MTSS & PBIS

MTSS

MTSS stands for Multi-Tiered System of Support. It is a framework that schools use to make sure every student gets the academic, social, emotional, and behavioral support they need to be successful. Think of it as a step-by-step system that provides different levels of help based on each student’s needs.

Tier 1: Support for all students, such as high-quality teaching, clear expectations, and positive schoolwide practices.
Tier 2: Extra help in small groups for students who may need additional support to keep up.
Tier 3: Individualized, intensive support for students who need more specialized help.

By using MTSS, schools can catch challenges early, provide the right kind of support, and help every student thrive academically, socially, and emotionally.

Research-Based Evidence for Unit 5 MTSS Academic Interventions

PBIS

At McLean County Unit 5, all of our schools use Positive Behavioral Interventions and Supports (PBIS) as part of our Multi-Tiered System of Support (MTSS) to help create safe, supportive, and welcoming learning environments for every student. PBIS focuses on teaching and encouraging positive behaviors while giving schools a clear framework for supporting students when challenges arise. PBIS is not a single program or curriculum; rather, it is a decision-making framework that guides schools in selecting, integrating, and implementing the most effective, research-based practices to improve outcomes for all students. It is built on four important parts: using data to guide decisions, setting clear goals, using proven practices, and building systems that help staff work together.

PBIS Tiers of Support

Tier 1

Clear schoolwide expectations for behavior (e.g., Be Respectful, Be Responsible, Be Safe)
Direct teaching of those expectations in classrooms, hallways, cafeterias, buses, and other school areas.
Positive reinforcement and recognition when students meet expectations
Consistent responses to problem behavior so students understand what is expected
Data tracking to monitor overall school climate and guide decisions

Tier 2

Check-In Check-Out: Check-In Check-Out, or CICO, is an early support used at the Tier 2 level to help students stay on track with their behavior and school expectations. Each morning, students in CICO meet briefly with a caring adult at school to start the day with encouragement, reminders, and a positive connection. Throughout the day, teachers give feedback on a simple Daily Progress Report (DPR) that tracks how the student is meeting expectations in each class. At the end of the day, the student checks out with the same adult, who reviews the progress report, celebrates successes, and offers encouragement for the next day. CICO provides students with extra support, helps build positive relationships with staff, and gives families a clear way to see how their child is doing at school each day.
Individualized CICO: Most students in the Check-In Check-Out (CICO) program follow the same routine, but sometimes a student may need small adjustments to better fit their
needs. This is called Individualized CICO.
For example, a student might:
- Check in at a different time if they often arrive late.
- Be paired with a different adult if the usual greeter isn’t a good match.
- Have an extra check-in during the day, like after lunch, if that’s a tricky time.
- Have a teacher keep their Daily Progress Report (DPR) if they tend to lose it.
Social Academic Instructional Groups (SAIG): Sometimes, even with the extra support of Individualized Check-In Check-Out (CICO), a student may still have trouble
meeting their goals. In these cases, the school’s support team may recommend that the student join a Social Academic Instructional Group (SAIG).

A SAIG is a small group designed to help students build specific skills and behaviors that will lead to success. For example, a group might focus on making positive choices, handling conflicts, or adjusting to a new school. Students can be recommended for a SAIG if they are not consistently meeting their CICO goals (earning 80% of their Daily Progress Report for at least four weeks), or they may be placed directly into a SAIG if there is a clear need.

Students in SAIG continue to have their progress monitored. They may still carry a Daily Progress Report (like in CICO) or teachers may complete a short daily survey to track progress on their goals. This way, families and staff can see growth and celebrate improvements along the way.

Tier 3

Check and Connect: Is a mentoring program where a trusted adult builds a long-term relationship with a student, regularly monitoring progress and connecting the student and family with resources to keep the student engaged in school through graduation.
Individualized Behavior Intervention Plans (BIP): Plans created with input from teachers, families, and specialists to support a student’s specific needs.
Functional Behavioral Assessments (FBA): A closer look at when, where, and why certain behaviors happen so the right supports can be put in place.
Intensive social-emotional or academic instruction: Tailored lessons that focus on coping strategies, emotional regulation, or other targeted skills.
Wraparound services: Collaborating with outside providers, families, and community resources to ensure the student is supported both at school and at home.

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