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MTSS Interview: Jefferson City Public Schools

789 Words4 Pages

MTSS Interview I interviewed Natalie Mendez, a teacher in the Jefferson City Public Schools system in Jefferson City, Missouri. She is the ESL teacher. She teaches many grades, mainly elementary at Lawson Elementary School, which has about 570 students attending. In the Jefferson City Public School system, they use both Positive Behavior Interventions and Supports (PBIS) as well as Response to Intervention (RTI). Their RTI program depends on the grade level and what the focus is. Their RTI program focuses usually in reading, math, or writing. In our interview, Mrs. Mendez focused on PBIS. PBIS is, “A proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional …show more content…

It is determined by how many referrals a student has in a given time frame. Once a student has been identified, there is a meeting with the support team. Those who are involved in this support team are the behavior integrationist, classroom teacher, resource teacher, school counselor, principle, and the parents. After initial meeting, they collect data for students receiving interventions. They put the data in SWIS a computer program used by the school. The program allows viewing of the information by student, school, grade, times of the day, etc. As the program continues, if the student is not making progress they add a little more to the original idea until it is personalized enough to work for the student. I was surprised of find in my interview that Mrs. Mendez focuses more on PBIS than RTI. I asked her why this is and she said that being an ESL teacher, puts her in a different position than a general classroom teacher. The services she provides can be part of the RTI process. She is also a resource for the general classroom …show more content…

Mendez what the benefits and disadvantage of PBIS in her school. She states, “The advantages are improved behaviors, minimizing class disruptions. I don't believe there are disadvantages.” After we finished our interview I began to reflect on the information that was given to me. In class, we touched on PBIS, but we have focused on RTI for the time being. I enjoyed learning about PBIS and seeing how it compares to RTI. Both PBIS and RTI have three tiers of support. The first tier being general and the second and third tier become more specialized and individualized as a student moves tiers. PBIS and RTI also have a similar meeting style once a student is identified with needing help. The teacher, parents, principle, specialist, etc. all meet to decide what and how to help the student. They do have some differences as well, starting with RTI focused on academic help while PBIS is focused on behavioral help. Unlike RTI, PBIS does not have a universal screening though. PBIS and RTI may focus on different areas of academia, but they have one common goal. This goal is to help students reach their full potential both academically and

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