Tiered System of Support

The purpose of the tiered system of support process is for a team to determine if there are strategies or interventions that could be utilized in the general education classroom to support a student’s academic and/or behavior needs which may be impacting their academic progress. The process is followed to inform improvements to instruction, curriculum, and the school environment in order to best support the student and develop a plan that meets their needs. This process aligns with what is outlined in Nebraska Rule 51 Section 006.01B under Child Find Requirements, which is also sometimes referred to as the Student Assistance Team. The goal of this process is to ensure that school teams provide service to all students. It is designed to provide support for students who are experiencing difficulties in the classroom as well as for staff members who are working to assist students to become successful in the regular educational environment.

This process is a problem-solving process that needs to be kept in the forefront of the work schools do to support students. LPS recognizes that in some instances a direct referral to special education or 504 may be necessary.

Additional rationale for using a tiered system of support approach:

• Specifics of Research: Many studies conducted by numerous researchers show tiered systems of support reduce disruptive behavior as well as the use of exclusionary discipline. They also increase social, emotional and behavioral outcomes. Research shows that school climate, school safety and organizational health improve as a result of using tiered systems of support.
• Overarching System: Restorative practices, prosocial learning, and trauma informed practices are organized within and aligned with tiered systems of support, which includes all Tier 1, 2 and 3 interventions.
• Universal: Tiered systems of support provide an efficient and evidence-based approach to meet the needs of all students in all settings throughout the school. The support encompasses both academic and behavioral interventions.
• Equity: Tiered systems of support promote consistency and common practices across the district. When consistent practices across buildings are emphasized, it ensures that students and families have an equitable educational experience.
• Trauma-Capable Schools: Ensuring tiered systems of support are implemented with fidelity is a proactive way of creating school environments that are trauma-capable. Tiered systems of support focus on establishing environments that are safe, positive, predictable, and equitable. All of these qualities support students who have been impacted by unresolved trauma by offering consistency and predictability within an educational setting.
• Relationships: Tiered systems of support also emphasize the importance of building dependable and secure relationships between adults and students. These relationships have a positive impact on students who are healing from trauma.
• Alignment with State Requirements: The state of Nebraska outlines a tiered framework for providing support to all students. Nebraska’s Multi-Tiered System of Support (NeMTSS) is a framework designed through the lens of continuous improvement to guide school districts, schools, and all educators to ensure each and every student has access to learning experiences that enhance their educational outcomes. NeMTSS is purposely consistent with AQuESTT, Nebraska’s Accountability for Quality Education System Today and Tomorrow. This consistency aims to improve educational efforts that support improved outcomes for both students and adults. The PAR framework approach to MTSS is entirely consistent with NeMTSS.
• Research Based: Extensive research supports the use of a multi-tiered model for student supports. A spreadsheet linked here is a searchable reference list for studies regarding tiered systems and their effectiveness.