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Multi-Tiered Systems of Supports (MTSS) / PBIS

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 Instruction and Interventions (RTII) 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 developed and implemented 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.