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    Debunking the Triangle: How the 80-15-5 Model Holds us Back from Supporting our Students

    Wednesday, October 19, 2022
    1:00 PM - 2:00 PM
    1 PM ET/ 12 PM CT/ 10 AM PT
    Mark your calendar with the correct time zone

    For decades, the tiered triangle has been a representation of a perceived optimal Multi-Tiered System of Supports. Historically known as the 80-15-5 triangle, this model has caused many educators to believe that only 15% of our students can receive intervention and supports at a time.  

    As the beginning of the year screening data is compiled and tiered levels of need are identified for students, many districts find themselves with the dreaded “upside-down triangle” –  far more than the expected 15% of students are in need of additional intervention. If you drew a representation to match your data, would it look like your triangle was flipped so that it was heaviest at Tier 2 or Tier 3?

    How do schools decide who gets support when staff and time resources seem to be stretched?

    In this webinar, we’ll debunk the confusion around the 80-15-5 triangle model and help you better understand and leverage your data as a driver to equitably allocate resources and implement targeted instruction that can begin to shift this dynamic and right your triangle.

    In this webinar, participants will: 

    • Uncover the misunderstandings around the MTSS 80-15-5 triangle model
    • Learn how to unpack your screener data
    • Apply a new understanding to leverage screener data to redirect resources and target instruction equitably across all tiers

    👉 Access the recording 👈

    About the presenters:

    Trudy Bender - Headshot



    Trudy Bender

    Trudy Bender is the MTSS Marketing Content Manager at Branching Minds. She previously served as the Coordinator of District Behavior Intervention at Waco ISD, where she facilitated the implementation of a multi-tiered system of supports for behavior along with initiatives to improve school climate and to build teacher capacity in classroom management through peer coaching. She is passionate about helping teachers and administrators to develop a positive, restorative, instructional approach to behavior that reduces disproportionality in discipline while improving social-emotional and academic outcomes for all students. Trudy holds an Ed.S. in School Psychology from Baylor University.
    Karen round headshot


    Karen Castle

    Karen is the Executive Director of Professional Learning at Branching Minds, where she leads a team of education consultants to provide guidance and support to schools and districts, as they implement Branching Minds and improve their MTSS practice. Prior to Branching Minds, Karen spent 12 years building a national professional development program for Amplify Education, a leading company in the education technology space. Prior to her work in the edtech space, Karen served as curriculum director, principal, and teacher for several school districts in the North Texas area for 23 years. Karen holds an M.Ed. from the University of North Texas and a Superintendent’s Certification from the University of Texas at Arlington.

    Britt Shurley headshot


    Brittany Shurley

    Brittany Shurley is an Instructional Design Manager at Branching Minds. Brittany has served students, educators, and leaders in various roles throughout her career, including as a classroom teacher, learning disabilities specialist, school-based leader, and district level administrator. Brittany has extensive experience in facilitating the implementation of MTSS at the district and school levels. She is passionate about ensuring teachers have the tools to promote safe, healthy, and engaging learning environments where students are experiencing success.