ESTABLISHING SUPPORTIVE POSITIVE LEARNING ENVIRONMENT Suppor ve posi ve learning environments are safe for students and staff. Suppor ve environments require the commitment from all staff and a belief that all students can learn and succeed with the right rela onships within the school and the appropriate supports in place. Developing suppor ve environments requires all staff to be part of a proac ve system that considers the unique needs of all students. To this end, the Brandywine School District u lizes an approach known as Mul -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 Interven on (RtI) and Posi ve Behavior Support (PBS/ PBIS) Programs centered on both academic and behavioral, and social-emo onal success. Together, these frameworks merge to provide essen al supports to all students, with targeted supports based on need.
MULTI TIERED SYSTEM OF SUPPORTS Brandywine Schools use a Mul -Tiered System of Supports (MTSS) that emphasizes proac ve and preven ve strategies for defining, suppor ng, and teaching appropriate behaviors to create a posi ve school climate. The MTSS approach emphasizes proac ve and preventa ve strategies for suppor ng appropriate behaviors, both social and academic. Behavioral supports and interven ons are implemented using a three- ered preven on/interven on approach to student behaviors. School staff recognizes that maintaining and changing student behaviors involves a con nuum of acknowledgments, supports, and interven ons (Center for Posi ve Behavior Interven on Supports, University of Connec cut). The MTSS framework consists of three ers: 12
