MTSS- Mission
Clinton City Schools believes that to provide the most effective education for ALL students, we must start with providing an effective education for EACH child.  We know that children have different learning styles and not all children will respond to the same instructional approach. Some students require additional support to experience success.  In Clinton City Schools, we use Multi-Tiered Systems of Support (MTSS), a 3 tiered problem-solving approach, to identify and support students who are not experiencing success with our core curriculum and instructional strategies.  Students who are not meeting identified standards necessary for success will be provided with 2 levels of support beyond the core curriculum.  MTSS has been identified as best practice in education, and fulfills federal and state legal requirements for meeting the needs of ALL students.

To clarify, it is best practice for ALL students to follow the MTSS framework in order to achieve behavioral and academic success. Although referral teams no longer function in the same capacity as they have previously, MTSS is in place to address group and individual student needs. Teachers that have individual concerns should utilize the MTSS process to address student needs. In rare cases, extenuating circumstances may exist in which Child Find procedures are necessary for individuals other than school personnel. 

For questions and/or concerns, please contact one of the District MTSS Team Members. 

What is PBIS?

Positive Behavior Intervention and Support (PBIS) is a decision making framework that guides selection, integration, and implementation of the best evidence based academic and behavioral practices for improving important academic and behavioral outcomes for all students.  PBIS helps parents and school staff create and maintain a safe, supportive learning environment, promote positive life skills, and reduce negative behaviors so that all children can succeed in school.  The framework addresses both individual behavior and environmental factors and focuses on skill building rather than punishment.  In addition, PBIS addresses bullying prevention, social skills development, resilience building, and discipline. 

One of the most significant advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.  A continuum of positive behavior supports for all students within a school are implemented in areas including the classroom, cafeteria, they gymnasium, school buses, hallways, restrooms, sidewalks, play areas, and other common areas.

PBIS uses a multi-tiered model approach.

Why do we use PBIS?

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions.  Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies is ineffective.  Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience.  Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occurr before responding.  The purpose of PBIS is to establish a climate in which appropriate behavior is the norm. 

PBIS Outcomes

When implemented with fidelity, PBIS is an evidence based framework that improves the school behavioral climate.  That is reflected in: