Why KyMTSS?

Purpose

KyMTSS promotes the integration of systems-level approaches and state/district/school initiatives under one comprehensive framework to more efficiently use resources while focusing on improving outcomes for every student.

Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) are examples of multi-tiered systems that are integrated under the overarching framework of KyMTSS.

Integrated school mental health, social-emotional learning, trauma-informed schools, resiliency practices and bully-free schools are just a few examples of initiatives that are supported under the comprehensive framework of KyMTSS.

Benefits of KyMTSS

Allows for a more effective, efficient, equitable and sustainable use of resources.
Aligns with research that demonstrates the interconnectedness of academic and behavior skills.
Provides more seamless support through the use of integrated teams, data, and practices.
Reduces initiative overload by utilizing a single, cohesive framework of systems, data and practices.

Path to KyMTSS

1997

Positive Behavior Intervention and Supports (PBIS) was introduced nationally in the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) as a research-based framework for supporting children with behavior disorders. A National Technical Assistance Center for PBIS was funded with a focus on school-wide behavior support of all students, and an emphasis on implementation practices and systems.

2004

Response to Intervention (RTI) was introduced nationally in the 2004 reauthorization of the IDEA. This did not mandate an RTI process but adjusted the Specific Learning Disability identification to allow “a process based on the child’s response to scientific, research-based intervention”. RTI focused schools and districts on prevention and early intervention for students with academic difficulties.

2009

The KDE partnered with the University of Louisville’s Academic and Behavior Response to Intervention (ABRI) project to provide guidance around developing Kentucky’s model of RTI. A need to address both academics and behavior was identified. From this work, the Kentucky System of Intervention (KSI) was introduced as Kentucky’s framework for response to intervention.

2015

Every Student Succeeds Act (ESSA) recognizes the effectiveness of the MTSS framework. ESSA defines MTSS as “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision-making (Sec 8101(33)). Nationally a shift began to the use of MTSS to describe an comprehensive framework that encompassed RTI as an academic model and PBIS as a behavioral model to address the needs of all students.

2018-2109

KDE began discussions around expanding the framework of KSI to a more comprehensive multi-tiered system that would support students’ academic, behavioral and social-emotional competencies. A need for for cross agency support, communication of a common message and revised on-line guidance, resources and tools was identified.

2019-2020

Kentucky’s statewide MTSS (KyMTSS) framework is defined as “a multi-level prevention system to support student achievement and social-emotional behavioral competencies through an integration of differentiated core instruction, assessment and intervention”. Guidance was developed to build a common understanding of essential elements and key implementation features.

Each and every student empowered and equipped for a successful future.

KDE’s Vision and KyMTSS

The vision of the Kentucky Department of Education (KDE), “each and every student empowered and equipped to pursue a successful future”, sets the focus for the work of the agency and is also the goal of an integrated MTSS. The essential elements of KyMTSS align with this vision and the big ideas of United We Learn: access and opportunity, and authentic engagement and partnerships as outlined in KDE’s Strategic Plan.

Associated Regulations

Senate Bill 9 KRS 158.305 KRS 158.840 KRS 158.6459 704 KAR 3:095