to include the
supplementary documents in your final portfolio.
Students will work in small groups to interview key personnel in a district, review district
documents/publications, and attend a school board meeting for the purpose of better
understanding the ins and outs of a school system AND the range of roles fulfilled by schoolbased mental health service providers. Moreover, students will gain insights into the degree to
which the school district is implementing Multi-Tiered Systems of Support for reading, writing,
math, social / behavioral skills, and mental health.
In addition to developing a district-wide overview, students will organize all available
information into an MTSS model (i.e., pyramid or similar graphic) of services/supports for ONE
school building, identifying current areas of strength as well as areas to strengthen (+
suggestions) should the building continue to develop a more complete MTSS model. Students
will summarize their learning in such a way as to present at a multi-media poster session
during one of our last class sessions. Each group will have one or two tables and a wall space
for setting up their display. Presentations should include such artifacts as graphic displays of
findings, short (2-5 min) videos about various aspects of your district, samples of publications
about your district/school, copies of school board meeting notes, a larger model of your schools
MTSS model, and a graphic illustrating strategies for supporting transgender youth (see Janet
Mock book review assignment). Note that you cannot record students without parental consent.
All work should integrate learning from class discussions, Iris modules, the textbook, and
supplementary readings. More guidance about this assignment follows at the end of the
syllabus including potential candidates to interview, possible questions to ask, and potential
sources of published information.
Start early!! This is a BIG project! Keep in mind that the people you will need to interview have
very busy schedules and may need to reschedule meetings. School board meetings occur
infrequently. Etc. If you wait to start this project, you will not be done on time!

9
NOTE: Your grade will be based on both ratings from the instructor (50%) and an
average of your classmates ratings (50%)
3

Dynamic Web-Based e-Resource (50 points)

Students will develop a dynamic e-resource that will house various tools for professional
practice as they move through their programs at UWRF. Students are encouraged to use Google
Sites for this project; however, other web site applications or wikis WILL be accepted, BUT a
Google Docs or One Drive folder will NOT suffice.
Your site structure should be easy to modify as you take additional classes in your program.
Ultimately, this will be a resource to take into practice and possibly share with others in the
years to come. You can organize your site in any way that makes sense to you; however, the
following is one suggestion for main (a.k.a. parent) pages:
- Splash or Landing page your beliefs as a psych, picture, bio, etc. (to potentially share with
future employers and other contacts
- Consider having one page for each class you will take in your program you could then
upload your syllabus and resources from that class to the page
- OR Consider having one page for course syllabi and then arrange other information
thematically (e.g., a page for mental health, another for reading interventions, and
another for assessment tools. This kind of organization would easily evolve with you
throughout the program or as you move into your work as a school psychologist.
-

Other Ideas to include:

o Guiding Principles for Practice (to house personal philosophy of practice, NASP ethical
principles, etc.)
o Research (to house uploads of articles or links to key sites, possibly organized
thematically)
o Tools for assessment (possibly organize by interviews, observations, informal tests,
etc.)
o Tools for academic intervention
o Tools for social / behavioral intervention
o Tools for emotional and mental health intervention
o Problem-Solving resources (e.g., graphing, team problem-solving protocols, links to
slope calculators, etc.)
o Syllabi and Assignments from Classes (perhaps organized by class number and title)
o Job-seeking and interview resources (for YOU to reference as you move into the field)
o Etc.

Successful completion of this E-Resource for this class will include:

- Creation of the general framework for the site (including pages that you may not populate or
fill during the course just build them as placeholders for future content)
- A place on the site that introduces you as a professional to others (even if you dont share
it!)
- Uploads of resources from this course
- Uploads of your colleagues assignment/sharable products that you feel may be helpful to
you as you move into practice (e.g., one-page key questions and blank interview
protocols)
NOTE: to share this site with me, you will need to make sure that you change your sharing options within the
site AND provide me with a link to your site. Please do this latter part through the D2L dropbox, not via email.

Completion of Iris RtI modules online (in-class quiz worth 25 points)

10
Students will individually complete the Vanderbilt University Iris modules on RtI and complete a
short quiz (open-book/open-computer) based on the content.
Successful completion of these modules will include:
- Individual review of all online materials
- Individual completion of a short open-resource quiz about module content (upload to D2L)
5

Summative Reflective Project Checklist for Evaluating MTSS models in schools (25
Points)
Individually or in groups, students will develop a checklist of essential features of MTSS learned
throughout this course. Your checklist can take the form of a simple checklist or a more
complex rubric where levels of implementation can be rated and/or next steps can be
prioritized. This checklist should be no longer than 4 pages long; however, if your
design/formatting requires a longer document, just let me know! The idea is to identify things
that are essential to an MTSS system not everything that could be part of one. Be sure to
include things from your small group book readings/presentations!

Participation in face-to-face AND online course components (50 points to be divided

between participation and D2L discussion posts)
Each student will participate in in-classroom sessions and possible D2L Discussion Posts.
Additionally, students will attend virtual class sessions (to be scheduled during regular class
times on some evenings when in-person attendance is not required) using D2Ls Collaborate.
Note that, for successful participation, students must have access to a computer or other device
than can access the internet and has a camera. Students will also need to have audio capability
for successful Collaborate participation. This is done most effectively via headphones with a
microphone.
In addition to Virtual sessions, students will create an online presence in the course in the
following ways:
1) Create a biography with a picture of yourself and post to the Introductions Discussion
Board
2) Participate in regular discussions via D2Ls discussion board. For each question posed,
students will post at least ONE original response and respond to at least ONE other posting
by a colleague. Original postings need to integrate content learning AND personal
reflection. More guidance on each post will be forthcoming.

Class Session and Reading Schedule

Sessi
on #
1.

2.

Topic

Date
Sept
9/13 -

Introduction to course
Review syllabus and assignments
Community expectations
Forming groups for projects
What is MTSS?
- Three faces of the pyramid
- Introduce Hatties Work (quiz re:
Variables Impacting Student
Achievement)
9/20
Google site tutorial
Necessary components at each
Tier
- Instruction/intervention
- Data systems
- Problem-solving systems
Digging into The first face -

Online Review and Readings

Due

In Class:
http://rtinetwork.org/essential/tieredin
struction/tier1/accurate-decisionmaking-within-a-multi-tier-system-ofsupports-critical-areas-in-tier-1

Iris Modules:
- RtI (Part 1): An Overview
- RtI (Part 3): Reading Instruction
- High Quality Mathematics Instruction: What
Teachers Should Know
Readings:

In-Class Quiz re:

Iris Modules
(open-resource)

11
Academics Tier 1
- State Standards Activity
- Discussion re: Hatties book
3.

9/27

-Hattie Chapter 1: The Challenge

Chapter 2: The Nature of the Evidence
Chapter 3: The Argument

Academics continued (reading,

Iris Modules:
math and writing)
- Evidence-Based Practices (Part 1):
- Tier 1, 2, 3
Identifying and Selecting a Practice or
- What does evidence based
Program
instruction mean? (continuum from
- Evidence-Based Practices (Part 2):
research-based to evidenceImplementing a Practice or Program with
informed)
Fidelity
- Why is fidelity a big deal?

Be ready to share
out about your
info!
Get started on
your BIG
project!!!!

Readings:
-McIntosh & Goodman: Chapter 1:
Introduction
-An Analysis of Evidence-Based Teaching
Practices from Meta-Analyses 2000 to
2014 for Kindergarten through Middle
School (Burchard)
-Hattie - (Divide between reading groups
or group members)
Chapter 6: The Contributions from the
School
Chapter 7: The Contributions from the
Teacher
Chapter 8: The Contributions from the
Curricula
Chapter 9: The Contributions from
Teaching Approaches (part 1)
Chapter 10: The Contributions from
Teaching Approaches (part 2)
4.

10/4

Face 2: Social/Behavioral Functioning

PBIS
Social skills instruction
Social Emotional learning and
links to college and career
readiness
Speaker 5:40-7:10: Carolyne
Zieske - PBIS

5.

10/1
1

YouTube Video Features Central to MTSS

https://www.youtube.com/watch?
v=khujzgNrcwc

e-Resource shell
due

Readings:
-McIntosh & Goodman: Chapter 2 The
Relationship Between Academic Skills and
Behavior
-Best practices in Developing a Broad-Scale
system of School-Wide positive Behavior
Support (Sugai, Horner, & McIntosh) BP
5
-Best Practices in Social Skills Training
(Frey, Elliott, & Miller) BP 6
-Hattie:
Chapter 4 The Contributions from the
Student
Chapter 5 The Contributions from the
Home

Face 3: Mental Health

How is MH separate from
Social/Behavioral functioning?

Video: Interconnected Systems

Framework:
https://www.youtube.com/watch?
v=mZvXX7NWpDk

VIRTUAL SESSION VIA

COLLABORATE :
Log onto room in D2L see
email invitation

Readings:
Each group pick one of the following
to review AND develop a SHORT
summary or graphic to share with the
group online

Have your groups

article summary
to share with all
dont get too
formal! Youll
need visuals since
this will be done
online

12

6.

10/18

Related issues AND/OR issues that

overlap the faces of the pyramid
(note lead-in lecture)
Cultural Competence
English Learners
SES-related issues
Trauma informed practice
Crisis prevention and response

7.

10/25

Related issues AND/OR issues that

overlap the faces of the pyramid
part 2.
Speaker 4:30-6:00 Leslie
Lagerstrom supporting
Transgender Youth
-

- Best Practices in Population-Based School

Mental Health (Doll, Cummings, &
Chapla) BP 6
- Best Practices in Group Counseling
(Herbstrith & Tobin) BP 6
- Best Practices in School-Based Mental
Health/Consultee-Centered Consultation
by School Psychologists (Sandoval) BP
6
- Providing Mental Health Services within a
Multi-Tiered System of Support
(Vallancourt, Cowan, & Skalski)
- Evidence-Based Tier 1, Tier 2, and Tier 3
Mental Health Interventions in Schools
(chapter 2, Evidence-based school
mental health services)
Each group will focus on one different
related issue divide readings from
that section between group members
(see additional readings for session 6
below)
Readings for every group:
McIntosh & Goodman: Chapter 4
Integrating Practices
LGBTQ and Supporting Transgender
Youth
- Sexual Orientation? Gender Identity?
Gender Expression? Knowing the
difference can make all the difference to
students who do not conform to binary
norms (Westheimer & McGinnis)
- Responding to Concerns: Teaching about
Gender (genderspectrum publication)
- Best Practices in Supporting Students Who
Are Lesbian, Gay, Bisexual, Transgender,
and Questioning (Fisher)

See suggested
timeline and plan
accordingly

Group Reading
Presentations (2)
Your interviews
should be mostly
done by this point
AND you should
have already
attended a school
board meeting

Bullying
- Best Practices in Bullying Prevention (Felix,
Green, & Sharkey)
- A Framework for School-wide Bullying
Prevention and Safety
http://www.nasponline.org/resources/bullying/bullying_brief_12.pdf

8.

11/1

Data for every face-RIOT/ICEL

Complete Iris Modules:
Different purposes for different data: - RtI (Part 2): Assessment
Benchmarking, screening, progress
- Evidence-Based Practices (Part 3):
monitoring, accountability
Evaluating Learner Outcomes and Fidelity
Tiers 1, 2, 3 data sources
Readings:
Tech-supported data-based decision- - McIntosh & Goodman: Chapter 3
making
Integrating Data
- Best Practices in Educational Accountability
(BP 5) (Braden & Tayrose)

Group Reading
Presentations
(5)

13
9.

11/8
-

VIRTUAL SESSION VIA

COLLABORATE:
Log onto room in D2L see email
invitation
Linking data and problem-solving
systems:
Data Analysis Teaming
How does special education fit into
this model?

10. 11/15
9

(election day session will end

by 6:30)
Problem-solving systems at all Tiers
PLCs
Committees, task forces, etc.
Child Study Teams
Teacher Assistance Teams
Pupil/Student Assistance Teams
Catch-Up

11/22

Meet in groups ON YOUR OWN

refer to suggested timeline for
end-of-term project

Complete Iris Modules:

- RtI (Part 4): Putting it all Together
Readings:
- McIntosh & Goodman: Chapter 5
Integrating Teaming
- Best Practices in Data-Analysis Teaming
(Kovaleski & Pederson)

You should have

already attended
the school board
meeting

Best Practices in School-Based ProblemSolving Consultation: Applications in

Prevention and Intervention Systems
(Kratochwill, Altschaefl, & Bice-Urbach)
Best Practices in Implementing SchoolBased Teams Within a Multitiered System
of Support (Burns, Kanive, & Karich)
Child Study Teams:
http://www.specialednews.com/specialeducation-dictionary/cst---child-studyteam.htm
NO class in RF meet in groups

Group Reading
Presentations (3)

Resources to help you with the

discussion:

Summative
Reflective
Project/Checklist
due in Dropbox

(NO CLASS IN RF
TONIGHT)
11. 11/29

Standard protocol approach vs

problem-solving approach to
intervention (research a program
ID whether it would be used for STP
or PS approach see Discussion
Board for more info)

Iris Center http://www.ideapartnership.org/documents/

TwoApproachesRTI.pdf
Other resources as needed by individuals to
engage in online discussion (search on your
own)

12. 12/6

13. 12/13

14. 12/20

Group Presentations
Or Poster Session
Tying it all together
- What did we learn from Ecological
Appraisals?
- How has this helped our
understanding of MTSS evolve?
- Future Directions for MTSS

Finals week We will submit online

work in lieu of an in-person final

No readings for tonight

Bring info to class

about the
program you
investigated
BIG School
District
Appraisal is
due!

Readings:
- Best practices in Professional
Development: An Integrated, Three-Tier
model of Academic and Behavior
supports. (Stollar, Schaeffer, Skelton,
Stine, Lateer-Huhn, & Poth) BP 5
- McIntosh & Goodman:
Chapter 6 Integrating District Support
Systems
Chapter 7 Integrating Entire Systems

Final E-Resource
due (confirm link
is correct in the
Dropbox)

14

Supplemental Readings for Session #6:

Culturally-Responsive Practice and English Learners:
Best Practices in Delivering Culturally Responsive, Tiered-Level Supports for Youth With Behavioral Challenges (Hess, Pejic, &
Castejon)
English Language Learners: An Introductory Guide for Educators
http://www.nasponline.org/resources/culturalcompetence/ell_educators.pdf
English Language Learners (ELL) and Response to Intervention (RtI): Information for K-6 Educators
http://www.nasponline.org/publications/booksproducts/hchs3_samples/s7h4_english_language_learners_and_response_to_intervent
ion.pdf
SES-Related Issues:
Best Practices in Working With Homeless Students (Kabler, Weinstein, & Joffe)
Best Practices in Working With Children From Economically Disadvantaged Backgrounds (Mule, Briggs, & Song)
Trauma-Informed Practice:
WI DPI Creating Trauma-Sensitive Schools to Improve Learning
http://sspw.dpi.wi.gov/sspw_mhtrauma
The Role of School in Supporting Traumatized Students
(http://www.nasponline.org/resources/crisis_safety/trauma/prr_nov13_trauma_sensitive_schools.pdf)
AMBIT Network from the U of M: http://www.cehd.umn.edu/fsos/projects/ambit/
Crisis Prevention and Response:
http://www.nasponline.org/prepare/about-prepare.aspx
Best Practices in School Crisis Intervention (Brock, Reeves, & Nickerson)
Best Practices for School Psychologists as Members of Crisis Teams: the PREPaRE Model. (Brock, Nickerson, Reeves, & Jimmerson
(BP 5, p. 1487)

15

Training Standards met by this course:

NASP Practice Model with 10 Domains of Practice

The UWRF School Psychology Program curriculum was designed with the NASP Practice Model in mind.
Upon completion of the program, school psychology students will have experienced numerous
opportunities to gain knowledge and emerging skills related to all components of the NASP Practice
Model. A key aspect of the NASP Practice Model is the inclusion of performance-based Domains of
School Psychology Training and Practice that guide future performance based reviews and outcomes of
training for students. School psychology graduate students use the following information to guide the
development of the candidate programmatic portfolio. The highlighted domains below reflect NASP
graduate education domains met through the requirements of this course, SPSY 620 Intro To MultiTiered Systems of Support:
Practices That Permeate All Aspects of Service Delivery
Domain 1: Data-Based Decision Making and Accountability
School psychologists have knowledge of varied models and methods of assessment and data
collection for identifying strengths and needs, developing effective services and programs, and
measuring progress and outcomes.
Domain 2: Consultation and Collaboration
School psychologists have knowledge of varied models and strategies of consultation,
collaboration, and communication applicable to individuals, families, groups, and systems and
methods to promote effective implementation of services.
Direct and Indirect Services for Children, Families, and Schools
Student-Level Services:
Domain 3: Interventions and Instructional Support to Develop Academic Skills
School psychologists have knowledge of biological, cultural, and social influences on academic
skills; human learning, cognitive, and developmental processes; and evidence-based curricula
and instructional strategies.
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
School psychologists have knowledge of biological, cultural, developmental, and social
influences on behavior and mental health, behavioral and emotional impacts on learning and
life skills, and evidence-based strategies to promote socialemotional functioning and mental
health.
Systems-Level Services:
Domain 5: School-Wide Practices to Promote Learning
School psychologists have knowledge of school and systems structure, organization,

16

and theory; general and special education; technology resources; and evidencebased school practices that promote learning and mental health.
Domain 6: Preventive and Responsive Services
School psychologists have knowledge of principles and research related to resilience and risk
factors in learning and mental health, services in schools and communities to support
multitiered prevention, and evidence-based strategies for effective crisis response.
Domain 7: FamilySchool Collaboration Services
School psychologists have knowledge of principles and research related to family systems,
strengths, needs, and culture; evidence-based strategies to support family influences on
childrens learning and mental health; and strategies to develop collaboration between families
and schools.

Foundations of School Psychological Service Delivery

Domain 8: Diversity in Development and Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and other
diverse student characteristics; principles and research related to diversity factors for children,
families, and schools, including factors related to culture, context, and individual and role
difference; and evidence-based strategies to enhance services and address potential influences
related to diversity.
Domain 9: Research and Program Evaluation
School psychologists have knowledge of research design, statistics, measurement, varied data
collection and analysis techniques, and program evaluation sufficient for understanding
research and interpreting data in applied settings.
Domain 10: Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school psychology;
multiple service models and methods; ethical, legal, and professional standards; and other
factors related to professional identity and effective practice as school psychologists.
Wisconsin Department of Public Instruction: Pupil Services Standards.
In addition to the NASP graduate education domains, the Wisconsin Department of Public
Instruction (DPI) has standards for all Pupil Services educators, as summarized next. Full domain
descriptions are available in the UWRF Policies and Procedures Handbook or via the Wisconsin
DPI website at http://dpi.wi.gov/tepdl/pi34.html.
The highlighted items reflect DPI pupil services standards that are met through the
requirements of SPSY 620 Intro To Multi-Tiered Systems of Support
1. The pupil services professional understands the Ten Teacher Standards (see:
http://dpi.state.wi.us/tepdl/stand10.html for details)
2. The pupil services professional understands the complexities of learning and knowledge of
comprehensive, coordinated practice strategies that support pupil learning, health, safety
and development.
3. The pupil services professional has the ability to use research, research methods and
knowledge about issues and trends to improve practice in schools and classrooms.
4. The pupil services professional understands and represents professional ethics and social
behaviors appropriate for school and community.
5. The pupil services professional understands the organization, development, management
and content of collaborative and mutually supportive pupil services programs within
educational settings.
6. The pupil services professional is able to address comprehensively the wide range of social,
emotional, behavioral and physical issues and circumstances which may limit pupils' abilities
to achieve positive learning outcomes through development, implementation and evaluation
of system-wide interventions and strategies.
7. The pupil services professional interacts successfully with pupils, parents, professional
educators, employers, and community support systems such as juvenile justice, public
health, human services and adult education.

17

18
Ecological Appraisal of a School District: Group Research and Poster Session
(200 points)
(addl info and guidance)

Successful completion of this project will include the following:

- A group poster presentation that provides a synopsis of your district AND school of focus
(Use of technology is encouraged)
- A graphic display of one schools MTSS system including areas of strength and areas to
strengthen (plus your recommendations for filling holes)
- A one-page list of who was interviewed and by whom; also include the date and location of
each persons School Board Meeting attendance
- A one-page flyer or other artifact that you can share with your colleagues about some key
summary points about the district and one schools MTSS system.
Some Ideas to get you thinking
Demographics and basic district info
- How many schools? Students? Teachers? Paraprofessionals? What programs, other than school
buildings, are operated by the district? What is the administrative structure of the district?
- What are the greatest strengths of your school system?
- What do you think that the greatest challenges to public education will be over the next five years?
How is your district preparing to meet those challenges?
- School Board Meeting (every person in your group needs to attend at least one hour of ANY school
board meeting; at least 2 people, however, from your group needs to attend the school board
meeting held in the district you are investigating)
o What, in general, was on the agenda? (how did this compare with the experiences of others
in your group)
o What was the structure of the meeting like? (Formal? Strict procedures? Etc.)
o Who tended to speak during the meeting?
o What decisions were made?
o What did you learn or take away from the meeting experience
Budget
- What is the operating budget for the district? Does the district have a fund balance?
- Income where does the district get its funds? What kinds of supplemental funding are received for
supplemental programs to support struggling learners?
- What is the process for deciding how district funds are allocated?
Teaching and Learning:
- What are the goals for the district? Building?
- What major initiatives have been on the radar for your district over the past 3 to 5 years? What led
to the need for these initiatives?
- What kinds of supports are available from the District Office to each of your buildings?
Partnerships with Parents:
- What opportunities are there at the district and building level for home-school connections?
- What challenges exist with regard to enhancing partnerships with parents?
Building-specific Issues:
- What are the main goals for this school this year?
- What programs or supports are in place to achieve these goals? And what kind of progress
monitoring happens to provide feedback about whether the goal will be attained?
- What are the demographics of the school? How many teachers, students, paras, etc.? What
percentage of students in the school are eligible for Gifted and Talented services? Free and

19

Reduced Price Meals? Special Education? Other kinds of academic supports? What is the student
to teacher ratio in the classrooms?
In addition to general education teachers, who would you identify as key resources for supporting
student success?
Does your school have a Multi-Tiered System of Support for Academics? Social/Behavioral learning?
Mental Health? If so, describe.
Describe parent involvement at your school. What are strengths and barriers to partnerships with
parents?
Describe how problems about student learning are solved at the school. Are there any teams in
place that address group or individual issues? (e.g., PLCs, SAT, Child Study, building leadership
teams, etc.)
What is the process for determining whether a new intervention or strategy is needed to address
student needs? How is a new intervention or strategy implemented and sustained?
What do you think that the greatest challenges to public education will be over the next five years?
How is your building preparing to meet those challenges?
What kind of support is available to your building from the District Office?
Does your building have a comprehensive crisis prevention and response plan? Do you have an
active crisis response team? What kind of training has been done (or is done regularly) with regard
to this plan?

Role-Specific Issues:
- Describe a typical day for you at this school.
- What might your best day look like here at this school?
- What might your most challenging day look like?
- Describe the different supports in place at this school for students needing tiered interventions.
- How does your role fit into a Multi-Tiered System of Support here?
- What needs do you think could be addressed differently? If resources were limitless, what changes
might you make with regard to student supports?
- Are you a member of your buildings crisis response team?
- What other teams or committees do you serve on?
Note that it may be beneficial to select school districts that typically partner with UWRF for practicum
and/or internship as the information obtained by your group AND your colleagues may help you as you
prepare for interviews in the future!

20
E-Resource (50 points)
Students will develop a dynamic e-resource that will house various tools for professional practice as
they move through their programs at UWRF. Students are encouraged to use Google Sites for this
project; however, other web site applications or wikis WILL be accepted, BUT a Google Docs or One
Drive folder will NOT suffice.
Here is some guidance for developing a Google Site:
There are MANY support videos on YouTube, but some are quite long and others give more info than I
think you'd want if you are a beginner. I found two short ones that should get you started pretty well:
Here is one that comes from Lynda.com. It reviews how to start a google site from a template:
http://youtu.be/kiG6OEftkJQ
Here is a short one that gives BASIC info about how to edit a page from a site template:
http://youtu.be/POAWJ8XyUYI
These two should give you a basis for (1) setting up your site from a gallery template, and (2) editing
the content on a template to meet your needs.
If/when you are ready for more, feel free to search YouTube (or other sources) for more tutorials. :-)
There are also a few 'easy' templates to edit. Take a look and do some exploring on your own, too!
Note that these are just suggestions - you are free to build this however you'd like.

21

22
Online Class Participation Guidelines
General guidance for Online Discussion Posts:
Please push yourself beyond praise for each others ideas. Consider selecting specific elements
of a post and noting WHY that element resonates with you... or doesn't. Disagreeing with each
other in writing can make everyone feel vulnerable, however. Without the assistance of body
language and voice tone to help interpret our words, there is the risk of misinterpretation and
damage to relationships. However, our different backgrounds and perspectives can give us
vastly different opinions about key course issues. These differences, if discussed with care and
compassion, can enrich the learning experiences for everyone. So I encourage you to challenge
others thinking and perspectives in our discussions; however, please do so in a way that honors
each persons unique experiences. Remember to disagree with ideas, not people. When you
have a difference of opinion, consider explicitly sharing why you may think or feel differently
about a topic. This may include stating what personal or professional experiences led you to
think the way you do about something. Some tips for disagreeing in email and via forums such
as this from Dale Carnegie training include the following: (summarized from
http://boston.dalecarnegie.com/blog/main/four-tips-for-disagreeing-agreeably/)
1. Give others the benefit of the doubt. You may disagree strongly about some point, but
always ask yourself: What do I know about the individual both in an historical and situational
perspective that might justly explain why they have the opinions they do? (sometimes we
refer to this as assuming positive intent if you do this, you can slow down a defensive or
overly negative response and keep your feedback positive and respectful)
2. Avoid using these words: "but", "however" and "nevertheless". If you acknowledge the other
individuals point of view and follow it what one of these words, you have completely erased
the acknowledgement. (consider using words like and instead. This leaves room for both
ideas to co-exist)
3. Use empathy to cushion your response. Never attack another persons idea head-on. If you
disagree, acknowledge that you have heard their opinion, and follow it with a empathetic
comment. ("I can understand why you are bringing that because of XYZ"). With this
statement of empathy, you dont need to agree or disagree, but rather simply demonstrate
your understanding for their "side." From this point of commonality, you can then move on
to illustrate your own feelings on the subject. (remember, though dont follow this up with
but, however, etc., or you negate your empathy).
By following these simple suggestions for our discussion boards, we will be able to have
meaningful discussions that move beyond agreements and help us embrace the learning that
can come from dissonance.