Schoolwide Systems

Below lists two schoolwide systems we have to address specific student needs. The first, MTSS, is our process for addressing students behavioral and/or academic needs when classroom instruction in the general education environment is not sufficient. The second, PBIS, is our process for promoting and honoring positive behavior throughout the school. 

MTSS: Multi-Tiered Systems of Support

MTSS, or Multi-Tiered Systems of Support, is a process GCES utilizes to provide effective supports to students in need. To understand MTSS, it is best to first explain the three tiered system of support. Tier 1 is universal support. This is conducted by the classroom teacher and implemented within the classroom. Tier 1 support could be individual academic interventions, small group instruction, or informal behavior plans created and implemented by the classroom teacher. All students benefit from Tier 1 support, hence "universal". Tier 2 support is targeted intervention. Students needing Tier 2 support are first seen by our interventionists. We have both a reading and mathematics intervention teacher who conduct small group instruction focused on specific skills. These interventions are implemented outside of the classroom for 30-45 minutes each school day. Finally, Tier 3 is intensive support. Often students requiring Tier 3 support are in the Special Education population with an IEP (Individualized Education Plan). These students maintain instruction in the general education environment and also receive special education services from a special education teacher. For students to receive different tiered instruction, they first go through the MTSS process. Students can be referred to the MTSS team by classroom teachers, who document the Tier 1 interventions already put into place, with an explanation why the Tier 1 interventions were insufficient, rooted in student achievement data. To be referred to the MTSS team, classroom teachers complete a document outlining the interventions and data already in place, and parents complete a questionnaire about the student. The MTSS team (which consists of classroom teachers, special education teachers, mental health providers, interventionists, and the MTSS coordinator) then reviews the documents and discusses next steps for the student. This consists of additional interventions or observations and members of the MTSS team are accountable for their implementation. In order for a student to be referred for special education testing, the student must go through the MTSS process first receiving both Tier 1 and Tier 2 support, and have the team deem those supports ineffecient. 

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MTSS does not only support students who struggle academically, but also provides support for students who are excelling academically. For students to qualify for the Gifted and Talented (GT) program, they are also referred through the MTSS process. The GT coordinator conducts several assessments to deem if GT services are necessary and meets with the MTSS team to move make determinations. Students can also be part of the "on watch" program which means they are excelling academically but have not yet demonstrated GT services would be appropriate. 

Finally, MTSS also provides support for students behavior, social and/or emotional concerns. If a student is struggling with behavior teachers first conduct informal intervention plans within their classroom for at least six weeks. If student behavior has not improved, they can be referred to the MTSS team to implement Tier 2 behavioral supports. If those are still deemed inefficient students can receive Tier 3 behavior suport which can be a formal behavior plan or BIP which would be part of the special education process. 

PBIS: Positive Behavioral Intervention Systems

PBIS, or Positive Behavioral Interventions Systems, is a schoolwide system to promote and honor respectful and positive student behavior. The PBIS system has two components. First, a schoolwide behavior matrix is created for different areas within the school. This matrix is designed to demonstrate examples of what positive behavior looks like within the school. The matrix is not designed to be a prescribed rule sheet. As demonstrated earlier in the Love and Logic approach, GCES looks at individual student infractions as unique experiences with unique consequences. PBIS, instead, is a road map to help students understand how they can demonstrate positive behavior. The GCES behavior matrix is as follows:

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Along with providing a behavior matrix, the second component of PBIS is to provide incentives for students demonstrating positive behavior. GCES utilizes the website ClassDojo. With ClassDojo, students create their own monster avatars and teachers provide students with points based on positive behavior. ClassDojo is meant only to promote positive behaviors so students do not have points deducted for negative behavior. Every teacher in the school has access to all students so teachers can award points in the hallway, recess, or lunch for students who are not in their homeroom class. Every Monday from 7:30-8:00 in the MPR the student council runs the "Class Dojo Store." This is an opportunity for students to purchase prizes with the points they accrue. Student council worked together to select the prizes and prices for the store. Currently students can purchase: