Strategies for MTSS Behavior

Equity is intrinsic to MTSS and should be embedded within each tier of supports.

An MTSS model that advances equity gives all students access to a great education in the most inclusive environment possible. Delaware County Intermediate Unit MTSS Consultants provide targeted and sustained training, consultation, and technical assistance in developing and implementing an effective, equity-focused MTSS Framework.

An MTSS model that advances equity gives all students access to a great education in the most inclusive environment possible. This access is provided using universal screening and progress monitoring data to start a student in the least intensive support environment, and add or remove support as needed. In other words, each and every student receives just the right amount of support they need to succeed.

Equity-focused MTSS teams can bring their academic and behavior data together to answer questions like:

• Are there academic achievement gaps between groups of students?
• Which groups of students are attending school less than others?
• Do we see an over-representation of any groups of students in our behavioral data?
• Which groups of students are reporting few, if any, social-emotional strengths?

Honing in on the data can illuminate trends or differences in intervention efficacy and point towards areas where resources need to be allocated at district and school levels to promote equity.

Delaware County Intermediate Unit MTSS Consultants provide targeted and sustained training, consultation, and technical assistance in developing and implementing an effective, equity-focused MTSS Framework.

Support includes, but is not limited to:

• Universal screening
• Progress monitoring
• Implementing a multi-level prevention and intervention system
• Data-based decision making training
• Data-analysis
• Standards-based curriculum alignment

PBIS provides a strong framework for increasing equity in student outcomes when PBIS teams include equity-focused strategies in their action plans. DCIU teams can support PBIS implementation by providing coaching and team training.

PBIS provides a strong framework for increasing equity in student outcomes. Research shows that schools implementing PBIS with fidelity have greater equity in school discipline, particularly among black students. To accomplish this, though, PBIS teams must include equity-focused strategies in their action plans.

Positive Behavior Interventions and Supports (PBIS) is a multi-tiered approach to social, emotional, and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of schools and other agencies. PBIS improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

The PBIS approach provides a continuum of prevention and intervention supports at each of the three tiers: universal (for all students), secondary (for students at risk), and tertiary (for students with intensive needs). At the tertiary level, PBIS embraces the conceptual approaches of wraparound and/or person-centered planning for students who have challenging behavioral needs requiring intensive support.

DCIU supports include:

• Team Training (Universal-Tier I, Tier II, Tier III supports)
• Coaching




Designing schools so they are restorative spaces - environments where young people are known, respected, and belong - is a key way that schools can embody more equitable approaches to meet students' immediate and long-term needs. DCIU can support schools in Restorative Practices training, coaching, and implementation fidelity.



Designing schools so they are restorative spaces - environments where young people are known, respected, and belong - is a key way that schools can embody more equitable approaches to meet students' immediate and long-term needs. 

Restorative Practices (RP) focuses on building, maintaining, and, when necessary, repairing relationships among all members of a school community. Based in the science of learning and development, RP supports students’ academic, cognitive, and social-emotional growth; their physical and mental health and well-being; and the promotion of their distinct individual identities.

RP also recognizes the long-standing inequities present in both schools and society and are grounded in removing those inequities by building safe, inclusive learning environments where consistent, caring relationships can thrive and every young person is valued and affirmed.

IIRP-certified DCIU trainers can support RP implementation through:

• Restorative Practices training
• Coaching 
• Consultation for implementation fidelity

Equity is intrinsic to school climate work. An equitable school climate response to the wide range of cultural practices, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community. 

The National School Climate Center refers to an equitable school climate as one in which the quality and character of school life fosters full access to:

1. Appropriately supported, high expectations for learning and achievement
2. Emotionally and physically  safe, healthy learning environments
3. Caring relationships with peers and adults
4. Participation that meaningfully enhances academic, social-emotional, civic, and moral development

DCIU can support school and district school climate work through:

• Training in the National School Climate Center framework
• Training and coaching in integrating your school's practices to create dynamic learning communities where all students are engaged and connected
• Support in data analysis of school climate surveys

DCIU trains and supports school teams in exemplar initiatives for student social and emotional growth.

Understanding data on student engagement and wellbeing can help schools strategically plan for how social emotional learning and trauma-informed care can be prioritized and embedded in academics and school climate activities. DCIU trains and supports school teams in exemplar initiatives for student social and emotional growth.

DCIU supports include:

• CASEL training
• Restorative Practices
• Training in the National School Climate Center framework
• Coaching and consultation for implementation and fidelity

DCIU has a team of certified mental health and counseling experts poised to help your teams expand capacity in trauma-informed schools, suicide prevention and intervention, and Youth Mental Health First Aid (YMHFA). 




DCIU supports include:

• Consultation and coaching for trauma-informed schools
• Trauma-informed educator training series
• Suicide prevention and intervention training
• Youth Mental Health First Aid (YMHFA) training