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), Positive Behavior Interventions and Supports (PBIS) and the integration of school mental health and PBIS (ISF) are examples of multi-tiered systems that are integrated under the overarching framework of KyMTSS.
Social-emotional learning, trauma-informed practices, culturally responsive teaching, school mental health 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
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.
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.
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.
The term multi-tiered system of support (MTSS) was introduced in the language of the Every Student Succeeds Act (ESSA). 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.
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.
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.
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 KDE core values of equity, achievement, collaboration and integrity as outlined in the 2018-2023 Strategic Plan.