Multi-Tiered Systems of Support (MTSS)

  • MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)
    The vision of Yelm Community Schools is to prepare ALL students for post-secondary pathways, careers, and civic engagement.

    A Multi-Tiered System of Supports (MTSS) is a service delivery framework focused on prevention and problem solving for all students. An integrated MTSS connects all of the academic and non-academic interventions, supports, and services available in schools and communities to support instruction and eliminate barriers to learning and teaching. Within an MTSS framework, multiple levels of instruction, assessment, and intervention are designed to meet the academic and behavioral needs of ALL students.|

    ESSENTIAL COMPONENTS OF MTSS:Core Instruction and Tiered Continuum of Evidence based Interventions and Supports (Tier I, II, III)
    • Universal Screening and Progress Monitoring
    • Family engagement and Community Partnerships
    • Creating and maintaining the infrastructure to support an integrated MTSS Framework

    MTSS BEHAVIOR
    PURPOSE: Create a positive school climate in which students learn and grow. 

    Tier 1: All students, school-wide, data-driven, positively impacts school culture.
    Tier 2: Some students, data-driven, layered intervention.
    Tier 3: Individual students, data-driven, layered/targeted intervention. 

    TIERED FIDELITY INVENTORY (TFI): Rubric to assess implementation of school-wide behavioral systems link 

    MTSS B TEAM: Established in 2019-20 as a decision-making body; includes students, general and special education teachers, counselor(s), security, classified, office professionals, administrators. 

    FOCUS FOR 2020-2021: TFI RUBRIC
    1.3 Behavioral Expectations: School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (i.e., school teaching matrix) defined and in place.
    1:4 Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.
    1:5 Problem Behavior Definitions: School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.
    1:6 Discipline Policies: School policies and procedures describe and emphasize proactive, instructive, and/ or restorative approaches to student behavior that are implemented consistently.
    1.9: Feedback and Acknowledgment: A formal system (i.e., written set of procedures for specific behavior     feedback that is [a] linked to school-wide expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students. 

    MTSS B ADOPTION PROCESS: Products listed below followed a decision-making process: Shared with staff (5.7.2020), invitation to participate in workgroups, feedback obtained and applied (5.22.2020), fidelity check at Governance meeting 6.15.2020; adopted products 6.18.2020. 

    WORKGROUPS 
    TEACHING EXPECTATIONS
    DISCIPLINE PROCESS/DEFINITIONS
    POSITIVE REINFORCEMENT