MULTI TIERED SYSTEMS OF SUPPORT

Armona Union Elementary School District (AUESD) has designed a comprehensive universal screening of all students that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support that benefits ALL students. The Multi-Tiered System of Support (MTSS) offers the potential to create needed systematic change through intentional design and the redesign of services and supports in order to quickly identify and match student needs. The integrated data collection and assessment system assists in making appropriate informed decisions at each tier of instruction.

AUESD has created the MTSS model to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students. The MTSS structure embodies an integrated, comprehensive framework that focuses on instructional standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

In short, the District’s MTSS model addresses the needs of ALL students, aligns the entire system of initiatives, supports, and resources and implements continuous improvement processes at all levels of the system at Armona Elementary School and Parkview Middle School

Multi-Tiered System of Support Framework

Multi-Tiered System of Supports (MTSS) is a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students. MTSS is defined by four interrelated elements:

  • OUTCOMES refer to what we want students to learn and do well, both academically and behaviorally. They are derived from data and guide decisions about what practices to select, and what systems might be needed to support the achievement of those outcomes.
  • DATA refers to information about where we are now and have been, and what evidence we know about something. Data supports decision-making in order to define where we want to go (outcomes), what we might use to get there (practices), and what we need to be effective and efficient at what we do (systems).
  • PRACTICES refer to what instructional and behavioral interventions, strategies, programs, curricula, etc. are used to achieve a stated outcome. In addition, the selection of practice is guided by the evidence (data) that are available to demonstrate the effectiveness of practice and the resources and supports needed for accurate and effective implementation (systems).
  • SYSTEMS refer to supports, resources, training, etc. that implementers would need to maximize their implementation of a given practice to achieve a specific outcome. A defining feature of MTSS is a prevention logic and mindset that is organized as a continuum of support.

The premise of the MTSS mindset is that continual teaching, combined with acknowledgment or feedback of clear, positive student behavior expectations will promote a climate of greater productivity, safety, and learning. The BCSD model for MTSS consists of three tiers:

  • Tier I – Establishment of school-wide universal expectations, rewards, and consequences along with proactive systems and structures that teach support, and reinforce universal expectations for all students in all locations.
  • Tier II – Prescriptive, targeted interventions of moderate frequency, intensity, and duration for identified behaviorally at-risk students.
  • Tier III – Prescriptive for students exhibiting chronic behaviors who are in need of intensive individualized instruction and support to facilitate the acquisition of replacement behaviors and adaptive skills.

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