ESTABLISHING SUPPORTIVE POSITIVE LEARNING ENVIRONMENT Supportive positive learning environments are safe for students and staff. Supportive environments require the commitment from all staff and a belief that all students can learn and succeed with the right relationships within the school and the appropriate supports in place. Developing supportive environments requires all staff to be part of a proactive system that considers the unique needs of all students. To this end, the Brandywine School District utilizes an approach known as Multi-Tiered System of Support (MTSS) as the guiding framework to support students academically and behaviorally. The MTSS Framework aligns perfectly with the core principles of the District’s previous Response to Intervention (RtI) and Positive Behavior Support (PBS/ PBIS) Programs centered on both academic and behavioral, and social-emotional success. Together, these frameworks merge to provide essential support to all students, with targeted support based on need.
MULTI-TIERED SYSTEM OF SUPPORTS
Brandywine Schools use a Multi-Tiered System of Supports (MTSS) that emphasizes proactive and preventive strategies for defining, supporting, and teaching appropriate behaviors to create a positive school climate. The MTSS approach emphasizes proactive and preventative strategies for supporting appropriate behaviors, both social and academic. Behavioral supports and interventions are implemented using a three-tiered prevention/intervention approach to student behaviors. School staff recognizes that maintaining and changing student behaviors involves a continuum of acknowledgments, supports, and interventions (Center for Positive Behavior Intervention Supports, University of Connecticut). The MTSS framework consists of three tiers: 14