Multi-Tiered Systems of Support

Academic and Behavior Departments

Multi-Tiered Systems of Support (MTSS) is an integrated, comprehensive framework that focuses on core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. In his meta-analysis, John Hattie (2009) assigns effect sizes and identifies those high-yield pedagogical practices that support student engagement and lead to each student’s success. Involved students learn more efficiently and are more successful at remembering what they learned. In addition, students who are engaged in learning are more likely to become passionate about learning in general. The more time students spend engaged during instruction, the more they learn. 

Restorative Practices and Positive Behavior Interventions and Supports

Restorative Practices (RP) and Positive Behavior Interventions and Supports (PBIS) are the two best-practice frameworks being implemented with our students and staff to develop proactive and positive ways to improve culture, increase engagement, and foster relationships. JCPS is in the process of expanding training and implementation of RP and PBIS to assist staff members with addressing antecedent behaviors, restoring potentially damaged relationships, and assisting students in finding replacement behaviors while also taking accountability for their actions.

High-Yield Pedagogy (Instructional Practices)

Effective teaching is the most powerful tool for engaging and motivating students to reach their potential. The use of high-yield pedagogy creates an opportunity for all students to receive an education that gives them what they need to thrive through differentiated supports focused on removing social factors as a predictor of success. Collaboration through relationship-building, cooperation, and partnerships among students, staff, families, and community are fundamental to the success of all students.

The enhancement of teacher-efficacy will positively impact student learning and motivation through the use of effective, high-leverage instructional practices that encourage equitable educational opportunities for all students. When teachers increase the use of research-based pedagogical strategies and practices, it can result in increased engagement, more effective tier-one instruction, and increased student achievement.

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