- Advanced Placement
- Career & Technical Education Pathways
- Language Arts
- Physical Education
- Social Science
- Support Services
- Study Aides
- Support by Subject/Quizlet
- Quizlet: Foreign Language
- Other Resources
- Literature Links
- Visual & Performing Arts
- World Languages
- Multi-Tiered System of Supports
Multi-Tiered System of Supports
Whitney High School’s Multi Tierred System of Supports follows California Department of Education’s model of an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. Components of our system that are being put into place at include:
- Systems based on the analysis of data to address support for all students, including gifted and high achievers, both academically and behaviorally.
- A commitment to implementing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.
- Integrating instructional and intervention support, based on CCSS-aligned classroom instruction to proactively address students’ needs before they fail.
- Ongoing professional development using research based strategies and curricula for first instruction and interventions.
- Strategies to change the way in which they have traditionally worked across all school settings.
What is the Multi-Tiered System of Supports (MTSS)?
A systemic approach including several Tiers of support to address all students’ academic, behavioral and social/emotional needs.
Why is WHS committed to the implementation of MTSS?
This is a result of school and parent interest in the development of aligned supports and interventions integrated within current, effective school practices to ensure all students are academically and socially successful at WHS.
Who is involved in this work and what are they doing?
School teams continue to meet and examine data about student learning and site implementation of mathematics and reading initiatives. This helps the school to understand how instructional and socio-emotional programs and staff and programs can continue to be leveraged or redesigned to become a more tightly integrated system of services and supports.
What evidence can parents and staff see at school sites as evidence of MTSS implementation?
There are a variety of entry points for WHS to begin coordinating academic and behavioral support services for students. On the academic side of the WHS's developing tiers of support, staff are beginning to utilize Universal Designs for Learning, or strategies for students to engage in learning, experience a range of representations of content, and a variety of options for demonstrating their understanding of what they’ve learned. WHS is utilizing screening and progress monitoring assessments to collect data about student learning, and use this to provide additional supports including interventions throughout the week. Behaviorally, WHS has launched the Positive Behavioral Interventions and Supports (PBIS) to provide school and classroom behavioral expectations for all students. WHS is implementing social skills groups for students who need additional support and school based therapy for those students who have more intense socio-emotional needs. All of these components create an integrated system of research based practices designed to ensure all students are successful.
How will MTSS be sustained over time?
MTSS success will be sustained over time through the use of data informed decision making, and targeted professional development around our implementation of evidence based practices for academic and behavioral support. This continuous improvement cycle will ensure effectiveness of MTSS.