Multi-Tiered System of Supports

Multi-Tiered System of Supports (MTSS) is an adaptive and responsive framework that helps schools identify and provide targeted supports for students who are struggling academically and/or behaviorally.

The focus is to identify students by name and need while providing differentiated instruction and the necessary academic, behavioral, and social-emotional wellness support for ALL students across ALL schools. In PWCS, MTSS is built upon strong and intentional collaboration, enhanced by the belief that ALL students can learn at high levels.

PWCS will implement coherent, articulated, aligned, culturally and linguistically responsive instructional practices and learning pathways across all grade levels and content areas, focusing on improving the academic progress of English Learners and students with disabilities.

The Key Components of MTSS are:

• Student Support Team (SST) with an identified leader to guide MTSS implementation.
• Culture of collective responsibility for all students.
• High-quality Tier 1 core instruction for academics, behavior, and student social-emotional wellness.
• Goal setting and monitoring student progress.
• Data-informed decision-making across tiers.
• Early implementation of evidence-based interventions with fidelity.
• Families as authentic partners to support student success.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework used in schools to promote positive behavior and prevent challenging behaviors. It emphasizes prevention, teaching social skills, and creating a supportive school climate. The goal is to enhance student well-being and academic success while minimizing disruptions and disciplinary actions

The Relationship between PBIS and Restorative Practices

PBIS and Restorative Practices (RP) can complement each other to build a positive climate and culture in schools while reducing the reliance on exclusionary discipline practices. The integration of PBIS and RP does not replace consequences in alignment with the PWCS Code of Behavior. By integrating PBIS and Restorative Practices, school staff can create a comprehensive approach to behavior management that emphasizes prevention, positive relationships, and the restoration of harm.

Tiered Support

MTSS is a framework that provides a multi-tiered approach to meeting the diverse behavioral and academic needs of students. PBIS and Restorative Practices can be integrated into different tiers of support within the MTSS framework. PBIS can be implemented as a universal Tier 1 support by establishing schoolwide behavioral expectations and providing proactive strategies for all students. Restorative Practices can also be used at Tier 1 to build a sense of community among all students. Additionally, Restorative Practices can provide structure for targeted Tier 2 or Tier 3 support to address specific student behavioral concerns and provide individualized interventions.

Shared Focus on Positive Behavior

PBIS underscores the importance of promoting positive behavior and creating a supportive environment for all students. Restorative Practices also foster positive relationships and build a sense of community. Both approaches prioritize the development and reinforcement of positive behaviors, which helps to foster a positive school climate.

Prevention and Early Intervention

PBIS aims to prevent challenging behavior through proactive strategies, such as explicitly teaching, reinforcing, and incentivizing expected student behaviors. The objectives of Restorative Practices center around early intervention, providing opportunities for dialogue, reflection, and repairing harm before conflicts escalate. By addressing behavior issues early, both approaches can help reduce the need for exclusionary discipline practices.

Clear and Consistent Expectations

PBIS establishes clear behavioral expectations across the settings in the school, promoting consistency in behavior management. Restorative Practices rely on clear expectations for behavior and communication, enabling students and staff to understand how to engage in restorative conversations (and structures) effectively. By aligning these expectations, both approaches create a common language and understanding among students and staff.

Restorative Consequences

PBIS encourages the use of logical and restorative consequences for behavioral infractions, focusing on teaching and reinforcing appropriate behavior rather than solely relying on punitive measures. Restorative Practices provide a framework for repairing harm caused by a student's behavior through dialogue, empathy, and accountability. By incorporating restorative consequences, both approaches promote growth, assist students in learning from errors in judgment, and reduce recidivism.

Building Relationships and Fostering Empathy

Restorative Practices emphasize building positive relationships, empathy, and understanding among students and between students and staff. PBIS recognizes the importance of positive relationships in fostering a supportive school climate. By promoting empathy and building relationships, both approaches contribute to a more inclusive and connected school community.

Data-Informed Decision-Making

PBIS uses data to inform decision-making processes related to behavior interventions and supports. Restorative Practices also rely on data to assess restorative processes' effectiveness and identify improvement areas. By using data, both approaches can identify behavioral trends, measure the impact of interventions, and make strategic decisions to reduce exclusionary discipline practices effectively.