Module 4. School-Wide
Systems of Support
EDSE 3305. Introduction to
Special Eduucation
Module
Objectives
•4.1 Summarize the characteristics of school-wide systems of support, including
how those systems use tiered supports, screening and progress monitoring, and
data-based decision making and teaming to benefit all students.
•4.2 Identify key considerations in the implementation of school-wide positive
behavior interventions and supports (S W-P B I S) and the role of tiered supports
within S W-P B I S.
•4.3 Discuss key considerations in the implementation of response to intervention
(RTI) to address students’ academic needs and the role of tiered supports within RTI.
•4.4 Examine the characteristics of comprehensive, integrated three-tiered systems
(Ci3T) to simultaneously address students’ behavioral, academic, and social and
emotional needs.
Characteristics of School-Wide Systems
•Increasingly, schools are adopting school-wide systems to organize the instruction and
supports for learning that are provided to all students, including those with disabilities.
•Three core features of school-wide systems that benefit all students:
•Tiered supports
•Screening and progress monitoring
•Data-based decision making and teaming
•Three school-wide systems:
•School-wide positive behavioral supports (S W-P B I S)
•Response to intervention (R T I)
•Comprehensive, Integrated, Three-tiered (C i 3 T) model of prevention
Three Key Features of School-Wide Systems
•Providing increasingly intensive instruction and supports and emphasizing prevention
•Tier 1: Universal instruction and supports
•Tier 2: Supports provided to students who need more intensive instruction and support to
learn at Tier 1.
•Tier 3: Even more intensive supports for an even smaller number of students who need
supports beyond those provided at Tier 2.
Source: Based on Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage
problem behaviors: A step-by-step approach. New York: Guilford Press.
Three Key Features of School–Wide Systems
Collecting and using data-screening
and progress monitoring
Screening occurs before instruction
Data-based decision making and
teaming
Collecting data involves assembling the
information that you and your colleagues will use
