Multi-Tiered Systems of Supports (MTSS) is a standards-aligned, comprehensive school improvement framework that helps educators partner with families and outside agencies to enhance academic, behavioral and social-emotional outcomes for all students while using data-based problem-solving. MTSS grew out of the integration of two other intervention-based frameworks: Response to Interventions (RTI) and positive behavior interventions and supports (PBIS).
While the district has a structure in place for RtII in math and language arts, the planning and implementation of a broader academic approach to include behavior is needed. To address this need, the district will develop and implement an MTSS structure K-12.
The three components of the Instructional Model (Positive School Climate, Flexible Environment, and Relevant and Rigorous Learning Experiences) will be embedded into CV's programs and practices.
- Positive School Climate: Positive Behavior Interventions & Supports, Social/Emotional-Based Learning, Inclusive Learning Environment, Student Centered Learning, Family and Community Engagement
- Flexible Learning Environment: Flexible Space, Blended Learning, Purposeful and Strategic Technology Integration, Voice and Choice
- Relevant & Rigorous Learning Experiences: Standards-Based Curriculum, Balanced Assessment, Personalized Learning, Inquiry-Based Learning
Conestoga Valley School district believes in equitable outcomes for all students. MTSS is a three-tiered system using a continuum of supports and services emphasizing on high-quality professional learning, cultural responsiveness, community and family engagement, and utilization of reliable and valid data sources reinforces a continuum of supports and services that exists at all Tiers.
Tier 1: Universal/Foundation – All students
As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.
Tier 2: Secondary – Small groups of students
Some students need a little extra assistance in meeting academic and behavioral goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups, reteaching of behavioral matrix, and specific social-emotional lessons. This targeted support allows students to work toward catching up with their peers.
Tier 3- Tertiary – Individual students
A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualized supports and can include assistance from outside agencies.
Positive Behavior Interventions and Supports (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. When implemented with fidelity, PBIS improves social emotional competence, academic success, and school climate. It also improves teacher health and wellbeing. It is a way to create positive, predictable, equitable and safe learning environments where everyone thrives. PBIS is a component of Conestoga Valley School District’s Multi-Tiered System of Support (MTSS) framework that integrates data and instruction to maximize student achievement and support students’ social, emotional, and behavioral needs from a strength-based perspective.
CVSD’s PBIS Core Beliefs
Conestoga Valley learners have equitable access to a positive school climate where safety is fostered; a supportive academic, disciplinary, and physical environment is promoted; and respectful, trusting, and caring relationships are encouraged and maintained across the CV Community.
- Creating a culture of celebrating the assets of our community while leveraging community supports to address identified needs
- Develop K-12 systems to support all learners through collaborative partnerships between all stakeholders
- Develop evidence-based practices for teachers to enhance Tier 1 learning environments in all classrooms and settings
- Ensure district and school policies and procedures provide guidance for equitable, data-driven decision-making reflective of the diverse students and families in the CV Community.
All in response to the post-pandemic needs of the CV Community.